2008 UGA COE EDUCATION magazine by University of Georgia College of Education

The Magazine of the University of Georgia College of Education

What Makes A Good Partnership? A Look at University-Community Collaborations from the Past, Present and Future

ALSO INSIDE: Questions withâ&#x20AC;Ś Historian Derrick Alridge on How Textbooks Shortchange MLK

2008

2008 The Magazine of the University of Georgia College of Education Louis A. Castenell, Jr. Dean Kathleen deMarrais Associate Dean for Academic Programs Cheri Hoy Associate Dean for Faculty & Administrative Services Karen Watkins Associate Dean for Research & External Affairs

EDUCATION is published annually by the College of Education’s Office of Communications & Publications. MAGAZINE STAFF Editor Michael Childs Copy editor Julie Sartor Contributing writers Catharin Shepard, Bonnie Cramond, Kathleen Kuss, Tracie Costantino, Lorilee Sandmann and Kim Osborne Contributing photographers Paul Efland, Robert Newcomb, Rick O’Quinn, Beth Newman and Dot Paul Graphic Design Kudzu Graphics CONTACT Michael Childs, Director of Public Information College of Education, G-9 Aderhold Hall The University of Georgia, Athens, GA 30602 706/542-5889, mdchilds@uga.edu

College Website: www.coe.uga.edu coeNEWS: www.uga.edu/coenews CASE REGIONAL AWARDS EDUCATION

2004 Award of Excellence 2003 Special Merit Award 2002 Award of Excellence Magazine Improvement COE Online News

2005 Grand Award of Excellence 2004 Award of Excellence 2003 Award of Excellence Electronic Newsletters ABOUT THE COVERS Front: Jeanette Ponce reads to her daughter, Abigail, as UGA professor Paula Schwanenflugel looks on at the Classic City High School in Athens, Ga. Schwanenflugel created and teaches a pre-literacy course for young mothers at the non-traditional high school as part of a partnership UGA has with the school. Photo by Paul Efland Back: A historical marker on North Campus commemorates the 1785 founding of the University of Georgia, the nation’s first state-chartered university. Photo by Paul Efland

In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, Title VI of the Civil Rights Act of 1964, Sections 503 and 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act of 1990, the University of Georgia does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability, or military service in its administration of educational policies, programs, or activities; its admissions policies; scholarship and loan programs; athletic or other University-administered programs; or employment. In addition, the University does not discriminate on the basis of sexual orientation consistent with the University non-discrimination policy. Inquiries or complaints should be directed to the director of the Equal Opportunity Office, Peabody Hall, 290 South Jackson Street, University of Georgia, Athens, GA 30602. Telephone 706-542-7912 (V/TDD). Fax 706-542-2822.

FEATURES

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Serving the community… UGA education faculty and students impact the Athens community daily through the services they provide in several clinics, including centers for speech and hearing, counseling psychology, reading and fitness. By Catharin Shepard

Questions with… We talk with UGA education professor Derrick Alridge about his research on how history textbooks shortchange Martin Luther King, Jr.’s life, unsung heroes of the civil rights movement and hip hop as a social movement. By Michael Childs

Keeping the Colts Super

Bryant Baugh (far L), says the academic foundation and clinical training he received at UGA helped get him to where he is today–beginning his fourth season as an assistant athletic trainer with the 2007 Super Bowl Champion Indianapolis Colts. By Michael Childs

DEPARTMENTS 3

National Rankings

Honor Roll of Donors

Scholarship Recipients

Campus Briefs

Faculty Recognition

Media Corner

Student Honors

COVER STORY

Alumni Awards

Inside Cover Photo by Rick O’Quinn

New Partnership aims to lift those left behind

The mammoth $40 million Ramsey Student Center for Physical Activities is the nation’s largest on-campus facility for recreation and fitness. The north wing of the center includes 50,000 square feet of academic space on three floors, home to the college’s department of kinesiology and part of the department of counseling and human development services.

UGA education faculty, students help alternative high school students find, work toward career paths. By Kathleen Diez Kuss

FROM THE DEAN

Partnerships are crucial to teacher preparation, educational research and raising local student achievement

s a land-grant/sea-grant research-extensive college of education, we have a responsibility to serve all of Georgia and the nation by showcasing exemplary practices, disseminating research findings and supporting professional educators. To do this well we must recruit the best students, recruit the best faculty, and we must provide them with the necessary resources to be successful. Ultimately, our work must benefit the people we serve and the places where our students will be employed. This calls for new professional arrangements in a mutually rewarding compact between the college and sites where our students will intern and where a select number of faculty members can conduct research that has special meaning to our constituents. These partnerships are crucial to sustaining our current outstanding programs as well as launching new signature programs, and we are grateful to our school partners for their time, effort and cooperation. In this edition of EDUCATION, we take a look at partnerships—past, present and future—in an effort to answer, “What makes a good partnership?” In 2006, we concluded a successful five-year partnership with Clarke County Schools and the local community that resulted in students at the two partner schools posting higher increases in standardized test scores than any other school in the district. And these were schools whose students had, historically, posted the lowest scores in the district. Drawing on the success of this school-based model, we have broadened our vision to a more systemic effort, working directly with Clarke County Schools’ Continuous Improvement projects and a group of hundreds of citizens, educators, community leaders and administrative professionals called The Partnership for a Prosperous Athens, whose goal is to break the cycle of poverty in Clarke County. Recently organizers formed a subgroup called OneAthens, which will follow up on projects aimed to help reach that goal. One of the challenges in Clarke County is a dropout rate that is 70 percent higher than the rate for the state of Georgia. The results are alarming. In a population of about 113,000, there are 11,200 Clarke residents over 25 years old without a high school diploma. With this in mind, our faculty members have developed a new partnership with an alternative high school in Clarke County that serves those who have dropped out of school. While our focus is on supporting teachers and students in this school and helping lower the dropout rate, we are also pursuing research on why these students—some of whom are very bright—drop out. We also continue to work with one of our long-term partner schools, Gaines Elementary, in a new joint venture to help students achieve by getting parents more involved in their children’s education. Amid all of the good work that is being done, we are also beginning to make big plans for next year’s centennial celebration. If you are one of our College of Education alumni and have lost touch with the college, your fellow classmates and professors over the years, our centennial celebration will provide a perfect opportunity to renew old ties and forge new ones. We take immense pride in the achievements of our alumni, students and faculty, both past and present. As we prepare to celebrate the college’s centennial next year, we hope to continue to reach for and attain the high standard of excellence set by those before us.

Louis A. Castenell, Jr. Dean

UGA COLLEGE OF EDUCATION Founded in 1908 NCATE Accredited since 1954

www.coe.uga.edu 2 N EDUCATION 2008

706/542-6446

NATIONAL RANKINGS UGA’s Graduate Programs in Education Among Nation’s Best 26th overall nationally 19th among public education colleges 3rd among public education colleges

Among the top 50 graduate schools of education, UGA had the second-highest enrollment in graduate teaching programs (1,169) for 2005. Only Teachers College at Columbia University topped UGA with 1,602, according to the 2006 Best Graduate Schools edition of U.S. News & World Report.

Individual UGA Program Rankings

Tops Nationally in Teacher Preparation

Elementary Education 4th Vocational/Technical 4th Secondary Education 5th Higher Education Administration 6th Counseling/Personnel Services 9th Curriculum and Instruction 9th Educational Psychology 13th Special Education 15th Administration/Supervision 24th Speech-Language Pathology 45th

UGA led the Top 50 universities in the nation in the number of 2003 graduates licensed to teach with 647, according to data in the 2005 Best Graduate Schools edition of U.S. News & World Report.

Doctoral Programs in Kinesiology Rank 14th Nationally The college’s doctoral programs in kinesiology are ranked 14th in the nation in an evaluation released by the American Academy of Kinesiology and Physical Education in 2006.

Counseling Psychology 22nd Nationally in Research Productivity UGA ranked 22nd in research productivity among counseling psychology programs in the United States, Canada and Israel, according to a study in the May 2005 edition of The Counseling Psychologist.

Top Education Colleges in the South

Online Master’s in Adult Education was First at UGA

Vanderbilt University 3rd University of North Carolina 22nd University of Virginia 24th University of Georgia 26th

The college’s online master’s degree program in adult education was the first fully online course at UGA and has been followed by online bachelor’s degree programs in occupational studies and special education.

Other COE online programs include:

Top UGA Graduate Schools 1. 2. 3. 4. 5.

• UGA is 6th nationally in Fulbright scholars • UGA is nation’s 2nd-most prolific in education research published • UGA is 14th nationally in doctorates awarded to African Americans

Second-Highest Enrollment in Graduate Teaching Programs

in the South

1. 2. 3. 4.

POINTS OF PRIDE

* ESOL Endorsement Certification * Gifted Endorsement Certification * Educational Leadership Certification * SETWEB- Initial Interrelated Special Education Certification

College of Pharmacy 22nd College of Education 26th School of Social Work 28th School of Law 34th Terry College of Business 46th

Source: Various

UGA TOP 10 RANKINGS IN GRADUATE PROGRAMS Counseling/Personnel Services 1. University of Maryland 2. University of Florida University of Minnesota 4. Ohio State University 5. University of Wisconsin 6. University of Missouri 7. University of North Carolina – Greensboro 8. Penn State University 9. University of Georgia Indiana University

Curriculum and Instruction 1. University of Wisconsin 2. Michigan State University 3. Teachers College, Columbia University 4. Stanford University 5. University of Illinois 6. Ohio State University University of Michigan 8. Indiana University 9. University of Georgia 10. Vanderbilt University

Elementary Education 1. Michigan State University 2. University of Wisconsin 3. Teachers College, Columbia University 4. University of Georgia Ohio State University 6. University of Virginia 7. Indiana University 8. University of Michigan 9. Vanderbilt University 10. University of Illinois University of Maryland

Higher Education Administration 1. 2. 3. 4. 5. 6. 7. 8. 9.

Penn State University University of Michigan UCLA Michigan State University University of Southern California University of Maryland University of Georgia Indiana University Stanford University Vanderbilt University Teachers College, Columbia University

Secondary Education 1. 2. 3. 4. 5.

7. 8. 9. 10.

Michigan State University University of Wisconsin Stanford University University of Virginia University of Georgia Teachers College, Columbia University Ohio State University University of Illinois University of Michigan Indiana University

Vocational/Technical 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Ohio State University Penn State University University of Minnesota University of Georgia University of Illinois Virginia Tech University of Wisconsin Colorado State University N.C. State University Oklahoma State University

Source: 2008 edition of “Best Graduate Schools” published by U.S. News & World Report EDUCATION EDU UCAT CA AT A TIION ON N 2008 20 2008 8 N N 3 N 3

COVER STORY

New Partnership Left Behind University of Georgia College of Education faculty, students help non-traditional high school students find, work toward career paths By Kathleen Diez Kuss

PHOTO BY PAUL

EFLAND

Jeanette Ponce reads to her daughter, Abigail, as UGA professor Paula Schwanenflugel looks on at the Classic City High School in Athens, Ga. Schwanenflugel created and teaches a pre-literacy course for young mothers at the non-traditional high school as part of a partnership UGA has with the school.

t is 11:15 on a sunny spring morning at the Classic City High School, a nontraditional high school in Athens, Ga., and several young mothers are seated at tables holding their babies. The children range in age from several months to several years, and each mother holds a children’s book, pointing to colorful pictures as she pronounces the names of objects as her little one stares at the page. Circulating among the mothers and babies is Paula Schwanenflugel, a professor in the department of educational psychology and instructional technology at the University of Georgia. As part of a partnership between the university’s College of Education and the high school, Schwanenflugel has created and is teaching a pre-literacy course to help the young mothers introduce books to their children. The school is a Performance Learning Center for students who have dropped out of regular high school or were at risk of dropping out and are now working toward a high school diploma. It was developed four years ago by the Clarke County School District to address the system’s low graduation rate, then 50 percent and now about 60 percent. The district partnered with Communities in Schools of Georgia and the Bill and Melinda Gates Foundation to open Classic City High. Schwanenflugel said the pre-literacy class grew out of her friendship with Mimi Middendorf, services coordinator for the PLC. The pair met as members of two local organizations that assist the area’s many low-income residents. Athens has the fifth-highest poverty rate of cities of its size in the country.

PHOTO BY KATHY KUSS

“I was tired of just ‘talking’ and wanted to do something more hands-on,” Schwanenflugel said. “I talked about pre-literacy, and she talked about the young mothers’ class, and it just emerged from that.” The goal is for young mothers to learn more about how to promote their children’s literacy and language development, Schwanenflugel said. “We’ve talked about how to encourage the use of environmental print and to evaluate its use in childcare centers their children may attend and how to encourage language development through positive parenting and reading books to children in the home. I’ve stuck pretty close to what we know about best practices from research.” The pre-literacy class is one of several ways the College is helping the high school serve the needs of its students through the COEPLC partnership. On another day, Elizabeth Fairweather and Rebecca Nordin, doctoral students in gifted and creative education, meet with students they are mentoring for their senior Capstone projects in psychology. With the help of their mentors, the students are researching occupations in the field of psychology and steps they need to take to prepare for those positions. “My major goal has been to help her become familiar with the route to her chosen career, including the college application process, scholarship searches, the college experience and the career itself,” Nordin said. “I want her to be aware of programs and opportunities that she can take advantage of. This can be an overwhelming process, and I hope that I can make it easier for her by giving her an overview and answering her questions.” Nordin has helped her mentee, Tiffany Cooper, search for colleges that offer programs in her area of interest and discussed a timeline for taking her SAT and completing college applications. “I also suggested a way she could organize information, including deadlines and costs,” Nordin said. “Overall, I am using our time together to allow her to think about, learn about and ask questions about her career future.” In another collaborative effort with Classic City High, students in UGA’s chapter of the Math Educators of America are helping high school students with advanced algebra problems in preparation for end-of-course tests and graduation tests. Helping to link students with mentors and tutors is one of the priorities of Bonnie Cramond, a professor of gifted and creative education, director of UGA’s Torrance Center

Rebecca Nordin (L), a UGA doctoral student in gifted education, mentors Tiffany Cooper, a student at Classic City High School for Creativity and Talent Development and coordinator of the COE-PLC partnership, and her graduate assistant, Kathleen Diez Kuss, a doctoral student in gifted and creative education. Working with UGA faculty members Jenny Penny Oliver and Tracie Costantino and staff member Scott Conklin, they have: • participated in school improvement committee meetings that are part of the Clarke County School System re-accreditation process; • donated bookstore gift certificates to PLC graduates; • helped arrange for PLC teachers and students to obtain UGA library cards and campus parking passes so they can do research at the library; • contacted the Georgia Aquarium and UGA College of Veterinary Medicine to help arrange for science student field trips; • attended a day-long planning retreat at the beginning of the school year to become familiar with school priorities and ways the College could help the PLC staff reach goals; and • helped arrange for COE grant writer Christa Harrelson Deissler to conduct a grant workshop and helped PLC staff apply for a grant to open a library at the school. After the initial year of the partnership with the PLC, additional plans are being made for increasing the College’s collaborative service with the school in several areas for next year: • Enrichment: Encouraging involvement of other UGA faculty in the partnership through such activities as hosting student field trips, science labs or classes on

campus; providing talks by UGA professors and graduate students on everything from careers to research techniques; arranging for students to attend concerts, art shows and other fine arts events as well as astronomy evenings on campus; soliciting donations of books for the PLC students and their young children who attend the daycare center there as well as donations of money and supplies, such as discarded computers and science lab equipment. Presently, the school does not have a science lab. • Mentoring and tutoring: Plans are being made for PLC students to take the high-school Interestalizer test by Joseph Renzulli, a leading researcher in the field of gifted education, to determine students’ interests. Information from the questionnaire will be used to help link mentors and students and to plan enrichment opportunities. The goal for next year is to match each student with a mentor who shares the student’s interests. This is one of the strategies aimed at increasing the number of students who graduate in a timely manner from the school. This spring, out of 23 students who could have graduated, 8 actually donned the cap and gown on May 17. The others have postponed graduation until the summer or fall. Such postponements drive up the cost of their education and increase the chances that life events will postpone graduation even further. Helping students to form plans for their lives after graduation will be a focus of the mentorships. The Interestalizer results also will be used to match these high school students with service learning positions, some of which EDUCATION 2008 N 5

• UGA Student Service-Learning: Providing the opportunity for UGA first- and second-year students to be involved in the unique, educational environment of Classic City High School and allowing them to use their talents and creativity in a wide variety of servicelearning projects. UGA students taking this proposed service-learning course would attend weekly seminars with other UGA students doing service learning in additional partnership schools. In these seminars, students would learn mentoring and tutoring skills, plan service projects based on the needs of Classic City faculty, and have conversations with school teachers and administrators about teaching as a career path. • Increased parental involvement: Getting busy parents to attend school meetings is a challenge for most high schools. Usually only a handful of parents attend quarterly meetings at the PLC. A goal is to arrange for student displays and performances and entertainment to attract more parental participation. • Counseling: Increasing opportunities for students to meet with counselors to discuss career planning and overcome various personal or academic obstacles to school completion. Anyone interested in assisting the partnership in providing any of the aforementioned services to Classic City High School may contact Cramond or Kuss at 706/542-5104 or partners@uga.edu. Kathleen Diez Kuss is a doctoral student in gifted and creative education in the department of educational psychology and instructional technology.

6 N EDUCATION 2008

PHOTO BY PAUL EFLAND

are located on the UGA campus. This year, 10 students have worked in service learning positions at UGA, including 3 in plant services, 1 in entomology, 1 in hotel services, 1 at Channel 16, and 4 in the UGA Office of Service Learning.

UGA Partners: (L-R) Doctoral student Kathy Kuss, gifted education professor Bonnie Cramond and doctoral student Rebecca Nordin

UGA Study: Why do highability students drop out? By Kathleen Diez Kuss Mark is an energetic boy with an IQ of 139. He had straight-A report cards in early elementary school, with glowing reports from teachers. By the fourth grade, he began failing to turn in assignments, and his grades plummeted. By the ninth grade, he found his course work unchallenging and dull. He no longer wanted to attend school. That is a typical profile of a high-ability dropout, according to a team of researchers from the Torrance Center for Creativity and Talent Development in the University of Georgia’s College of Education. The team, led by Torrance Center director Bonnie Cramond, is studying school-related factors that contribute to bright students’ decisions to drop out of high school. At least 11,000 gifted students drop out of high school each year in the United States, according to recent educational research. But there has not been a lot of research to determine why. “Most research and interventions aimed at high school dropouts focus on students’ skill deficits and lack of motivation as the primary causes of dropping out,” said Cramond, a professor of gifted education in the department of educational psychology and instructional technology. “The assumption is that bright students do well in school, and only dull students and/or miscreants drop out. But we are focusing on school-related problems as causes because we think many of the students who drop out are actually very bright.” One of the major benefits to the university

from its partnership with Classic City High School, a non-traditional school for students who have dropped out or are at risk of dropping out, has been access to research participants. Cramond and her team have had help from the school in identifying participants and scheduling interviews during class time. “The dropout problem is critical,” Cramond said. “We must stop the hemorrhaging of students from our high schools. But the problem begins much earlier —as early as primary school when children are turned off to learning. We have not significantly changed the curriculum in over 100 years, but over that same period, our world has changed dramatically. Highly creative students seem to have the greatest difficulty tolerating the stultifying curriculum and stringent schedule in many schools.” These students’ lost potential is harmful not only to the individual but in a greater way to society, according to Linda Silverman, a leading researcher in the field of gifted education. “This represents a tremendous loss to the students; to the local economy, which can only support a small number of dropouts; and to the world. What symphonies are not written, what diseases not cured, what inventions not created because creative minds reject the stultifying school experience?” asked Cramond. The belief that the gifted will succeed in spite of dropping out has been shown to be

a misconception in recent studies. In a follow-up study to the 1988 National Education Longitudinal Study, researchers examined characteristics of 132 gifted dropouts who were 26 years old. Results showed that gifted dropouts had more employment difficulties, fewer educational achievements and more personal difficulties than gifted high school graduates. Thirty-two percent of the gifted dropouts were unemployed, and of those working, their average salary was $13,000 a year, compared to $23,000 for gifted high school graduates. Further, 66 percent had not obtained a high school diploma or General Educational Development certificate. Of those who had received a diploma, only two percent went on to college. Much more study needs to be done in the area of high-ability dropouts, particularly qualitative research that reveals students’ school experience. Much of the existing research has focused on dropouts in general, particularly on factors such as socio-economic status and the ways minority status, poverty and personal problems affect the decision to drop out. However, as researchers have found, over half of the gifted dropouts were not in the lowest economic group. A study hypothesis is that the decision to drop out is rooted more strongly, at least in the case of most above-average ability dropouts, in the mismatch between the students’ intellectual and psychological traits and the school environment. Cramond received a faculty seed grant last fall to fund the dropout study but hopes to expand the study. “We are applying for external grants to continue this work. We really want to implement some ideas to improve the school experience for students. There are many wonderful things going on at individual schools or with individual teachers. However, the reasons for students to drop out vary and so should the means of addressing their needs,” said Cramond. “When we talk to students who dropped out, but are very happy and successful at Classic City High School, we see that the problem does not simply reside within the students. There should be options for those for whom a regular school model does not work.”

What High-Ability Dropouts Say About Regular School Common themes found in interviews with participants: • Material in regular high school not relevant to what they wanted to know or do. Wanted choice and freedom in learning. Resented being “spoon fed” or made to memorize material that they had not chosen. • Did not find the regular school environment intellectual. They liked classes in which intellectual discussions were held, but those were uncommon. • Not motivated to do school work. Confident they could do the work but did not find it challenging. Felt no need to prove themselves to others. • Felt no respect at the regular high school. • Felt most of their teachers and administrators did not care about them personally or about teaching. When they did feel a teacher cared, they cherished the memory of that teacher. Liked having one-on-one relationships with teachers. • Were rebellious and independent. • Considered themselves and their friends very creative thinkers. Had causes, saw injustices in the world and wanted to think of ways to remedy problems. (The researchers are administering the Torrance Test of Creative Thinking and a sensitivities questionnaire to determine whether there is a correlation between high levels of creativity and dropping out.) • Resented being disciplined for small infractions. Considered schoolboy pranks to be a form of entertainment and felt school officials often overreacted in punishing these antics. • Felt classroom discipline was a big problem in the regular high school. It took up a large amount of class time – about half. • Did well in first few years of school, but then lost interest by the end of elementary school. • Enjoyed humor.

NOTE: Three of the five interviewed showed signs of learning disabilities. Serving twice-exceptional children, those with giftedness and learning disabilities, is often challenging because one exceptionality masks the other.

EDUCATION 2008 N 7

Principal’s Viewpoint

Q&A with Dan Hunter Principal of the Classic City High School Athens, GA

Education Ed.S., education administration and leadership UGA, 1997

PHOTOS BY PAUL EFLAND

Position

M.S., education administration and leadership UGA, 1992 B.S.Ed., mathematics education UGA, 1988

Experience Taught high school math and coached football and baseball for 11 years, mostly at Clarke Central High School in Athens, before becoming a principal.

Q: How long has the Classic City High

Q: What are some tangible indicators of the

School been involved with the partnership? Hunter: We are completing our first year as a partnership school.

Hunter: Kathy surveyed a focus group,

Q: What experience have you had with partnerships of this kind? Hunter: None, but I understood the potential benefits for our students if we partnered with UGA. One disadvantage of a small high school is a lack of opportunities for students to explore subjects beyond our confines. This partnership allows our students to have experiences that enhance learning.

success of this partnership so far? and the students indicated that they were extremely pleased with the CCHS and the opportunities provided for them here. We have had many mentors work one-on-one with students because of the partnership. Each student that wants a mentor receives one. This has led to increased student achievement. One hundred percent of our students passed both the Writing and English Language Arts portion of the Georgia High School Graduation Test.

Q: Describe the nature of your collaboration Q: What were the most important needs you wanted to see addressed?

Hunter: Our most important need is to enhance our students’ high school experience. We want to inspire our students not only to graduate, but to think beyond high school and the possibilities that exist for each of them. I feel the partnership will play a role in inspiring our students to graduate and seek careers that are more meaningful. Some of these careers require college, and hopefully, our graduates will see this as an option worth pursuing.

Q: In what ways have these needs been met? Hunter: The opportunities that our students are afforded from art projects to a science field trip to Costa Rica. Our students are having experiences that go beyond a traditional high school. These experiences would not be possible without our partnerships. 8 N EDUCATION 2008

with College of Education liaisons. Hunter: We have worked together to solve the issue of dropouts. From the beginning, Bonnie and Kathleen’s approach has been, “How can we help?” This attitude is what makes the partnership successful. They view our success as their success.

Q: What are you excited to see happen as the partnership moves toward the 2007-08 school year? Hunter: More of everything! I often tell people the secret to our success is partnerships with UGA. – Michael Childs

Understanding School Reform from the Student’s Perspective

By Tracie Costantino n discussing research on curriculum, Stanford University education professor Decker Walker laments the lack of research focused on understanding students’ experiences of curriculum reform efforts. “Learning to interpret students’ responses to a curriculum accurately is one of the great arts of teaching, but unfortunately little studied,” he said. Walker asserts that a deeper understanding of students’ reactions to their educational experiences could have a significant impact on improving curriculum practice. The College of Education (COE) at the University of Georgia has been an active partner in an innovative school reform effort focused on the Clarke County School District (CCSD) for the past five years. The Partnership for Community Learning Centers, initiated in 2001, focused on using resources of community partners to improve student learning in partner schools. Early in the initiative, COE faculty involved in the project realized the importance of assessing students’ attitudes toward their school as a component of a comprehensive evaluation. They implemented the My School and Me project, which asked students to create a drawing reflecting their impressions of some aspect of their educational experience at their school. Students were then asked to write a few sentences about their drawing. I became the evaluator responsible for implementing the My School and Me project in 2006.

UGA art education professor Tracie Costantino tracked students’ responses to curriculum reform in two partner elementary schools.

PHOTO BY BETH NEWMAN

A Brief Overview of the Partnership The Partnership united the resources of three partners—UGA, CCSD, and the Athens-Clarke Community—in an effort to improve student learning by transforming schools into community learning centers that comprehensively addressed the needs of the “whole” student—academically, socially, emotionally and physically. The initial phase of the Partnership was a five-year commitment to two participating EDUCATION 2008 N 9

elementary schools, each with a large proportion of its student population classified as low income (schools receiving Title I funding): Chase Elementary and Gaines Elementary. The Partnership is now in its second phase with Gaines Elementary continuing its involvement and the Classic City High School, an alternative school, replacing Chase. UGA faculty members hope to develop research-based practices that can be adapted to other schools in Clarke and elsewhere. The partners are currently exploring ways the Partnership can extend its impact by becoming more systemic, while also maintaining a presence on an individual school level. Since Gaines Elementary School has been a consistent member of the Partnership through both phases, it is a good candidate for a study of student attitudes through the My School and Me project. In the 2005-06 school year when the drawings were collected, 92% of the 444 students in grades Pre-K through 5 were eligible for free/reduced meals (the indicator used to qualify schools for federal Title I funds earmarked for schools with a high percentage of low-income students). There is also a diverse student population at Gaines – 73% are black, 16% are Hispanic, 8% are white and 3% are Asian or multiracial. Drawings were collected from 371 students in grades K-5; 307 drawings were analyzed from grades K-4. (The fifth-grade drawings were not analyzed as these students had graduated to middle school at the time of analysis.)

Using Drawings to Assess Student Attitudes UGA faculty who developed the My School and Me project for the Partnership were building on research conducted since the mid-1990s that used drawings to document students’ views of specific educational experiences, from literacy to test taking. For example, Haney, Russell and Bebell (2004) describe how they were able to document a change in teaching practices in a group of schools they had been working with by analyzing student drawings over several years. In the first year, when students were asked to draw a picture of one of their teachers at work in the classroom, many students drew a teacher-directed classroom with few if any students appearing in the drawing. Two years later, they reported “a substantially larger proportion of drawings depicted students working together.” Equally as important, teachers found these drawings provided insight into students’ views on the classroom 10 N EDUCATION 2008

experience, in this case, the teaching of academic standards, and adapted their instruction in response. Researchers also established the reliability and validity of student drawings as research data through statistical analyses of inter-rater correlation. The My School and Me project was implemented for four consecutive years in the UGA-CCSD-ACC partnership. In this last implementation, the art teacher conducted the activity for all of the participating classrooms in an effort to improve the consistency of the data and the detail of the visual response. With each classroom, the art teacher began by brainstorming ideas for responding to the prompt, “My School and Me,” categorizing responses into people, places and things. We decided to begin by brainstorming with students, as this was how the art teacher typically began a new lesson. We were also hoping that this would encourage students not to interpret the prompt literally and draw a picture of him or her self next to the school building, as had been a frequent response in past implementations. After drawing their picture, students were asked to write a few sentences about it. For kindergarten and some firstgrade students, the teacher transcribed their oral responses. Students spent approximately one 50-minute class period on their drawings and writings. The 307 drawings (83% of the 370 students in grades K-4) were analyzed using emergent

analytic and holistic coding schemes (Haney, Russell, & Bebell, 2004). I adopted the analytic coding scheme used in the evaluation for the past three years to maintain the possibility of longitudinal comparison (adapted from Gamradt & Staples, 1994). These analytic codes included the style of the drawing, its setting, the people and the activity portrayed. To provide a holistic dimension, which addresses the overall content of the drawing, I added a code of subject matter. I also considered contextual factors—physical attributes of the school, what I knew about specific events (special and anecdotal), curricular emphases on math and literacy, and the “artist’s intent” offered through the writing statement. The writing provides an important contextual element—often the writing expands on the subject of the drawing, other times it gives insight into school experiences that are not evident in the visual response. Therefore, the writing and drawing need to be considered both separately and in relation to each other.

Students’ Impressions of Their School Overall, students responded very positively about their experience at Gaines School, including images of smiling children in their drawings, as well as frequently depicting smiling faces on the school building and on the sun. While the majority of student visual responses (36%) featured a picture of the school building, often with the student and/or his/her friends beside it, this is less often than

Costantino fo und positive respon that drawings by students in two partner se from the u niversity-com elementary sc physical, emot munity partn hools showed ional and soci ership’s emph a al needs of stu asis on addres dents as well sing the as academic. what was categorized as a “typical representation in most of the artistic responses” in prior Partnership evaluation reports. In 2006, the subjects of the drawings were diverse; in addition to 36% of students drawing the school building and grounds (both a generic building as well as a building with details specific to Gaines School), 14% drew the playground, 11% drew their classroom, 6% drew the gym or physical education class, 4% drew one of the specials (art, music or the media center), and 3% represented math class or activities specifically. The remaining 26% of visual responses represented riding the bus, traveling to school by car or on foot, and being at school generally (inside the building). Corresponding to the overall subject matter of the drawings, the activity represented was most often physical (29%), then academic (16%), and social (6%). The majority of drawings (39%) were classified as “no activity,” which corresponds with 36% of the drawings representing the school building. Of the academic visual references, a Smart Board figured prominently in drawings by fourthgrade students especially, with “morning work” and homework assignments listed and math problems to figure. Student written responses were also overwhelmingly positive, with one first-grade student writing, “I like my school because it helps me learn. Gaines School is lots of fun.” Often the writing clearly refers to the drawing, for example, describing swinging or

playing on the see-saw to accompany a drawing depicting the playground. Elsewhere, the writing gives rich insight into the student’s day, detailing the schedule of classes, norms of behavior, classroom routines and messages they hear from adults that illustrate the role schools play in acculturation. For example, a fourth-grade student wrote about the day’s schedule: “I am going to school. I am going to class to do my morning work. Then we will go to art. When we get back, we will learn science or social studies. Then will go to lunch. After lunch we do math. After math we go outside. When we come back we go home.” Numerous students wrote about norms of behavior—being quiet during testing, respecting school property, not kicking or pushing during PE—and the consequences of poor behavior. The Opportunity Room (or O.R.) was frequently mentioned in student writing. A third-grade student described its purpose: “…O.R. is for people who talk back, curse, fight, destroying things… For people in O.R. it might be for homework, class work, sickness, angriness, and bad manners. O.R. is for all those things…” Kindergarten and first-grade students often seemed to be repeating phrases they heard from adults throughout the day: “…table two is doing good… I’m going to put you on the good list,” “Laps are for running, not cutting corners, not pushing, not kicking and tripping,” and “This is a picture of me and my friends and being responsible to Gaines

S School means to respect others, respect the e environment and to share your ideas…” Based on the analysis of the drawings and w writing, the Partnership’s emphasis on the “ “whole child” is in synch with what students r respond to most in their educational experie ence. They are most engaged by physical a activity—whether in the gym, on the playg ground, or through the hands-on learning c characteristic of art and music classes. Of the four traditional academic subjects, m is mentioned most often. This may math b due to the presence of a math coach at be G Gaines in 2006 as well as the introduction of t Georgia Performance Standards in math, the w which incorporate manipulative learning m materials and inquiry-based activities. A firstg grade student represents many of the subjectm matter foci in the students’ responses: “I like g going to Gaines because I like playing in PE c cause I like going to art and I like going to m music and I like going to field day and I like going outside…” The Partnership’s support of a comprehensive curriculum seems especially critical now as the national educational focus on high-stakes testing in math and reading has brought on a narrowing of the curriculum, in which social studies and science are taught less often in addition to the commonly reduced instructional time for art and music.

Implications for the Future As UGA’s College of Education and its partners consider the future of the Partnership, students’ responses indicate that they should stay the course in addressing the academic, physical, emotional and social needs of each student. Students’ responses also raise the question as to how might the other academic subjects (besides math and the arts) become more engaging to students. A drawing/writing prompt about teaching and learning in specific subjects could provide additional insight. Many students responded to the use of a Smart Board in their classrooms. How might the Partnership support teachers’ effective use of technology in instruction? The drawings and writings also give some sense of the messages students absorb about behavior and personal responsibility. Heeding what students are paying attention to can help schools continue to serve as safe and nurturing learning environments. Tracie Costantino is an assistant professor of art education in the Lamar Dodd School of Art at the University of Georgia. EDUCATION 2008 N 11

FACULTY PERSPECTIVE

Lorilee R. Sandmann sandmann@uga.edu Associate Professor Lifelong Education, Administration, and Policy Research interests:

Sandmann’s work is grounded in leadership/administration development of organizations serving adult learners; higher education engagement and outreach; scholarship of faculty engagement, faculty roles and rewards; institutional and program evaluation.

Ph.D., Adult and Continuing Education/Business Management University of Wisconsin-Madison

Sandmann is co-director of the W.K. Kellogg Foundation-funded Clearinghouse and the National Review Board for the Scholarship of Engagement. http://scholarshipofengagement.org/

What makes a good partnership? The promise and pitfalls of community-university collaborations as community engaged scholarship By Lorilee R. Sandmann

merica’s colleges and universities have a long tradition of connecting their mission of research, teaching and service to issues relevant to society. University research is a source of improvements in education, health, environment, science, culture and policy. Higher education institutions often report on their economic impact, especially on workforce development and innovations that create new business and industry opportunities. These benefits, although undeniably valuable, are often indirect in that they are the byproducts of teaching and research activities defined by academicians. This knowledge reaches society through publications, patents and other dissemination that most citizens never see. Emphasis on pursuit of specialized research for its own sake led to the stereotypical image of higher education institutions as “ivory towers” that act as detached observers of society. In the early 1990s, a new discussion emerged that sought to redefine the relationship between higher education and the communities it serves. Policymakers as well as leading academic scholars, organizations and nonprofit foundations have challenged higher education to rethink its approaches to scholarly work in ways that are more directly relevant to community and societal issues. 12 N EDUCATION 2008

Such a shift in focus requires that scholars and communities “engage” each other in collaborative work. Today, the Carnegie Foundation for the Advancement of Teaching incorporates in its higher education classification system the definition of community engagement as “the collaboration between higher education institutions and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources.” This new philosophy represents a shift away from the traditional forms of this function, which emphasized a “one-way” flow of knowledge from academic experts to the public. More than half of America’s community colleges and more than a third of all colleges and universities report that they are now engaging faculty and students in community partnership as a valued part of research and teaching activities. Several important systems for classifying and accrediting higher education have recently added measures of community engagement, thus affirming its importance as a contemporary academic priority. Federal funders are also seeking evidence of broader impact achieved through partnerships. All types of colleges and universities now work to create formal and informal campus-community partnerships that involve research, evaluation, program improvement, community-based learning, professional development training, continuing education

and other strategies that strengthen both the institution and the community. Educators featured in this publication are among those who define their work within the scholarship of engagement movement, which draws from service-learning pedagogy, community-based participatory research and public scholarship as a set of powerful strategies for collaboratively generating knowledge and practices to alleviate social problems affecting schools and communities.

Community-University Engaged Partnerships As the numbers of partnerships between institutions of higher education and local communities grow, more attention has been paid to characteristics of effective partnerships: how they are formed, what they accomplish and how they operate – particularly the roles of partners. A growing literature has emerged from a wide array of disciplinary perspectives: education, psychology, urban planning, anthropology, sociology and other fields, and within it, increasingly rigorous analytical frameworks. Most writers on the subject respect the complexity inherent in partnerships’ multiple perspectives, shifting objectives and incremental approaches. The Community Outreach Partnership Center (COPC) of the U.S. Department of Housing and Urban Development, Community-Campus Partnership for Health, Campus Compact

and other organizations, as well as numerous individual scholars and practitioners, have documented and defined core characteristics of effective partnerships. What is necessary for an effective university-community partnership? Such partnerships develop a mutually beneficial agenda and a shared understanding of the capacity and resources of all partners. All partners participate in project planning and share in design and control of project directions. Partnership processes and outcomes undergo continual assessment. For community partners, the relationship is what is foundational and sustainable beyond any given project or person. Successful partnerships feature rich interpersonal exchanges, support and sustained face-to-face contact over long periods of time. In fact, partners report that their greatest learning occurs through the partnership relationship itself. Successful partnerships enhance the partners’ social network, providing greater access to and planning with faculty and streamlining entry to the higher education system.

Community Engaged Scholarship Authentically engaged, democratic partnerships provide an ideal venue for the scholarship of engagement. Faculty members are often reluctant to become involved in longterm, community-based partnerships because they anticipate that such activities will not contribute to their research and scholarly agendas. However, scholarship can provide a framework for faculty participation in community engagement. Rather than responding to the community in just-in-time service-oriented mode, faculty can frame their community involvement as scholarship, typically strengthening the work by adding valuable new knowledge about community issues, problems and processes. Expanding scholarship teams to include graduate students, staff and community partners “adds chairs to the research table” to bring new perspectives to research topics. This approach promotes the kind of hands-on interdisciplinary work that is most conducive to innovation. Further, involving graduate students socializes them to take on engaged scholarship in their turn. Co-opting community partners before the work even starts will increase the likelihood that the research, the results and the partnership itself will find acceptance. Community engaged scholarship has significant structural parallels to traditional research and scholarship; however, because it is performed in collaboration with community partners, it reflects a wider variety of goals and results. Traditional scholarship in the community is an appropriate approach for some types of inquiry, but its procedures and findings are often limited to the academy

with research as the primary paradigm, separate from other forms of scholarship. Community engaged scholarship is a form of engaged pedagogy that is contextual and social, problem-based and collaborative, drawing on local and cosmopolitan knowledge. Scholarship holds great promise as an underlying architecture through which educators—university faculty, students and staff and community-based partners—can shape and enhance their community engaged work. It can be the foundation on which the community-based engagement is conceptualized, implemented, assessed and communicated. Scholarship is what is being done, engaged scholarship is how it is done and for the common or public good is toward what end. The pre-literacy course for young mothers, led by Paula Schwanenflugel, a professor in UGA’s department of educational psychology and instructional technology, described on pages 6-7, is an example of a faculty member with her school-based partners drawing from but also, through engaged scholarship, contributing to best practices. For individuals, groups and institutions, community engaged scholarship can promote positive change, providing information and analysis for public policy decision-makers. Partnerships can provide a setting for evaluating and documenting the impact of intervention efforts; results of such analysis can in turn be used to guide planning for new initiatives. Products or artifacts that result from scholarship can be generalized and disseminated for use by like communities or as a guide for public policy. Such products can include training programs, curricula and manuals, planning and evaluation designs and methodologies, policy round tables, briefing and fact sheets, and best-practice recommendations. Modes of disseminating research results within academia include faculty and community partner co-presentations at professional meetings,

peer-reviewed journal articles, and student theses and dissertations.

Challenges of Community Engaged Scholarly Partnerships One significant lesson for scholars participating in authentically engaged partnerships is that to produce mutually beneficial outcomes is not easy! While university and community partners may be committed, developing trans-organizational relationships and multidisciplinary teams takes time. Leadership needs typically evolve as the partnership develops. In the New Production of Knowledge, Great Britain’s Michael Gibbons and other academics place science policy and scientific knowledge in the context of contemporary society. They call for “multi-sided conversation” between the scholarly community and the practitioner community to widen horizons and improve lives; this could take the form of community engaged scholarship that is heterogeneous, multi-directional, collaborative, highly participatory, and of service to multiple audiences.

Serving

THE COMMUNITY

College of Education programs prepare thousands of high-quality educators, counselors, psychologists, administrators, researchers, educational and health-related specialists each year. These research- and practiceoriented programs allow students to work with highly cited faculty in several centers, which provide an array of services to hundreds of local clients. Here’s a look at how just a few of them serve the community. Stories by Catharin Shepard

Uga School Psychology Clinic Has Helped Thousands of Parents Learn More About Their Children’s Needs

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SCHOOL PSYCHOLOGY CLINIC AT-A-GLANCE Founded: 1983 Home department: Educational Psychology and Instructional Technology Location: 302 Aderhold Hall Co-directors: Michele Lease and Jonathan Campbell, both associate professors Brief description: The UGA school psychology clinic offers comprehensive psychological services for infants, toddlers, preschool and school-age children and adolescents throughout the state of Georgia and the southeastern U.S. The clinic conducts psychological evaluations and offers individual therapy and group intervention, and the clinic’s CASPER program is thoroughly equipped with resources for diagnosing autism spectrum disorders. Services are provided by advanced graduate students under the supervision of a licensed psychologist. Number of students involved: 30 graduate Number of faculty involved: Three are directly involved, others volunteer their service. Number of clients seen annually: Approximately 360 Web: www.coe.uga.edu/epit/research/clinic.html Phone: 706/542-4265 Founder: John D. Nolan John D. Nolan left his first career as a high school mathematics teacher to attend Harvard University. In 1971, he earned a Ph.D. in experimental psychology and attended Teachers College, Columbia University, to specialize in school psychology. He briefly joined the Columbia faculty before coming to UGA in the 1970s. Nolan founded the school psychology clinic in 1983, drawing on his expertise in research design, scientific theory, and mathematical modeling of psychological theories and laws. He currently lives in Nevada with his wife, Joyce.

PHOTO BY DEANNA PALMER

iscovering that your child may have a learning disability, behavioral problem or autism spectrum disorder (ASD) is one of the most frightening challenges a parent can face. Every year, dozens of parents in northeast Georgia turn to the UGA School Psychology Clinic for answers. The clinic offers one of the most thorough and advanced psychological evaluation programs in Georgia. Packed with more resources than most school systems can provide, the clinic has helped thousands of parents learn more about their children’s needs and what they can do to help them achieve happy, successful lives. “We’re known for the thorough, comprehensive assessments that we conduct,” said Michele Lease, who is the director of the school psychology program and who will co-direct the school psychology clinic with Jonathan Campbell starting in fall of 2007. All clinic workers—doctoral students in their second or third year of the program—are trained in child psychology and psychopathology, school law and ethics, cognitive assessment, and social-emotional assessment before they begin to see patients one-on-one. Under the guidance of Lease, Campbell, and other supervising licensed psychologists, each doctoral student evaluates about a dozen children each year in the program. Students learn to assess patients for developmental functioning, intellectual functioning, comprehensive language evaluation, social communicative function, personality and behavioral adjustment and specific neuropsychological functioning, such as memory and motor skills. This invaluable experience helps to prepare students for work in school systems and as consultants, as well as providing the opportunity for lab-based data collection. Few universities operate fully-fledged school psychology clinics, and students in the program report the clinic as among their top three reasons for attending UGA. The Clinic for Autism SPectrum Evaluation and Research (CASPER), which operates as part of the school psychology clinic, is a program specifically geared toward the research and diagnosis of autism. Director Jonathan Campbell selects one or two students each year to focus on designing test instruments and evaluation methods to meet this goal, making the clinic one of only a handful of places in Georgia capable of diagnosing autism and related disorders in teens and adults as well as toddlers and elementary school-aged children.

CASPER seeks to refine the screening process of children with an autism spectrum disorder, and many students involved with the program have gone on to jobs in school systems or in private practice or research. “We’re providing specialized training to psychologists who will be working with kids in the future,” said Campbell, who co-directs the school psychology clinic with Lease. CASPER students working with kids and adolescents with autism spectrum disorders create individualized intervention plans, and will begin evaluating the efficacy of parent-child interaction therapy, an intervention designed to increase parent-child relationships through behaviorally-oriented parent training techniques. The school psychology clinic and CASPER are funded by patient fees, but offer a sliding payment scale and make an effort to take on a number of pro bono cases each year.

Reading Clinic Tutors Help Children Develop Reading Skills, Appreciation for Books

he eternally mixed-up maid Amelia Bedelia, an adorable puppy named Biscuit and a school principal living a double life as the mighty Captain Underpants are just a few of the favorite characters at the UGA Reading Clinic, a community outreach program dedicated to helping kids in the Athens area develop their literacy skills. Even the most disdainful young readers are sure to find something funny, mysterious or simply wacky on the clinic’s colorfully overflowing shelves. Tutors help their students select the perfect book for the weekly session before settling down in a quiet spot to read together, sound out words and work on spelling. The Reading Clinic is equipped to tutor preschoolers and teenagers alike, whether they need a refresher course in the basics of reading or just a little extra help along the way. Although books like Dr. Seuss’ One Fish, Two Fish are still perennial favorites, these days technology serves a special role in the clinic’s program. Sometimes the burgeoning bookworms are encouraged to do a little storytelling of their own, using PowerPoint slideshows to write, illustrate and even narrate their own tales. Learning to write their own stories and seeing their lives and interests reflected in print helps children understand what reading is all about, said Michelle Commeyras, clinic coordinator and a professor in language and literacy education. “We try to connect things they’ve read with their lives,” she said. Christian Ayoob’s love for all things herpetological is evident in his 2001 creation, An Alphabet of Snakes, which starts with the anaconda, the heaviest snake in the world, and ends with the peculiar Zambezi blind snake, named for its vestigial, scale-covered eyes. Collaborating with tutor Dianne Johnson to complete the project, Ayoob improved his reading comprehension and word identification while working on the alphabet book. T.J. Free came to the reading clinic in 2003 and partnered with tutor Erin Griesbeck to refine his oral reading, spelling and writing abilities. Some of Free’s favorite NASCAR legends, Dale Earnhardt and Jeff Gordon, are featured in his book, ABC’s of Auto Racing.

Many of the tutors are experienced classroom teachers, supervised by Commeyras during the spring semester and guided by a qualified professional during the summer session. The tutors learn about language processing while discovering ways to help children develop their reading ability and appreciation for books. Besides spending plenty of one-on-one time with their reading partner, each tutor writes a detailed progress report for the student’s parents, explaining the child’s problem areas, what they have worked on during the tutoring sessions and suggesting tips for parents to use at home to help their child become a better reader. Captain Underpants would be proud.

READING CLINIC AT-A-GLANCE Founded: 1956 Home department: Language and Literacy Education Building: 309 Aderhold Hall Coordinator: Michelle Commeyras, professor of language and literacy education Contact: DeAnna Palmer Brief description: The reading clinic offers tutoring sessions, conducted by supervised graduate students, for school-age children who need to improve their literacy skills. Parents receive feedback reports on their child’s progress and suggestions for encouraging their child to continue reading at home. Sessions are held for one hour each week for 10 weeks in spring and summer. Students involved: 15 graduate Faculty involved: 1 Students tutored annually: 45-50 Web: www.coe.uga.edu/lle/clinic/ Phone: (706) 542-7866 Books in the reading center: 2,246 Founder: Ira Aaron Ira Aaron served on the faculty at the College of Education for 37 years (1948-85). Aaron helped to develop UGA’s reading education department in 1950 and founded the reading clinic six years later. The distinguished and beloved professor, now retired from teaching, continues to support literacy efforts through a generous endowment to the Reading Clinic. A scholarship presented in his name in honor of his years of service to the college supports education graduate students’ study abroad programs. Aaron has also worked with the American Library Association’s Caldecott awards, a prestigious medal awarded each year to outstanding children’s picture books.

College of Education graduate student Lone Olebile tutors Madison Getch in the Reading Clinic

EDUCATION 2008 N 15

PHOTO BY PAUL EFFLAND

Tom F. Andrews pauses from riding a stationary bike to talk with Kinesiology graduate assistant Andrea Bossone, who supervises the session.

Fitness Center Founder Harry DuVal Pioneered Cardiac Rehab Exercise in Athens Area

ocal cardiologists raised their eyebrows when exercise scientist Harry DuVal came to Athens in 1980 and tried to convince their heart-attack patients to hit the gym. When DuVal was hired by the University of Georgia to design and direct the university’s fitness center, Athens-Clarke County did not have a cardiac rehabilitation exercise program. Such programs were still fairly rare throughout the Southeast. But DuVal’s persistence paid off as he convinced an Athens cardiology specialist to help coordinate the program and spread the word about the benefits of exercise. Although only four people attended the first sessions, the promising positive results they experienced soon brought dozens of curious patients to the fitness center’s door. “Now, both hospitals have their own cardiac rehabilitation programs but local cardiologists still refer some patients to our facility,” said DuVal, who still directs the center. Twenty-seven years later, the center has helped more than 800 cardiac patients and 700 adult fitness participants from the Athens area work toward a healthier life. About 100 participants sign up every year, and some have been working with the program for more than 15 years. “I feel pretty proud,” DuVal said. “It has grown exponentially.” Besides offering a cardiopulmonary rehabilitation program for people recovering from heart attacks, the fitness center also conducts exercise testing, evaluation and adult fitness programs. The facility provides stationary bicycles, free weights, weight machines, a swimming pool and aerobics classes. Located in the Ramsey Student Center for Physical Activities, the center boasts more than 7,000 square feet of space and is equipped with all the high-tech gadgetry needed to perform physician-supervised stress tests and the emergency lifesaving equipment required to operate a Phase III cardiac rehabilitation program. After consulting with their doctors, patients sign up for the program, undergo initial testing and work with exercise specialists to devise the perfect plan to boost their recovery. The center also serves as a living laboratory for students majoring in kinesiology to gain hands-on experience and gives university researchers the chance to conduct on-site experiments. Students conduct and monitor exercise classes under the guidance of their major professors, and kinesiology researchers have published important findings 16 N EDUCATION 2008

in scholarly journals that are drawn from their work with the fitness center. The clinic works with students in the Clinical Exercise Physiology (M.A.), Exercise Physiology (M.A., Ph.D.) and Exercise Science (Ed.D.) programs to prepare for jobs in schools, research facilities and private practice. The fitness center is open to the Athens community as well as students, faculty and staff at the university.

FITNESS CENTER AT-A-GLANCE Founded: 1980 Home department: Kinesiology (formerly Exercise Science) Location: 1-G Ramsey Center Director: Harry DuVal, associate professor Brief description: The UGA fitness center and clinical testing laboratory provides programs in adult fitness, cardiac rehabilitation and exercise stress testing combined with fitness evaluation. The facility is equipped with the latest technology to determine a person’s fitness level and help them improve it. The center also provides data for researchers as well as practicum and internship experiences for graduate and undergraduate students in kinesiology. Students involved: 190 undergraduate, 15 graduate Faculty involved: Varies Participants annually: 95 Web: www.coe.uga.edu/kinesiology/exs/fitness/ Phone: 706/542-4230 How to get involved: The facility is open to UGA students, faculty, staff and the Athens community. A one-time fee of $95 is required and a monthly fee of $35 thereafter. Founder: Harry DuVal Associate professor Harry DuVal, founder and director of the fitness center, earned his Ph.D. in exercise science from Indiana University in 1978. He is one of only 247 people nationally to be certified as a program director by the American College of Sports Medicine. Before coming to UGA, he worked with the University of Wisconsin lacrosse team and directed UW’s cardiac rehabilitation program. A Vietnam veteran, DuVal served as a captain in the U.S. Air Force from 1967-73. He was awarded the Distinguished Flying Cross, presented for “heroism or extraordinary achievement while participating in an aerial flight,” as well as other medals for outstanding service.

Speech and Hearing Clinic Helps Hundreds of People Overcome Communication Challenges Each Year

SPEECH AND HEARING CLINIC AT-A-GLANCE Founded: 1954 Home department: Communication Sciences and Special Education Location: 593 Aderhold Hall Director: Carol Ann Raymond Brief description: The clinic offers evaluation services for people with suspected communication disorders and also conducts free speech and hearing screenings twice a year. The clinic provides speech therapy for people of all ages and is prepared to assist clients to overcome stuttering, learn proper voice projection and deal with many other speech and language issues. Audiology services include hearing evaluations, hearing aids, assistive listening devices, and aural rehabilitation. Number of students involved: 44 graduate Number of faculty involved: 16 (2 audiologists, 6 speech-language pathologists, 8 academic faculty) Clients seen annually: 1,000 Web: www.coe.uga.edu/csdclinic.html Phone: 706/542-4598 PHOTO BY NANCY EVELYN

he UGA Speech and Hearing Clinic is equipped to provide prevention, evaluation and treatment for people of all ages who have communication and swallowing disorders. Lecturing professors and cheerleaders alike often visit the clinic to reclaim their overused voices and learn techniques to enhance and protect their vocal ability. Clinic workers also see many university students who speak English as a second language and who appreciate the chance to refine their proficiency and clarity. The clinicians also evaluate and treat problems such as language delays and disorders and speech problems related to strokes, neurological diseases, brain damage, and hearing loss, The clinic operates on revenue from sliding-scale fees, providing low or no-cost services for people who otherwise would be unable to receive care. “We don’t turn anyone away for therapy services just because they can’t pay,” said Clinic Director Carol Ann Raymond. The clinic is the only speech and hearing resource in northeast Georgia that can provide services free of charge for eligible patients. In 2006, the clinic screened 1,800 Athens-Clarke County children and adults for speech and hearing problems at free screening locations throughout the area. The clinic also provides services at UGA’s McPhaul Child and Family Development Center, the Oglethorpe County Preschool Program, the Athens Adult Day Care Center and various other community centers. All graduate students in the UGA speech-language pathology program must complete a practicum, a set number of hours of practical experience, before they graduate. The clinic gives students the chance to work with clients in a safe environment while supervised by highly

experienced faculty members. Students gain invaluable experience to prepare them for careers in speech-language pathology while supporting the university’s commitment to excellence in research and service. The field of speechlanguage pathology continues to expand with new job opportunities for qualified, experienced professionals, and UGA’s program is highly competitive. “Being able to communicate is so important to your health and happiness,” said Raymond. “We cross everyone’s lives in a way to help them be happier in their environment.”

Lindsey Yarbrough, a graduate student/clinician in the College of Education, helps Lucy Zhu with some reading exercises in UGA’s Speech and Hearing Clinic. Zhu had a successful cochlear implant and attends the clinic for therapy sessions.

Founder: Stanley Ainsworth The clinic was founded by Stanley Ainsworth, a pioneer in the speech-language pathology field. From 1949 - 1953, Ainsworth taught speech correction at UGA, and was chair of what was then called the speech correction area and program for exceptional children. Ainsworth, who earned his doctorate from Northwestern University in 1946, was especially renowned for his expertise in techniques for correcting stuttering problems. Well-known for his professionalism and calm manner, Ainsworth mentored many students in the field during his long career, which included positions at Ohio State and Florida State universities and election as president of the American Speech-LanguageHearing Association. He passed away in January of 2000 at the age of 87.

See feature on UGA’s Center for Counseling, complete list of COE centers on coeNEWS at www.uga.edu/coenews EDUCATION 2008 N 17

ON AUTISM PHOTO BY PETER FREY

UGA Special Education Professor David Gast works with both undergraduate students and teachers already in the classroom to create a cohort of educators better able to contend with the unique difficulties of teaching children with autism By Catharin Shepard or the past 17 years, special education professor David Gast has dedicated his life to preparing University of Georgia students for the challenges of teaching children with a wide assortment of mental disabilities. But with retirement on the horizon, the highly respected scholar has shifted his attention to working with not only his young undergraduate students but also teachers already in the classroom, creating an intensively trained cohort of educators who are better able to contend with the unique difficulties of teaching children with autism – developmental disorders which impair a child’s communication skills and ability to interact. When Gast entered graduate school in 1971, he intended to work primarily with children with autism. However, the special education field of the ‘70s was exploding with reams of new information, leading the thendoctoral student down many different paths. But in the last few years, Gast has returned to his academic roots. “As I approach the end of my career, I 18 N EDUCATION 2008

For the past 17 years, special education professor David Gast has dedicated his career to preparing UGA students for the challenges of teaching children with a wide assortment of mental disabilities. want to get back to what I really wanted to do when I got into the field back in the early ‘70s,” said Gast. “These last 10 years of my career, I want to go back to where I started and really focus on these kids with autism.” To help deal with the soaring increase in the number of children diagnosed with autism, Gast developed a partnership with Gwinnett County Public Schools in suburban Atlanta in 2003. Since its inception, the Collaborative Personnel Preparation in Autism (COPPA) graduate program has prepared dozens of elementary school teachers to better work with children with autism. COPPA was originally funded by an $894,000 grant from the U.S. Department of Education and has recently received a second federal grant of $793,000 to expand its work through 2011. The partnership is led by Gast and Deanna Luscre, who

coordinated the Autism Spectrum Disorders (ASD) program for Gwinnett schools from 1996-2003. The project could not have come at a better time. Diagnoses of children with ASDs are growing as much as 17 percent per year, according to U.S. Department of Education statistics. It is estimated that the prevalence of autism could reach 4 million Americans in the next decade. The newly expanded program will offer training in partnership with Clarke, Cobb and Forsyth county schools, in addition to Gwinnett schools. Sixty percent of the funding will be used to support fellowships for graduate students interested in careers in special education with an emphasis in ASD. Teachers from other school districts are also encouraged to participate in one or more of the courses that will be offered.

VE BUHMAN PHOTO BY STE

Children with autism have different social, language and communication skills than neurotypical children, requiring teachers to try innovative approaches in their classrooms, said Gast. “There’s a need for specialized training on how to structure the classroom, how to respond to these kids when they behave inappropriately, and how to design instruction that will facilitate the learning of new skills,” he said. It was not until the middle of the 20th century that there was even a name for the disorder that disrupts families and presents lifelong challenges for thousands of children. But today, autism affects an estimated 3.4 of every 1,000 children ages 3 to 10 years across America, according to the National Institute of Mental Health. In 1943, Leo Kanner of The Johns Hopkins Hospital studied a group of 11 children and introduced the label “early infantile autism” into the English language. At the same time a German scientist, Hans Asperger, described a milder form of the disorder that became known as Asperger’s syndrome. These two are today listed as two of the five pervasive developmental disorders (PDD), more often referred to as ASD. All of these disorders are characterized by varying degrees of impairment in communication skills, social interactions and restricted, repetitive and stereotyped patterns of behavior. Despite the alarming rise in ASDs, the COPPA Project is one of only a few university programs in the Southeast designed to prepare teachers for such a classroom challenge. Many COPPA students are certified teachers who have returned to the university for graduate studies to undertake a specialization in ASDs. “Teachers are often faced with learning about autism after they have already been hired to work in classrooms and are not always using correct methods to positively impact students,” said Luscre, who was once responsible for overseeing 90 classes for students with autism in Gwinnett schools. “Nothing exceeds the power of researchbased educational instruction for its effects on teaching needed skills to children with autism.” College of Education students won’t be the only ones filling seats in COPPA classes this time around. Families of children with autism, students at other universities, teachers working in other school systems and noneducation majors at UGA are all encouraged to take advantage of the courses. Graduate

and undergraduate classes are offered, and many will be held in the Gwinnett area. In addition, COPPA organizers plan to use the teachers who have completed the program as an important resource for training future groups. “The hope is that those teachers have gone out, restructured their classrooms, and are making a difference in the lives of those kids as well as their parents,” said Gast. “Our new students are going to get to see classrooms that really approach model classrooms in these various school systems.” All graduate students funded by the COPPA Project must complete intensive research projects. The finished projects are already being applied to real-life situations, and some will be published in academic journals. “By the time COPPA students have completed the didactic program and are interns, their confidence is soaring, and they have learned a wealth of information which assures them that they have a lot to offer their students with autism,” said Luscre. Full-time students usually take two years to complete the 41-hour program, while parttime students finish in three years. “We encourage students to attend the program full-time the first year, and we help them secure employment in their second year when they do their internship and applied research project. Of course we permit students to move at a slower pace through the

program if necessary,” said Gast. The COPPA program leads to a master’s degree in special education with certification in either the special education adapted curriculum or special education general curriculum with an emphasis in ASD. Students may also pursue a specialist degree with an emphasis in ASD through a 31-hour program. Luscre emphasizes the importance of building a strong connection between family members and teachers. Teacher students in the program learn how to assist parents in creating goal plans for children to follow when they are at home. They can also help parents determine the best ways to respond when a child with autism misbehaves and can act as an autism resource for other teachers in their school system. “I would like to see our graduates assume leadership roles in their schools, so they can share their training with others who have not had the opportunity for autism education,” she said. Over the next few years, Gast hopes to expand COPPA training to include middle and high school teachers, eventually providing a continuum of support for students with autism throughout their time in school. For more information, email dlgast@uga. edu or visit www.coe.uga.edu/csse/spe/ coppa_degree.html

Catharin Shepard is a COE graduate assistant and master’s student in journalism. EDUCATION 2008 N 19

DEVELOPMENT UPDATE

A Gift of Love, Learning and Generosity t is hard to tell who cherishes their relationship most – mothers or daughters. Both have to rejoice. Both have grown and many reasons re learned from each other. Both describe the other as their greatest inspiration. In 2007, the College of Education celebrates the creation of three new endowments that are inspired by the love, wisdom and generosity born from the unique and natural relationship between a mother and daughter. Their legacies will help the College and its students to grow and thrive for years to come. I am pleased to share these stories with you. Lauren A. Barrett Director of Development College of Education

The Ocie T. Dekle Graduate Support Fund in Elementary Education

Ocie Thomas Dekle

20 N EDUCATION 2008

eth Dekle Tolley describes her mother as her inspiration and best friend. It is a description that sounds very familiar when speaking with former students or colleagues about the late Ocie T. Dekle. A dedicated wife, mother and educator, Ocie T. Dekle learned to balance those challenging roles long before it was common for young mothers to be in the professional workplace.

Dekle began her career at the University of Georgia in 1951 as an instructor at the College of Education Demonstration School. While raising her family and lecturing at the school, she earned her Ed.D. and was named assistant professor in 1958. She was promoted to associate professor in 1967. Recollections about Dekle from students and faculty attest to her love of teaching and the great extent to which they loved and appreciated her. Bernice Cooper, former department head in elementary education, fondly remembers Dekle’s willingness to lend a helpful hand, in and out of the university setting. “One day I mentioned that I had a large piece of furniture that needed moving in my house. She sent her sons over that afternoon to help me. That’s the kind of person she was.” Bebe Aderhold, also a former faculty member in elementary education, recalls how profoundly Dekle cared for her students. “Ocie would help her students in every way she could to achieve whatever they wanted in life. She was kind, generous and very well-liked.” Dekle touched the lives of many throughout her career, though none Ocie Thomas Dekle, holding her perhaps more prodaughter, Beth, shown here at nine foundly than the lives months old of her own family. Tolley fondly remembers the occasional visits to her mother’s office as a young child. “Because of her,” she says, “I never thought of being anything but a teacher.” Tolley followed in her mother’s footsteps and taught in Clarke County elementary schools for 30 years. She is now a temporary assistant professor in the College of Education’s department of elementary and social studies education. After Dekle’s death, Tolley and her husband, Edward, felt the resounding need to somehow memorialize her love and dedication. Together, they have initiated the Ocie T. Dekle Graduate Support Fund in Elementary Education. The endowment will provide support to a distinguished graduate student in the elementary education/early childhood education program. Selection criteria will include an outstanding grade point average and a professional promise in elementary education classroom teaching. More than just a teacher, Dekle was a friend and confidant to all those around her. Her enthusiasm and dependability made her a trusted and caring colleague. Her support and encouragement instilled confidence and faith in her students. The College of Education is honored to be home to an endowment that represents the legacy of Ocie T. Dekle’s tenure at the University of Georgia.

The Tommye Johnson McCoy Scholarship for Honors Education

I The late UGA alumna Jan Branham and her daughter, Susie

The Jan L. Branham Scholarship for Autism Education

hen the late Jan L. Branham’s only child was born with physical, mental and emotional challenges, the University of Georgia alumna embarked on a quest for answers that lasted nearly two decades. For years, doctors offered conflicting suggestions about young Susie’s condition, frustrating her mother’s attempts to understand her daughter’s situation. However, Branham persisted. After countless physical, psychological and neurological tests, Branham’s quest was fulfilled in 1997 when her daughter was diagnosed with atypical autism. When Jan Branham passed away with breast cancer in 2006, she left a generous estate gift to initiate an endowment at the College of Education to support students who specialize in the area of autism research and education. “It was Jan’s hope that others could be spared the confusion, the dead-ends and the frustrations that she encountered,” wrote Cindy Brady and Jo Turville, friends and co-executors of Branham’s estate. “She felt the answer was in education, and she wished her gift to provide scholarships which would enable further study in the field of autism.” The Branham Scholarship will help the College build its momentum for special training in autism education by providing generous scholarships to students who choose to study special education and autism. In fact, because of Branham’s gift and the graduate support it will offer, our faculty will present a concentration in autism at p the graduate level, with plans to expand tudents the offered coursework to students Branham’s in the metro Atlanta area. daughter, Susie, w Although we never knew as a child ull Jan Branham, she has our full admiration and respect for her gift to help the College s, of Education bring progress, clarity and hope to educators and families living and working with children with autism.

n the 1920s, families of girls who wanted to attend school beyond the seventh grade had to buy their children’s books and pay fees for attendance. As much as Tommye McCoy wanted to continue her education, her father could not support her high school education. So, at 13 years of age, she went to work at the Cluett-Peabody Shirt Factory. She worked for two years ironing and folding new shirts. She walked to work and carried her lunch rather Sylvia McCoy Hutchinson, with her than spending any mother, the late Tommye Johnson McCoy money for transportation or food. After saving every penny to return to school, she enrolled herself in eighth grade, even though she was a couple of years older than everyone else. McCoy married and had three children after receiving her high school diploma. She raised them to understand the importance of faith and education in their lives. She taught them, by example, the concept of “noblesse oblige,” which suggests that anyone who possesses special talents or gifts is duty-bound to make the best use of those gifts in their lifetime. After all of her children finished college and were out on their own, McCoy returned to school, received a degree and became Director of Christian Education at her church. Her daughter, Sylvia McCoy Hutchinson, professor emerita of higher education and reading education, embodies her late mother’s love of learning and sense of responsibility to give back to others. Hutchinson has made it her life’s work to prepare teachers and has worked closely with the UGA Honors Program for the last decade. Hutchinson recently pledged $25,000 to endow the Tommye Johnson McCoy Scholarship in Honors Education. This scholarship will be an encouraging way for a UGA Honors student majoring in the field of education to further enhance his or her talents and goals. Hutchinson hopes this scholarship will lead to the development of more Honors courses in the College of Education. She looks forward to bringing Honors students in the College into “a higher profile program.”

EDUCATION 2008 N 21

The College of Education

HONOR ROLL OF DONORS T

he UGA College of Education proudly recognizes and thanks the many alumni, friends and organizations who contribute their support to the College and its strategic initiatives. Donors to the College are making an investment in our students as future educators, school administrators and top professionals in psychology- and health-related fields. See how you can make a gift to the College of Education on the enclosed return envelope. The Honor Roll of Donors recognizes gifts of $100 or more through the University of Georgia Foundation from July 1, 2006 through May 31, 2007. See a complete list of donors: www.coe.uga.edu/alumni.

CORPORATIONS AND FOUNDATIONS

DEFERRED

American Educational Research Association American Psychological Association Anne W. Reynolds, Ph.D., P.C. Athens Orthopedic Clinic Bank of America Matching Gifts Program B. J. Becker Trust BellSouth Telecommunications, Inc. Bischof Psychological Services Charles G. Bumgardner, D.M.D., P.A. Susan Carter & Associates, Inc. Center for Reality Therapy Cingular Wireless Clarke Central High Coca-Cola Company Countdown to Kickoff Dart Drugs & Surgical Des Reis Commercial Properties Emmanuel Episcopal Church Ernst & Young Foundation Foundation for the Carolinas General Motors Foundation General Re Corporation The Goizueta Foundation Hardie Family Foundation IBM Corporation Institute for Schools, Education and Democracy, Inc. Miss Sallie Maude Jones Trust Karesh Family Charitable Fund Kaslow Associates, PA DBA FL Couples & Families Inst. Learning in Retirement Marathon Oil Foundation, Inc. MBS Direct The McGraw-Hill Company McLeod Management Enterprise Consulting Merrill Lynch and Company Foundation, Inc. Norfolk Southern Foundation Organization for Autism Research, Inc. Owens Hall Convent The Pabst Family Revocable Living Trust Pfizer Inc. Raymond James Charitable Endowment Fund Raytheon Company Sallie Mae The Savannah Community Foundation Phebe M. Scott Trust Shell Oil Company Foundation Speech-Language Pathology Contractors, Inc. Spencer Foundation St. Mary’s Health Care System, Inc. State Farm Companies Foundation SunTrust Bank Foundation Vanguard Charitable Endowment Program The Vanguard Group Foundation Veterinary Scientific Editing, LLC The Wachovia Foundation, Inc. John Williams Company

Anonymous Dr. Elizabeth C. Aderhold Neal and Nancy Alford Martha Nell Allman Jan L. Branham* Charles R. Brown Julianne F. and C. Saxby Chambliss Ms. Suzanne C. Corbett Cam D. Dorsey, Jr. Mary Frances Early Dr. Carol J. Fisher Sara O. Glickman and Dr. Carl D. Glickman Elizabeth Garrard Hall* Dr. Sylvia McCoy Hutchinson Dr. Virginia M. Macagnoni Dr. Louise McBee Mary Ann Morgareidge David John Mullen, Jr. and Cynthia Shields Mullen Joan Burkes Land Neal Drs. Jenny and Steven Oliver Dr. Donald O. Schneider Dr. E. Paul Torrance Estate Dr. R. Curtis Ulmer, Sr. and Irene S. Ulmer Mr. and Mrs. Eugene B. Webb Aubrey Sego Whelchel Mr. and Mrs. James C. Womack

22 N EDUCATION 2008

DEAN’S CLUB $1,000+ Anonymous - 2 Dr. Sally Marie Boyett-Whatley Brian Christopher Bruce Brenda Scruggs Carter and Dr. Harrison S. Carter William H. and Erica L. Carter Dr. Elmer Ulmont Clawson Ms. Lisa J. Colpe Dr. Gloria Contreras Dr. Bernice Louise Cooper Dr. Bradley C. Courtenay and Nancy Talton Courtenay Mrs. Olga C. de Goizueta Dr. Carol J. Fisher Dr. and Mrs. George M. Gazda Dr. Carl D. Glickman and Sara Glickman Mrs. Selma M. Gore Mr. and Mrs. Mack H. Guest III Elizabeth Garrard Hall Estate Mr. Steven Dawson Harris Jack Wilson Hemingway Hildegard K. Holmes Dr. Sylvia McCoy Hutchinson Dr. Ann E. Jewett Renee Armstrong Kelly and Scott W. Kelly Ms. Marian Kneer Dr. Carolyn Lehr Mary D. and Neal T. McLanahan Dr. Theodore K. Miller Drs. James N. and Cynthia M. Moore Dr. Marie R. Mullan Cynthia Shields Mullen and David John Mullen, Jr. Dr. Candace Jane Norton

Dr. Marion Jennings Rice and Molly Moore Rice Ms. Vera Rimnac Dr. and Mrs. Lyle Scruggs Mr. and Mrs. Steve Scruggs Mr. Philip Solomons, Jr. Dr. John Edwards Steinbrink Dr. and Mrs. Joseph P. Stoltman Dr. Helen W. Taylor Dr. Antoinette Tiburzi Dr. E. Paul Torrance Estate Lee T. and Richard W. Van Leuvan Dr. James A. Verbrugge Dr. Gordon Logue Warren III Dr. Cynthia Bright Webster and Mr. William Webster Drs. John T. and Patricia S. Wilson Dr. Roger Bradley Winston, Jr. and Mrs. Pat G. Winston Lois Cason Wooten and Mr. Frank L. Wooten, Jr.* Dr. Russell H. Yeany, Jr. and Brenda Yeany

COLLEGE CLUB $500+ Dr. Elizabeth C. Aderhold Janice Puder Agron Dr. Juanita Johnson-Bailey and Mr. Marvin Bailey Ms. Roberta S. Bennett Dr. Mary Martha Carnes Louis and Mae Castenell Dr. and Mrs. John R. Dale Dr. Catherine Dunnington Ennis Linda Hughes Hardie Mark Allan and Joanie Kenny Hoyt Dr. Tung Hsing Hsiung Denise Ann Companik Juliana Cindy McGinnis and John Christopher Kirksey Mr. Richard C. Kraus and Dr. Pamela K. Orpinas Robert W. and Carol A. Krueger Dr. Denise Spangler Mewborn Michael J. and Carla M. Miller Leonard D. Pridgeon Roberta Stevens Ramsay and Dr. James Walter Ramsay Laura Lea RycKeley Dr. Robert N. Saveland Dr. Ronald Dale Simpson Dr. Aaron Michel Turpeau, Jr. BG Luis Raul Visot-Sauza Dr. Elmer D. Williams

CENTURY CLUB $100+ Dr. Adrian Shayne Abelkop Robert Ernest Ade Dr. Stephen Kwasi Agyekum Naomi Shearouse Alderman MAJ William Randolph Alewine Ms. Betty Davis Allen Gary Franklin Allen Drs. Lewis Ray and JoBeth Allen Lyna Estes Anderson Dr. Wayne W. Antenen and Mary Chris Antenen Thomas Jackson Arnold and Carolyn E. Arnold Matthew C. Arthur and Sarah Bob Ware Arthur

Pauletta Youngblood Atwood Ms. Anne H. Bages Jo Ellen Baker Dr. Paul Stanley Baker Dr. Carol J. Ball Ms. Sally H. Barlow Dr. Buckley Richard Barnes Mimi Leverette and Thomas W. Barnes, Jr. Dr. Harold Thomas Barnett Dr. Ian Courtney Barrett Ms. Kate R. Barrett Margaret Lea Barrett Mr. Robert J. Barry Drs. Jeanne Barsanti and Craig Greene Dr. and Mrs. William E. Barstow Dr. Christi Lyn Bartolomucci Dr. Ted A. Baumgartner and Gloria L. Baumgartner Joyce Ballard Beckwith and Dr. Julian R. Beckwith III Mrs. Katherine Gates Beckwith Margaret T. and Thomas R. Bennett Betty J. Benson Dr. Joseph R. Berrigan, Jr. Deborah Yater and Carl W. Betsill Dr. Laura Lee Bierema and Mark Ebell Anne J. Blakely Dr. Leah Adrianne Bonham Ms. Sandy Bonner William Blair Bourke Dr. John Metcalf Bowen and Jean Schmidt Bowen Dr. Michele C. Boyer Dr. P. Stanley Brassie Anita Divine Brittain and Marshall Brittain Virginia Adams and Kevin M. Broderick Francine Ennis Brown Mr. and Mrs. Jasper J. Brown Ms. Patricia Bayne Brown Robert Moren Brown, Sr. and Joelen Cowan Brown Ms. Maria Michelle Bruce Dr. and Mrs. Alphonse Buccino Mrs. Jane Ferguson Bumgardner Dr. Lenette Owens Burrell and Zeb L. Burrell Hunter Joyce Burt Mary Ann Buxton Mrs. Lynn Leggett Calhoun Dr. Dawn Newman Carlson Ms. Emily Gene Carr and Mr. Dale Hoyt Mr. Rodger Taylor Carroll and Dr. Susette M. Talarico* Dr. Kyle R. Carter and Sarah Hackney Carter Dr. Ronald M. Cervero Mr. and Mrs. James R. Chambers, Jr. Dr. Mark Phillip Cheek Dr. and Mrs. John M. Cheney Ann Oliver Clark Mr. and Mrs. Leopold I. Cohen, Jr. Margaret Grayson Cole and Dr. Ronald S. Cole Mrs. Sharon Lee Groff Collins Mr. Robert Conyne John D. Cook Dr. Diane L. Cooper

Dr. James A. Cottingham and Elizabeth Stanick Cottingham Dr. Gertrude Couch Julian Franklin Council II Mr. and Mrs. Erik W. Craig Dr. Marie Elaine Cress and Mr. Carl O. McGrath Dr. John Willie Culbreath Dr. and Mrs. Kirk J. Cureton Dr. Walter Joseph Czarnec Drs. Peggy and John C. Dagley Jackie Louise Daniel Dr. Cindy Ann Darden Drs. Bernard P. and Jean E. Dauenhauer Virginia Carole Davis Deborah Elizabeth Day-Lewis Dr. George Mario De Marco, Jr. Mr. and Mrs. Stephen G. Dignam Dr. and Mrs. Rodney K. Dishman Dr. Ernest K. Dishner Dr. and Mrs. Peter E. Dress Ms. Alice M. Duffy Ms. Pamela DeAngelis Duncan Dr. Andrea Lee Dunn Dr. Merrily S. Dunn Shelby Easley William B. Edmonds Dr. Carolyn K. Ehr Mr. and Mrs. Joseph W. Elder Dr. Henry Nicholas Elksnin Carolyn Ellington Dr. Steven C. Ender and Ms. Karen Gislason-Ender Ms. Patricia M. Epps Dr. Mary Arnold Erlanger Mrs. Carol C. Evans Lucy F. and William Field Harriett Susan Finney Virginia Wilson and Wiley Stewart Flanagin, Jr. Dr. William P. and June N. Flatt Mr. Jimmy Clark Ford Dorothy Jane Knight Forehand and Jack Joseph Forehand Holly Forester-Miller Johnnie R. Wallace Forgay and Carl A. Forgay Norma Chitwood and Robert Lee Fountain, Jr. Mr. Joe Dwain Fowler Thomas Hall Fowler Frances Cater Franklin Erin Murphy Frazier Mrs. Jane Elkins Fryer Melvin C. Fussell Delois Adams and Ralph Lewis Gainey Ann Underwood Gary Mr. and Mrs. Merle L. Gay Mr. Jackson Gerald Gemmell Dr. Yvette Q. Getch Patricia Walker and Robert E. Giles, Jr. Michael Lee Gilstrap Dr. Brian A. Glaser Mrs. Mary Lou Goehring Dr. Lynda Thomas Goodfellow Sheryl L. and Gordon L. Gotts Dr. Imogene Linette Gouveia Susan Joan Graham Dr. June Wehrt Gray Dr. Velon Hassell Gray Mr. Stanley J. Gross Mr. Anthony Leon Guisasola Nelda Hicklin and John C. Hadaway April Sams Halliday and Robert Keith Halliday Carol James Halstead Ms. Freida P. Hammett Ken E. Hansing Dr. Jacqueline Terrill Harbison Salina Metts and Thomas Lee Harkleroad Ms. Wilma M. Harrington Peggy Bargeron and Thomas Y. Harris III Pamela C. Harrison Robert Charles Hart and

Dr. Nancy Coleman Hart Dr. Betty De Vane Hatcher Anne Whiddon and Russell Dale Henry Ann Jackson Herman Ms. Ann Jones Heuberger Mrs. Teresa N. Higgins Dr. Bonnie Cohoon Higginson Patrick Morse Hill Dr. Richard K. and Joan C. Hill Dr. and Mrs. Rufus L. Hixon III Dolly Bentley Hogan Harold Dean Hollis, Jr. COL and Mrs. Lake B. Holt III Dr. Elaine Renfroe Homestead Dr. Alicia Marie Homrich Cecilia Webb Hooten Dr. Sharon Gayle Horne Ms. Melissa M. Howard Ms. Kay Howington William Lawrence Huggins and Mary Rowland Huggins Dr. Portia L. Hunt Gwendolyn Norris Hutcheson and Dr. Kermit Hutcheson June Thomas Hyder Dr. Eric D. Jakubowski and Dr. Elizabeth Henderson Jakubowski Mr. and Mrs. Stephen Durell Jessup Marsha E. and David M. Jewett Stephen R. and Mary E. Jewett Mr. and Mrs. Robert A. Johnson Dr. George W. Johnson Karen Hart and Harry Johnson III Nancy Holt Johnson Mr. David Jolliff Dr. Mary Emma Brown Jones Sherrill C. Jones Dr. Joan Alice Jordan Dr. Randy William Kamphaus and Norma Lea Kamphaus Dr. Allie C. Kilpatrick Dr. Cheryl Pope Kish Drs. Pamela Bradley and Douglas A. Kleiber Marlene McKinley Kraich and Richard S. Kraich Dr. Nancy Jane Kuykendoll Dr. Leslie Thomas Lambert Dr. Linda Mae Lander Paul Lane Patricia Mayo Lansdell Pamela Ann Lasalle Mr. Charles F. Lawe Dr. Gene Rolf Layser Dr. Gerald Paul Lehner Dr. Edward Conrad Leichner Ms. Eleanor R. Lemaire Dr. Maurice Levy Brenda J. and Ronald B. Lewis Douglas Loving Lighthart Dr. Lin Lin Dr. Jimmy Doyle Lindsey Ms. Laurie Walker Littlefield Dr. Judith Louise Long Mrs. William C. Lord Dr. Donella Whitaker Lowery Dr. Melissa Beth Lusky Matilda Kroell Lynch and Dr. Donald Richard Lynch Dr. Virginia M. Macagnoni Robert Henry Mair III Dr. Archie Preston Malcom Dr. Randall and Rita Manning Patricia Solomon Marcus Dr. J. Larry Martin Dr. Louise McBee Carol Starnes and Stuart D. McCanless Rebecca Matthees and Patrick C. McCaskey Dr. William T. McCown III Ms. Brenda M. McDonald Joe Miller McKelvey, Jr.

Charles Allen McKinney David Lawrence McLeod Mary Perkins and A. Steve McQueen II Rae Dennis McWhirter Dr. Mark Eugene Meadows Mr. and Mrs. Paul J. Messer Ms. Dora M. Metrelis Diane Elizabeth Miles Melvin Eugene Mills Dr. Sam Marshall Mitchell Arthur Benjamin Mohor, Jr. Dr. Junko Mojina Elizabeth Davis and Howard B. Montgomery, Jr. Shirley Bruce Moon John Hugheston Mooney Dr. Genelle G. Morain Ms. Sarah McKay Morgan Dr. Vivian Wilson Mott Katherine Sheridan Mulherin Dr. Whitney Lee Myers Frances Rowland Neely and Dr. Walter P. Neely Ms. Kathryn Norsworthy Mr. Duane G. Ollendick Dr. and Mrs. Richard C. Page Emory Hugh and Harriett W. Palmer Patricia Rocker and Charles E. Parker, Sr. Dr. and Mrs. Don N. Parkerson Linda Gail Parris Jeanne B. and Ben Patterson Dr. Judith Hampton Patterson and James H. Patterson Janie Branyan Peacock Milly Perry Larry Gardner Petty Ms. Madge E. Phillips Kathleen Weldon Pinckney Dr. William Roy Pipes Dr. Elizabeth Farren Pond Drs. Kenneth W. and Jonelle Porter Pool Mr. Albert R. Pope Pete John Poulos Dr. Glen Huel Powell Dr. Gwynn M. Powell Tai K. and Dennis A. Praegitzer Dr. Judith Preissle Patricia P. Price Mark Edwin Prock Dr. Frank Rapley Dr. Jack E. Razor Collette K. and Patrick J. Reidy Ms. Marg L. Remley Dr. Anne Wilbur Reynolds Dr. Cecil Randy Reynolds Mr. Donald E. Rhodes Dorothy Ann Rice Dr. James Luttrell Richardson Dr. James R. Richburg and Victoria Twichell Richburg Ted James Rikard Dr. John Frost Riley Dr. Gregory Lee Robinson Ms. Sarah M. Robinson Mr. and Mrs. Thomas Y. Robinson Dr. George Warner Rogers, Jr. Vicki Pope Rogers Dr. Vida V. Rogers and Joseph Carroll Rogers Kathleen McCaffrey Rojek and Dr. Dean G. Rojek Jane Canipe Rooks Ms. Mary Rogers Rose Ms. Carol J. Rostad Vette R. Rountree Ms. Margaret J. Safrit Dr. Diane M Samdahl Mrs. Donna Sanders Dr. Lidinila Luis Santos Marvin A. Satterfield Mary Patterson Saunders Mary Vivian Scarbary

Donald and Ruth K. Schedler Dr. Pamela Jane Schreiber Marilyn Ann Schroer Ms. Elizabeth Schweitzer Mrs. Mary Ann Cain Scogin Becky W. Scott Dr. Douglas Sebring Dr. Edward Lewis Shaw, Jr. Dr. Mark S. Shearer Zipora Shechtman Ms. Mary Louise Sheppeck Mrs. Beverly Beavers Shoun Sara Lee Simons Emory C. and Wendy J. Sloan Judy Camp Sloman Saranne Guy Smith Thomas Wayne and Elizabeth C. Smith Charles Raymond Sniffin Drs. Walter R. and Sue E. Snow Helena Stern Solodar Dr. Melinda Millard and Phillip B. Stafford Dr. Rosemarie Stallworth-Clark Mr. and Mrs. James P. Staub Mr. and Mrs. Wayne L. Stebbins Mr. Rex A. Stockton David Anthony Stola Dr. Randall Wayne Stowe LTC and Mrs. Michael C. Striplin Mr. Robert Grayson Stultz Ms. Dale Jewett Sullivan Harriet Hardeman Sutton Ms. Susan M. Swearer Carol Duncan Sweny Glenna Feagin Talbert Dr. Julie I. Tallman Dr. Benjamin Barrow Tate and Leolene Montgomery Tate Dr. Mary Combs Tate and Curtis E. Tate, Jr. Mrs. Stephanie Hight Tatum Kathleen Gay Thompson Dr. Nancy Patrice Thompson Betty Ann Thrasher Mr. and Mrs. Gerald P. Thurmond Mr. and Mrs. H. Mack Thurmond Sally Durham Trapnell and Dr. Jerry E. Trapnell Dr. Robin Yaffe Tschumper Ms. Sharquinta Monique Tuggle Therese Pace Tuley Linda L. and David H. Turner Dr. Ismat Ullah Betty Hooks Underwood Susan Hall and David N. Vaughan, Jr. Mr. Fred J. Veltri Sallie Middlebrooks Vetter Mr. and Mrs. Herbert H. Vining, Jr. Mr. Homer Lee Walker Cecile Cohen and William L. Waronker Ms. Martha Anne Washington Mr. and Mrs. Stephen M. Waters, Jr. Dr. Karen E. Watkins Dr. Yancey and Jean Watkins Lou Ann Trapnell Watson Mr. and Mrs. Joshua H. Watt Dr. Jan Bates Wheeler and Dr. Mark F. Wheeler Mr. James Leslie Whitehead, Sr. Dr. Barbara Braxton Wilks Drs. David P. and Linda F. Williams Mr. and Mrs. John D. Williams Thelma Bush Williams Mrs. Heloise Handley Wilson Phyllis and Donald Wingerath Dr. Robert Lyman Wrisley and Mary Ellen Davis Wrisley Barbara Bowen Wyle Mr. Frampton E. Wyndham Dr. Cordell Wynn Mr. Earle F. Zeigler

Thanks to all our donors!

EDUCATION 2006 N 19

PHOTO BY ROBERT NEWCOMB

COLLEGE OF EDUCATION SCHOLARSHIP RECIPIENTS 2007-08

$PMMFHF PG &EVDBUJPO

UNDERGRADUATE Del Jones Scholarship $5,800 Dyanna Jeanne Buro Marietta Early Childhood Education Kellee Michelle Jones Atlanta Mathematics Education Kristen Coryell Feeley Tybee Island Early Childhood Education Leigh Ann Hansen Duluth Early Childhood Education Jennifer Gale Page Acworth Foreign Language Education

Kaitlyn Christine Filar Loganville Early Childhood Education Lindsey Michelle Green Alpharetta Early Childhood Education Hannah Elise Harlin Annapolis, MD Social Science Education, History Ira E. Aaron Scholarship $500 Alicia Joyce Coleman East Point Art and Art Education Lyquaia Candice Stowers Dewy Rose Communication Sciences and Disorders

Mary Roseanna West Decatur Early Childhood Education

Jim Mann Family Scholarship $1,200 Ashley Ambria Powell Columbus Middle Grades Education

Mary Murphy Robinson Scholarship $5,800 Kristy Kimble Akins Rutledge Early Childhood Education

State Normal School Scholarship $5,800 Julia Carole Ammons Loganville Early Childhood Education

Rachel Sibley Sutton Scholarship $1,000 Catherine Elizabeth Hydrick Cumming Early Childhood Education

Rose Sanders Stanley Memorial Scholarship $1,500 Rhain Sarepta Frye Lawrenceville Mathematics Education

Mary Roseanna West Decatur Early Childhood Education Student Teaching Scholarship $1,000 Cory Patrick Brinson Athens Business Education Catherine Elizabeth Hydrick Cumming Early Childhood Education Elisha Marie Minor Winterville Business Education 24 N EDUCATION 2008

Bjorn Patrick Thornton Suwanee Mathematics Education Edie Klein Leadership Award $400 Heidi Hunt Elberton Recreation and Leisure Studies Jordan Sasser Duluth Recreation and Leisure Studies Barbara J. Rankin Scholarship $2,000 Faith Beaulieu

Flowery Branch Recreation and Leisure Studies Mike Castronis Scholarship $1,000 Amy Walton Athens Health and Physical Education Clifford Gray Lewis Scholarship $1,000 Sara Boyd Clayton Health and Physical Education Mary Ella Lunday Soule Scholarship $1,000 Laura Colbert Bowling Green, KY Exercise and Sport Science

GRADUATE Del Jones Memorial Scholarship $5,200 Betsy Brafman Alpert Language and Literacy Education Jennifer Lance Atkinson Science Education Todd Stevenson Hawley Social Studies Education Diana Jean Durbin Elementary Education Brittan Leigh Hallar Science Education Shanaal Shonta` Smothers Educational Psychology State Normal School Scholarship $5,200 Regina Lucrecia Suriel Early Childhood Education Ira E. Aaron Scholarship $500 Betsy Brafman Alpert Language and Literacy Education Shanaal Shonta` Smothers Educational Psychology Ruby Maude Anderson Scholarship $8,000 Todd Stevenson Hawley Social Studies Education

Women Pioneers in Education Scholarship $750 Hye-Jeong Choi Research, Evaluation, Measurements and Statistics Barbara J. Rankin Scholarship $950 Jeff Turner Recreation and Leisure Studies Elizabeth Banner Travel Award $68 to $150 Joel Scott College Student Affairs Administration Gail Cole-Avent College Student Affairs Administration Mary Ella Lunday Soule Scholarship $1,000 Matt Herring Exercise Psychology

SCHOLARSHIP ENDOWMENTS The UGA College of Education was pleased to make more than $116,000 in scholarships and academic funds available to our students this past year. Recipients must meet all criteria to receive funds. The endowments that provide these scholarships are funded entirely by private donations. Many thanks to our alumni, retired faculty, foundations and corporations that make this student support possible. For more information on contributing to an existing endowment or creating one in someoneâ&#x20AC;&#x2122;s honor, visit: www.coe.uga.edu/dean/development/

or contact COE Development Director Lauren Barrett at 706/542-2267, lbarrett@uga.edu PHOTO BY DOT PAUL

Jonathan Robert Scruggs Scholarship $500 Ashley Nicole Henson Teaching Additional Languages

Cherie Rooks Exercise Science Emily Jones Physical Education and Sport Studies Louise E. Kindig Research Award $1,250 Cherie Rooks Exercise Science Graduate Research Assistantship Stipend $1,000 Rudy Dunlap Recreation and Leisure Studies David J. Mullen Scholarship $1,000 Mary Jane MacLeod Educational Leadership Ray E. Bruce Academic Support Award $500 Ed Bengston Educational Administration and Policy Carroll Wade McDuffey Scholarship $1,000 Meca Mohammed Educational Administration and Policy

Joyce E. King, the Benjamin E. Mays Chair of Urban Teaching, Learning and Leadership in the department of educational policy studies at Georgia State University talks to two UGA graduate students during the 2007 Black Issues in Higher Education Conference.

EDUCATION 2008 N 25

Questions with…

Derrick Alridge The UGA education professor, who was named one of the nation’s 10 outstanding young African-American scholars in 2005 by Black Issues in Higher Education magazine, talks about how history textbooks shortchange Martin Luther King, Jr.’s, life and thoughts, the Civil Rights Movement, and hip hop as a social movement. By Michael Childs Photos By Paul Efland

Q: In your recent study, The Limits of Master Narratives in History DA: Yes. We need to examine other historical figures such as Textbooks: An Analysis of Representations of Martin Luther King, Jr. (2006, Teachers College Record), you say that the master narratives of King in many history textbooks obscure important elements in his life because they depict him as heroic, one-dimensional and neatly packaged. What do you mean by that?

DA:

Historians and scholars had been making this point about King in the popular media since the 1980s. However, no one had done any empirical research on how King was presented in history textbooks. So I decided to look at high school history books to see if King was being presented in a very one-dimensional perspective, as a messiah without flaws. And I found that was, in fact, the case.

Q: How can we improve these textbooks? DA: One way that we can improve how textbooks represent historical figures – not only King but others as well – is by not looking at them as one-dimensional. We need to look at different aspects of their lives, not just their public lives, but their personal lives, too. We need to examine their relationships with their families, other individuals. I think if we examine the many dimensions of their lives, we present a more humane representation of these historical figures. In my many years of studying King, his friends have told me very funny stories about him. I tell my son these stories, and he’ll say, “Awwww, man. I can’t believe that Dr. King actually said that or did that.” That makes King a real person and more humane to him. I think that we need to be very deliberate in trying to go beneath the surface of the master narratives that history textbooks present of people and events if we want to obtain a comprehensive understanding of history.

Q: Wouldn’t this be true for other figures in history? What about FDR or JFK? And where do you start rehabilitating textbooks?

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Abraham Lincoln, George Washington, women in history, and try to present a more multi-dimensional picture of these historic figures in history textbooks. For example, enslaved Africans during the antebellum period are often presented as very docile, childlike individuals whereas the historical record and diaries from the period show that they were educating themselves and their children. They were also sneaking off to other plantations to teach other enslaved Africans. They weren’t docile, childlike people. Also, consider the history of women in textbooks, particularly women of the Civil Rights Movement. Martin Luther King and Malcolm X are presented as the major figures in the Civil Rights Movement, while women like Ella Baker, Septima Clark, Dorothy Cotton, Elaine Brown and many other women are rarely mentioned, if they are mentioned at all. Fannie Lou Hamer is another person who was very instrumental in the Civil Rights Movement. Her story had been told in a book by University of Georgia historian Chana Kai Lee. Textbooks should do more to incorporate the story of Fannie Lou Hamer and teachers should consult Professor Lee’s book to help them in teaching about her and other women of the Civil Rights Movement.

Q: And these are stories that have never been told? DA: That’s right. We don’t know much about it because what happens is that we have these textbooks that are usually 600 to 700 pages, and they have about two paragraphs to devote to certain aspects of history. It’s very difficult to tell these in-depth stories in such a short space. You asked me earlier, so if we have these textbooks that are already huge and we have limited space to tell these stories, what do we do? Well, we teach different stories. We should not merely teach the same master narratives and add on to those narratives to improve history lessons. We need to reconceptualize history and think of it from a dif-

EDUCATION 2008 N 27

ferent perspective. The question is: Do we have to spend so much time focusing on the presidents? No. We could examine presidential administrations as part of a larger history that includes a variety of aspects of American history and life. That’s how we can do it. We can also use technology. We need to move beyond the textbook as the main source of information for discussing history with our students. With technology we can access primary source documents from websites. Primary source documents allow students to see history in motion, instead of passively accepting textbook authors’ and teachers’ interpretations of history. Today, you can go to the FBI Reading Room of the FBI website and access FBI documents from many periods of American history in the 20th century. Given today’s technology, students can access primary sources from their school library or from the comfort of their home.

Q: Did this limited narrative on King bother you when you taught high school history in South Carolina in the late 1980s?

DA: It did. But at that time, I did not have the theoretical framework or language to understand the problem the way I understand it today. So, it wasn’t until I actually became immersed in courses in the history of education, historiography and historical methods, and critical pedagogy that I began to find a way to critique the problem of master narratives in history. I’ll give you an example. When the LA riots broke out in south central LA in 1992, there was a big commotion at the working-class high school in which I taught in South Carolina. Students in my history class wanted to talk about the issue, and administrators said we could. However, they also told us not to bring televisions into the classroom to watch the history unfold on CNN. They feared that a riot might start from students viewing the images of racial chaos on television. My students and I talked about the riots, but I remember not having the language or framework to describe the race and class issues that the riots evoked among my students and among people around the country. A year later, I would study Du Bois in a course I took in the department of African-American Studies at Penn State. In Du Bois’ writings, I found the framework and language I was looking for to help me better understand racial and class dynamics and that would have helped me better discuss the riots with my high school students. One of the most influential of Du Bois’ works on my thinking was The Souls of Black Folk. Souls introduced me to the notion that the problem of the 20th century was the problem of the color line. Of course, the color line was still a problem as a result of the riots in 1992 and continues to be a problem today. Had I read The Souls of Black Folk in 1992, I would have been better able to help my students understand the dilemma of race and racism in the 20th century.

Q: In the past decade, you have worked on several historic multimedia projects, such as the documentary film about the first two African-Americans to attend UGA, Horace Ward and Hamilton Earl Holmes, that aired on Georgia PBS in 2004, and The Foot Soldier Project for Civil Rights Studies. Tell me how these projects began, what your role was in them and what they meant to you.

DA: The documentaries that we produced on Horace Ward and Hamilton Holmes originally emerged out of research done by professor Maurice Daniels, who is the dean of the School of Social Work. He 28 N EDUCATION 2008

wrote a book, called Horace T. Ward: Desegregation of the University of Georgia, Civil Rights Advocacy and Jurisprudence. That book was the launching pad for The Foot Soldier Project for Civil Rights Studies (FSP). The purpose of the FSP is to uncover, collect and disseminate the stories of unsung, unknown and unrecognized participants in the American Civil Rights Movement. Our research team has tried not to focus on the figures that we often hear about in history. We try to focus on individuals who were, as Dr. King called them, “foot soldiers” of the movement. The FSP tells the stories of individuals like Donald L. Hollowell, who was a lawyer not only for King but also for Hamilton Holmes and Charlayne Hunter, who were the first people to gain admittance into the University of Georgia. Hollowell and his wife rode the backroads of Georgia defending African-American people’s legal rights against unjust laws of segregation. The work of the FSP played a pivotal role in putting Hollowell on UGA’s radar. The university later honored Hollowell with an honorary doctorate. Currently, the FSP is completing a documentary on Hollowell, which we hope will be aired by the end of the year.

Q: How long have you and Dr. Daniels worked on The Foot Soldier Project?

DA:

We’ve been working on this project since 2001. The idea came from Maurice’s book about Horace Ward but also from my work as a National Endowment for the Humanities Fellow studying the Civil Rights Movement at Harvard University in the summer of 2000. As a fellow, I had the opportunity to study with scholars of civil rights and democracy, such as Evelyn Brooks Higginbotham, Cornel West, Leon Litwack, and Julian Bond, to name a few. This experience also provided an impetus for Professor Daniels and me to move forward with the FSP.

Q: What did this project mean to you? DA: My three main areas of research are the history of AfricanAmerican education, African-American intellectual history and civil rights studies. What I try to do in my work is to create a synergy between those three areas of research. One of my favorite sayings comes from a scholar named Robert Weaver. He said that “ideas have consequences.” That has been a guiding theme in most of my work – to show the influence ideas have on people and how ideas can propel history. That was the impetus for me to study King. I wanted to know what ideas propelled King. I also wanted to know how we, as historians and people in the present, interpret and misinterpret King’s ideas. I look at the ideas of people who were involved in the Civil Rights Movement. What they thought and felt about the movement? What larger ideas in society influenced their participation.

Q: Tell me about your research on hip hop. DA: This is research that evolved out of my civil rights studies. I found a disconnect between members of the civil rights generation and those of the hip hop generation, and it pertains to our understanding of issues of democracy, equality and civil rights. Instead of just engaging in debate and rhetoric about the tension between these two generations, I decided, as a historian of ideas, to study both of these movements and both of these generations to see

where the conflict and tensions were based. What I actually found out was that there were many similarities in their ideas. The tensions arose over how these ideas have been articulated.

Q: What’s driving the disconnect? DA: The problem is that the two generations have not been communicating with one another. Recently, there have been conventions, seminars and institutes in which the two generations have begun to speak, but that should have started d long ago. Many members of the hip hop generation see their struggle le as very different from that of the civil rights generation. Theyy don’t see their struggle occurring in the streets or in protest movements. They see their struggle or move toward equalityy and equity coming through acquisition of wealth and moving up into the middle class. So that’s a different hts dilemma for them, whereas members of the civil rights generation were fighting for just the basic right to be n able to eat in a restaurant or go to a public institution ns or be treated fairly in society. So these are the tensions driving the disconnect. Many people of the civil rights generation are also very disturbed with the negative imagery and messages they see in mainstream hip hop music and videos portraying African-American people, especially women, in very negative ways. This has also disturbed many in the hip hop generation as well. What I have tried to do in my research is illuminate the socially and politically conscious rap and hip hop music by groups such as Common, Dead Prez, and local rappers such as Ishues, Bad Cat and Marcel Mincey who create rap songs about learning African-American history, learning your ABCs, learning about adjectives and adverbs. I want the civil rights generation to understand that hip hop music is much broader than what we see on BET mor MTV and VH1, that there’s an entire hip hop comonmunity out there that’s very socially and politically conscious. Socially and politically conscious hip hop is what may save hip hop.

Q: As a historian how do you see the future of hip hop? Is money going to always rule?

DA: There’s always going to be that element, but as consumers, we can do something about that. That message has to get out, and as a historian, what I want to show is thatt hip hop should not be a movement that’s disconnected from m previous social movements in African-American history. I believe that if we carefully examine other social and cultural movements, such as the blues, bebop, jazz, funk, the black arts ts movement, the Civil Rights Movement and the hip hop movevement… I think they are all on the same continuum. See complete interview on coeNEWS: www.uga.edu/coenews EDUCATION 2008 N 29

UGA doctoral students Michael Barbour (L), and Mark Evans.

Two UGA doctoral students develop a course to prepare future teachers to integrate video games and computer simulations into the classroom By Julie Sartor ideo games and computer simulations have been a large part p of popular culture since their appearance three decades ago. a But in recent years, educators, scholars and scientists have been speaking out on just how effective a learning tool h video gaming can be. vi Scientists across the nation have called for the federal government to spend millions of dollars on developing video-game applications for schools. They believe that video games teach students the skills that employers want: analytical thinking, team building, multitasking and problem-solving under duress. Video games also might allow students to learn at their own pace, scientists say – and they have the potential to engage students more closely in their studies. That is exactly why two University of Georgia graduate students developed an undergraduate course for future teachers that focuses on the instructional uses of role playing, computer simulations and video games. Mark Evans and Michael Barbour developed the special projects course in the College of Education titled, “Simulations and Gaming in Social Studies.” They offered the class for the first time in spring 2007. “The course is not about trying to promote the use of video games in the classroom. It is just another way to speak [the students’] language because that’s what they’re familiar with,” said Barbour, a doctoral student in educational psychology and instructional technology. 30 N EDUCATION 2008

Evans, a doctoral student in elementary and social studies education, had been successfully using video-game examples in his classes to relate to students when he approached department head Ronald VanSickle and social studies program coordinator Todd Dinkelman in the fall of 2006 with the idea for the class. A similar course had previously been offered on the master’s level, but Evans thought it would be perfect for preservice teachers at the undergraduate level. He also wanted to open it up campuswide and use the medium of the video game to reach students who would never before have thought about teaching. Most of the department’s classes are closed because elementary education is such a high-demand major, so opening the course gives other majors an opportunity to

PHOTOS BY DOT PAUL

take an education course. The open status also gives the department an outlet to publicize its master’s programs to students outside the College of Education. Evans and co-instructor Barbour created the syllabus, and VanSickle and Dinkelman gave them the go-ahead to proceed with the course. “It is unusual for student-created courses to be offered,” said Dinkelman. “It’s not unusual for students working as instructors to ‘develop’ an existing course already on the books in the sense that instructors often have considerable agency to choose readings, create assignments, and select activities. It’s pretty rare for doctoral students to propose and then sell ideas for courses to faculty.” UGA undergraduate students (L-R) Evan Tighe, James Ebeling, Hannah Harlin and This is not the first course Barbour has helped initiate. Elliott Bernstein test a new game in class. He, along with Peter Rich and Craig Shepherd, initiated a course on Pioneers in Instructional Technology. The instructional technology doctoral program strongly encourhelp us to better understand deep human learning and lead us in thinkages such initiative. ing about the reform of schools. His new book, Why Video Games Are “The goal of the [simulations and gaming] course is to have students Good for Your Soul (2005), shows how good video games marry pleaunderstand that the way people learn is much different than when we sure and learning and have the capacity to empower people. Students went to school,” said Evans. “We can’t use the same teaching strategies are required to read two of Gee’s books for class. and content.” “The 21st century is demanding a creative, competent person, and Due to the stigma attached to video games, Barbour said that most with the way that we teach our content, we’re just not creating that perteachers would object more to using the World War II game Call of son,” said Evans. “We need to find new ways to do that, and using video Duty in class than showing the first 20 minutes of Saving Private Ryan, games is one of the ways we can. [Gaming] is not the magic bullet; I despite the high amount of violence and gore in the movie. don’t think there is a magic bullet in education, but it’s at least an arrow The young instructors cite the support of College of Education proin our quiver.” fessors with expertise in the field such as John Hoge, Tom Reeves, Lloyd Students are assigned projects in each of the focus areas: role playing, Rieber, Tom Satwicz, Gretchen Thomas and VanSickle, who have been simulations and games. guest speakers in the class. For the role-playing project, the class collaborated with Tana Over’s In addition, nationally known experts in the field like University of class of Advanced Placement (AP) students at Johnson High School in Wisconsin professors James Gee and Kurt Squires spoke to the class on Hall County to create “Heritage Minutes,” which focus on moments online games, informal learning and video games—via video conferin history such as the Great Chicago Fire, St. Valentine’s Day Massacre, encing, of course. and Wounded Knee rebellion. Gee’s book Sociolinguistics and Literacies (1990) was one of the Heritage Minutes are similar to public service announcements that founding documents in the formation of the “New Literacies Studies,” can be used to teach history in short segments. The AP students chose an interdisciplinary field devoted to studying language, learning and lit- the history moments and conducted the research, while the UGA stueracy in an integrated way in the full range of their cognitive, social and dents worked on the script, film and editing. cultural contexts. Heritage Minutes were showcased at Johnson High, with positive His book, An Introduction to responses from the social studies department head and Over, who Discourse Analysis (1999), brings received a B.S.Ed. in social science education from UGA in 2005. together his work on a methodolSince the UGA students are in different stages of their studies, the ogy for studying communicacollaboration with the high school students was the first teaching expetion in its cultural settings, an rience for most of them. approach that has been widely At the end of the semester, the UGA students participate in a gaming influential over the last two and pedagogy showcase for their simulation project. decades. Evans and Barbour have been working together for three years, but His most recent books both their close partnership really began when they co-taught a course two deal with video games and learnyears ago. Their team teaching eventually led to research, an article ing. What Video Games Have to submitted for publication, presentations at national conferences and Teach Us About Learning and other courses taught together. Literacy (2003) offers 36 reasons Evans earned his bachelor’s degree in history from the University of why good video games produce Maryland and a M.Ed. in social studies from North Georgia College better learning conditions than and State University. many of today’s schools. Situated Barbour earned a B.A. in political science from Carleton University, a Language and Learning (2004) B.Ed. and a M.Ed. from Memorial University of Newfoundland. places video games within an overall theory of learning and Michael Childs contributed to this article. literacy and shows how they can EDUCATION 2008 N 31

CAMPUS BRIEFS

Three faculty from two universities in Mexico visit an Athens middle school.

UGA, Mexico to exchange students, faculty in TIES program Seven young faculty members from two Mexican teacher education schools will enroll in UGA’s College of Education this fall, where they will spend the next two years completing their master’s degrees in middle school education, focusing on mathematics, science and English. In turn, several UGA faculty members will deliver weeklong professional development workshops for teachers and teacher educators at Benemérita Escuela Normal Veracruzana “Enrique C. Rébsamen” and the Universidad Pedagógica Veracruzana in Mexico. The exchange is part of the three-year Training, Internships, Exchanges, and Scholarships (TIES) Partnership Initiative, which is funded by a $300,000 grant from the U.S. Agency for International Development (USAID) and the Higher Education for Development (HED) program, according to Glenn C.W. Ames, director of UGA’s Office of International Public Service and Outreach. The UGA master’s program for the Mexican faculty will include teaching and research assistantships in teacher education, and structured practical internships in primary and secondary schools in Georgia. UGA faculty will conduct training programs and workshops on improving math, science and ESOL education for at least 50 teachers from Veracruz’s 39 municipalities. The new project is built on a relationship with the two Mexican universities that UGA education faculty have been developing since 1992, when elementary education professors Jim McLaughlin and Martha Allexsaht-Snider began the Georgia-Veracruz Partnership, which has led to hundreds of teacher exchanges and study abroad opportunities for UGA students. 32 N EDUCATION 2008

A diverse group of more than 160 graduate students, faculty members and researchers from UGA and elsewhere listened to presenters and panelists speak on black issues in teaching, research initiatives, university hiring procedures and other areas at the second annual Conference on Black Issues in Higher Education Feb. 2 at the University of Georgia. That figure doubled last year’s conference attendance, and organizers hope to see even greater growth next year. This year’s keynote speaker was African-American education scholar Joyce King, the Benjamin E. Mays Chair in the department of educational policy studies at Georgia State University. King is widely recognized for her many articles that address the role of cultural knowledge in effective teaching and teacher preparation, black teachers’ emancipatory pedagogy, research methods, black studies epistemology and curriculum change. She has also published three books: Preparing Teachers for Diversity, Teaching Diverse Populations, and Black Mothers to Sons: Juxtaposing African-American Literature with Social Practice. King received her Ph.D. from Stanford University and holds a certificate from the Harvard Institute for Educational Management. Video, more information can be found at: www.coe.uga.edu/dean/BIHE/index.html

College removes Aderhold escalators, builds new research offices The famed escalators in Aderhold Hall, which sat dormant for more than two decades after breaking down, have finally been removed and more than 2,200 square feet of new office space for researchers has been created in its place. Deemed too expensive to repair when they originally broke down many years ago, the escalators had become a safety liability for the College and University. Finally, a couple of years ago, the University encased the escalators with plaster walls to prevent people from using them. Meanwhile, with external funding growing from $9.5 million to $19 million over the past several years, the College faced a growing need for new offices to facilitate the work of faculty, staff and students associated with these major research grants. With nowhere to expand, the College’s leadership team made it a priority to find a way to use the “dead space” occupied by the escalators in a meaningful way and set aside its own money for the project in 2006. The project resulted in the creation of 11 new, fully furnished offices, accommodating up to 36 project staff members on the ground, first, second and third floors. More info: www.coe.uga.edu/adresearch/space/escalator/index.html

PHOTO BY DOT PAUL

Attendance grows at 2007 Black Issues in Higher Ed Conference

Study: Regular exercise reduces fatigue, increases energy Forget so-called “energy drinks.” A new analysis by University of Georgia researchers finds overwhelming evidence that regular exercise plays a significant role in increasing energy levels and reducing fatigue. “A lot of times when people are fatigued, the last thing they want to do is exercise,” said professor Patrick O’Connor, co-director of the UGA exercise psychology laboratory. “But if you’re physically inactive and fatigued, being just a bit more active will help.” Health professionals encourage regular exercise to prevent or improve symptoms of conditions such as diabetes, heart disease and obesity, but the scientific evidence on whether exercise increases or reduces fatigue had never been reviewed quantitatively. O’Connor, kinesiology professor Rod Dishman and lead author Tim Puetz, who recently completed his doctoral work at UGA, analyzed 70 randomized, controlled trials that enrolled a total of 6,807 subjects. They found strong support for the role of exercise in reducing fatigue. “More than 90 percent of the studies showed the same thing: Sedentary people who completed a regular exercise program reported improved fatigue compared to groups that did not exercise,” O’Connor said. “It’s a very consistent effect.” The study, published in the November 2006 issue of the journal Psychological Bulletin, quantified the magnitude of the effect of exercise and found that it was stronger than the treatment of fatigued people with drugs such as the narcolepsy drug modafinil. Specifically, the researchers found that exercise increased energy and reduced fatigue by 0.37 standard deviations when compared to control groups, whereas participants in a previous study taking modafinil had an improvement of 0.23 standard deviations. Puetz notes that their analysis found that nearly every group studied – from healthy adults to cancer patients to those with chronic conditions such as diabetes and heart disease – benefited from exercise. He acknowledges that it may seem counterintuitive that expending energy through exercise would increase feelings of energy and reduce fatigue, but he points out that previous studies have shown marked increases in the levels of energy-promoting and mood-enhancing neurotransmitters such as dopamine, norepinephrine and serotonin in the brains of animals that are

placed in regular exercise conditions. “We live in a society where people are always looking for the next sports drink, energy bar or cup of coffee that will give them the extra edge to get through the day,” Puetz said. “But it may be that lacing up your tennis shoes and getting out and doing some physical activity every morning can provide that spark of energy that people are looking for.” – Sam Fahmy, UGA Public Affairs

Dishman to help develop nation’s first physical activity guidelines Rod Dishman, a professor in kinesiology, has been named one of 13 members of a national advisory committee that will help create the first federal guidelines on physical activity for Americans. The Physical Activity Guidelines for Americans, which will be issued in late 2008, will provide science-based recommendations on the latest knowledge about activity and health, with depth and flexibility to target specific population subgroups, such as seniors, children and persons with disabilities. The report will be the first time the U.S. Department of Health and Human Services (HHS) has sanctioned such physical activity guidelines, similar to longstanding Dietary Guidelines for Americans. The report will be a clear guide to all Americans about the types and amounts of physical activities that will optimally influence their health and well being, said Dishman. “Other groups such as the American College of Sports Medicine, the American Heart Association, the Institute of Medicine and the Centers for Disease Control have issued statements, but they weren’t uniform and sometimes were in conflict with each other,” said Dishman. “The Surgeon General’s Report in 1996 was mainly about why to be active; it didn’t have recommendations to all Americans about what types of activities and in what amounts.” Dishman should know. He is an expert in the area of mental health benefits of physical activity. Internationally recognized for his research on the determinants of physical activity and related neurobiological adaptations, Dishman has authored seminal reviews of the research literature, 125 refereed articles, 35 invited book chapters, three textbooks

and two edited books on exercise and public health. He was a contributing author to two of the reports he cited, Recommended Quality and Quantity of Exercise for Healthy Adults, published in 1998 by the ACSM, and Physical Activity and Health: A Report of the U.S. Surgeon General.

In Memoriam

Rod Dishman

Gary Dudley Distinguished Research Professor (1952-2006) Gary Dudley, 54, of Watkinsville, died Sept. 29, 2006. Dudley was born in Huntington, W.Va., and raised in South Point, Ohio. He earned a bachelor’s degree in mathematics and P.E. at Marshall University and a master’s and Ph.D. in exercise physiology at The Ohio State University. After stints at Ohio University and NASA, Dudley took a faculty position in exercise science at UGA, where he was named a Distinguished Research Professor and was awarded UGA’s prestigious Creative Research Medal. He conducted extensive research with Atlanta’s Shepherd Center, a rehabilitation facility that specializes in spinal cord and brain injuries. Dudley became a patient at the Shepherd Center—using rehab devices that he customized—after a 2002 car accident left him seriously injured, his right side paralyzed (see the December 2004 issue of Georgia Magazine: www.uga.edu/gm/artman/publish/0412dudley. html). By fall 2003, he had returned to the classroom and his research, defying doctors’ predictions that he would live in a nursing home for the rest of his life. Dudley is survived by a large extended family including his wife, Tammie Leigh Moore Dudley, and four children. Source: Georgia Magazine EDUCATION 2008 N 33

Excellence Faculty Awards and Honors for 2006-07

International/National Mary M. Atwater, a professor in mathematics and science education, received the Legendary Award from the Association of Multicultural Science Education in recognition of her work in pioneering multicultural science education. Deryl Bailey, an associate professor in counseling and human development services, received the 2007 Mary Smith Arnold AntiOppression Award from the Counselors for Social Justice, a division of the American Counseling Association. Ted Baumgartner, a professor in the department of kinesiology and a UGA faculty member for 30 years, received the Honor Award from the American Alliance for Health, Physical Education, Recreation and Dance for his meritorious service to the profession. The award is the second-highest the AAHPERD bestows. Diane L. Cooper, professor in counseling and human development services and coordinator of UGA’s master’s program in College Student Affairs Administration, Cooper was elected to the 34 N EDUCATION 2008

executive council of the American College Personnel Association. Cooper also received the prestigious Senior Scholar Award from the American College Personnel Association recognizing her scholarly achievements and leadership in the field of college student affairs. Laura Dean, an assistant professor in counseling and human development services, received the prestigious 2007 Annuit Coeptis Senior Professional Award from the American College Personnel Association. Edward Delgado-Romero, an associate professor in counseling and human development services, received the Distinguished Professional Early Career Award from the National Latino Psychological Association. Delgado-Romero was also voted presidentelect of the NLPA. Brian Glaser, a professor of counseling psychology, and Delgado-Romero were inducted as fellows of the American Psychological Association. Glaser is a fellow of the Society of Counseling Psychology (Division 17), and Delgado-Romero is a fellow of the Society of Psychological Study of Ethnic Minority Issues (Division 45). Arthur M. (Andy) Horne, a Distinguished Research Professor Emeritus of counseling

and interim director of the College’s new Educational Policy and Evaluation Center, received the Eminent Career Award from the Association for Specialists in Group Horne Work. It is the highest honor accorded by the group. Horne also received the Outstanding Advocate for Boys Award from Division 51 of the American Psychological Association. Gwynn Powell, an associate professor in counseling and human development services, was elected to the national board of directors of the American Camp Association. Leslie Steffe, a Distinguished Research Professor of mathematics education, received the inaugural Senior Scholar Award from the Special Interest Group for Research in Mathematics Education (SIG/RME) of the American Educational Research Association. Alan Stewart, an associate professor in counseling and human development services, received the 2007 John Dussich Award from the American Society of Victimology.

Regional/State Deryl Bailey, an associate professor in counseling and human development services, was recognized for his work with K-12 students in the Athens area by the Georgia chapter of the National Organization of Black Law Enforcement Executives (NOBLE).

University/College Joel Taxel, professor and department head of language and literacy education, received the college’s highest honor when he was named the Aderhold Distinguished Professor. Sally Zepeda, a professor and graduate coordinator in lifelong education, administration, and policy, received the Ira E. Aaron Award for Teaching Excellence and Collegiality. William Wraga, a professor in lifelong education, administration, and policy, received the Russell H. Yeany, Jr., Research Award. Janette Hill, an associate professor in educational psychology and instructional technology, received the Carl Glickman Faculty Fellow Award. Bernadette Musetti, co-director of the Center for Latino Achievement and Success in Education, and Max Skidmore, an academic professional in lifelong education, administration, and policy, received the Donald O. Schneider Award for Mentoring. Nancy Knapp, an associate professor in educational psychology and instructional technology, received the Faculty Senate D. Keith Osborn Award for Teaching Excellence. Robert Hill, an associate professor in lifelong education, administration, and policy, received the Outstanding Teaching Award at the University’s Honors Day. Peter Smagorinsky, a professor in language and literacy education, was one of two UGA faculty members to receive the Outstanding Mentoring Award from the Graduate School at Honors Day. Heide Wiegel, an advisor in mathematics and science education, received the college’s Outstanding Undergraduate Academic Advisor Award. Judith Preissle, qualitative research professor in lifelong education, administration, and policy, was one of two faculty members to be honored with the 2006 Women’s Studies Award from the UGA Institute for Women’s Studies. Laura Dean, an assistant professor in counseling and human development services, received a 2007 Outstanding Achievement Award from the School of Education at the University of North Carolina-Greensboro.

Distinguished Research Professor Randy Kamphaus Named Education Dean at Georgia State

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s the saying goes, the stars simply aligned on this opportunity,” explained Randy Kamphaus, the new education dean at Georgia State University. “My colleagues here and elsewhere have been telling me that I should be a dean for many years. They finally wore me down.” Kamphaus, a Distinguished Research Professor and faculty member at the University of Georgia for more than 21 years, was named dean of the GSU College of Education, effective August 1, 2007. Kamphaus’ research focuses on child mental health screening, models of learning disability diagnosis, and developing classification typologies of child behavior Randy Kamphaus, who earned and adjustment. He is widely known for development his doctorate at UGA, was an of the Behavior Assessment System for Children award-winning faculty member (BASC) with his colleague, Cecil Reynolds, a UGA here for 21 years. alumnus and professor at Texas A&M University, a testing and assessment instrument, now used worldwide to help educators address effective learning and behavior in children. In 1995, he was elected Fellow in the Division of School Psychology of the American Psychological Association. Kamphaus, who has served as a department head at the UGA College of Education since 2001, said he was attracted to the position at GSU because of its mission of helping a community of scholars make important contributions to urban education. Another attractive aspect is the encouragement he was given to continue his research as an administrator. He plans to complete his current grant, a four-year, $941,000 project funded by the U.S. Department of Education to develop a method that will make it practical to screen children for behavioral and emotional problems that can affect learning. “Another attractive aspect of academic administration is that educating others or teaching is an integral part of the job,” said Kamphaus. “I will always be a teacher.” Indeed. When asked about his accomplishments at UGA, Kamphaus cites the 32 Ph.D. students he has graduated during the last two decades and explains that they are all serving in important leadership roles in schools, universities, hospitals and other settings. “I enjoy seeing them at various conventions and take vicarious pride in their work,” he said. “My completed books, journal articles and other accomplishments pale in comparison to watching these young people become first-class professionals who make children’s lives better by their presence and efforts.” Kamphaus is the third UGA College of Education faculty member to be named dean elsewhere in the last few years. Richard Hayes, former professor and head of the department of counseling and human development services, was appointed dean of the College of Education at the University of South Alabama in 2004. George Hynd, a former associate dean and professor emeritus of educational psychology, was named dean of the School of Education at Purdue University in 2003. He has now been named Senior Vice Provost for Education and Innovation, Foundation Professor and Dean of the Mary Lou Fulton College of Education at Arizona State University, effective January 2008. Michael Padilla, former associate dean, director of educator partnerships and professor emeritus of science education, was named the new director of Eugene T. Moore School of Education and associate dean of educational collaborations at Clemson University in July 2007. EDUCATION 2008 N 35

MEDIA CORNER BOOKS

Recently published books, cds and other media by COE faculty, students and alumni.

Instructor’s Resource Manual for Prochaska and Norcross’s Systems of Psychotherapy: A Transtheoretical Analysis, 6th Edition By Linda F. Campbell, professor in counseling and human development services, Anthony J. Giuliano, and John C. Norcross (Thomson Wadsworth, 2007) This manual is a resource for instructors adopting the sixth edition of Systems of Psychotherapy: A Transtheoretical Analysis and is divided into two parts. Part I provides supplementary resource materials, and Part II includes approximately 1,850 original exam items.

Politics, Ideology, & Education: Federal Policy During the Clinton and Bush Administrations By Elizabeth H. DeBray, assistant professor in lifelong education, administration, and policy (Teachers College Press, 2006) The author studies the politics of federal education policy through the lens of the most recent authorization of the Elementary and Secondary Education Act. The text highlights the polarization between the two parties and how it affected the outcome of the bill.

Please send your name, degree and year of graduation along with the title, the publisher, date of publication, and a brief description of the book or media to:

Education Magazine G-9 Aderhold Hall University of Georgia Athens, GA 30602 Email: coenews@uga.edu Education magazine regrets that it cannot include all books in the printed edition of Media Corner; however, those submissions not in the magazine can be found on coeNEWS under Faculty/Staff “Publications.” www.uga.edu/coenews.

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Teachers Bringing Out the Best in Teachers: A Guide to Peer Consultation for Administrators and Teachers By Jo Blase and Joseph J. Blase, professors in workforce education, leadership, and social foundations (Corwin Press, 2006) This resource is based on a study of nearly 300 teachers from public K-12 schools in the Southeast and reveals the basic elements of effective peer consultation, a strategy that supports both teacher and student learning. The strategy promotes teacher collegiality and school improvement by enabling teachers to collaborate on instructional matters.

Measurement for Evaluation in Physical Education & Exercise Science, 8th Edition By Ted A. Baumgartner, professor in kinesiology, Andrew S. Jackson, Matthew T. Mahar, and David A. Rowe (McGraw-Hill, 2007) Updated with new and expanded chapters, this edition incorporates new data, research, norms, and tests. The text includes models and tests for evaluating aerobic fitness, body composition, skill achievement, youth fitness in adults and older adults, body image, and motivation.

Creating Welcoming Schools: A Practical Guide to Home-School Partnerships with Diverse Families By JoBeth Allen, professor in language and literacy education (Teachers College Press/International Reading Association, Inc., 2007) This text examines how studentsâ&#x20AC;&#x2122; performance can be improved by giving them coordinated support from their families and schools. The author provides the tools needed to create lasting homeschool partnerships in any family setting.

Applied MANOVA and Discriminant Analysis, 2nd Edition By Carl J Huberty, professor emeritus, and Stephen Olejnik, professor in educational psychology and instructional technology (Wiley, 2006) This second edition is thoroughly updated and revised and offers the most up-to-date computer applications, references, terms, and real-life research examples. Graphical software with data sets and programs are provided on the bookâ&#x20AC;&#x2122;s related Web site.

Developmental and Adapted Physical Activity Assessment By Michael Horvat, professor in kinesiology, Martin E. Block, and Luke E. Kelly (Human Kinetics, Inc., 2007)

The CEO Contract: A Guide for Presidents and Boards, 2nd Edition By Desna L. Wallin, associate professor in lifelong education, administration, and policy (Community College Press, 2007) With entirely new data and expanded chapters, this edition is a complete guide to crafting contracts for hiring and retaining successful college presidents. Featured topics include the basics of a good contract; terms of appointment; termination clauses; and the characteristics of a successful tenure. Survey results from 477 community colleges are also included.

New Directions for Adult and Continuing Education #112 Challenging homophobia and heterosexism: Lesbian, gay, bisexual, transgender and queer issues in organizational settings

MEDIA Out There: The Whale Class EOCS 8040/4990: Situated Cognition Theories and Implications for Teaching (University of Georgia, 2007) By John Schell, associate professor in workforce education, leadership, and social foundations, and Ron Braxley, digital media professional in the COE Office of Information Technology This DVD is a video documentary on the class that began in 1999. This feature-length documentary includes a discussion of the theories that support the class and their utilization as a foundation for reflective and contextualized learning and teaching. Sections also include history of the course, the partnership with Ocean Alliance and the impact of the class on the lives of the participants.

Edited by Robert J. Hill, associate professor in lifelong education, administration, and policy (Jossey-Bass, 2006) This text offers tools to build safe and inclusive work and learning environments related to sexual orientation, gender identity and gender expression. Highlights include resources to build best practices into organizational strategies and to design and implement non-harassment and antidiscrimination policies.

This resource helps physical educators and administrators accurately assess people with disabilities. Entire chapters are devoted to the following assessments: motor development and motor skill performance; physical fitness; posture and gait; and behavior and social competencies.

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FACULTY FOCUS

UGA’s Head of Athletic Training Education Helps China Prepare for 2008 Olympics PHOTO BY PAUL EFLAND

Mike Ferrara, professor of exercise science and head of UGA’s athletic training education program, has gained international respect for his expertise in the field. By Michael Childs

hile athletes around the world train to compete in the 2008 Olympics in Beijing, a University of Georgia professor has been giving Chinese team physicians and assistants several courses in the latest athletic training techniques. Michael Ferrara, a professor in the College of Education’s department of kinesiology and head of UGA’s athletic training education program, has made several trips to China over the past year to provide workshops on the clinical application of various sports medicine techniques. “There’s a lot of interest in the athletic training profession there. Athletic training is basically a North American phenomena – only the United States and Canada truly have this profession. Other countries use a variety of health care providers instead of athletic trainers,” said Ferrara. For example, in China, they use what they call team physicians, which are not necessarily all M.D.s. “They seem to be a mix of professionals,” said Ferrara. “In addition to doctors, they have therapists, masseurs, chiropractors, acupuncturists and herbal specialists to provide care to the athletes.” 38 N EDUCATION 2008

Ferrara’s expertise caught the attention of the Chinese Olympic Committee when they saw him give several athletic training presentations at the International Federation of Sports Medicine (FIMS) conference in Beijing last summer. He gave a special workshop as part of a team physician course on athletic taping techniques. Ferrara was invited back to China in November 2006 and spoke at Beijing Sport University. He also met with the deputy general and the chief medical officer of the Chinese Olympic Committee. It was then that they officially asked Ferrara to help them prepare for the Olympics by doing several athletic training workshops in China during 2007. Ferrara and a colleague, Sarah Brown of Boston University, returned to China in April 2007 to do two, 2-hour taping workshops at the Chinese Association of Sports Medicine conference specifically for Chinese team physicians. The workshops drew about 150-200 professionals. Ferrara returned to China in August for a five-day workshop on injury prevention and field of play care. Topics included injury prevention specific to athletic taping, along with head and C-Spine management,

care of heat illness and emergency transport methods. The workshops were coordinated by the World Federation of Athletic Training and Therapy, of which Ferrara is past president, and the workshop instructors were from the United States, Canada and Taiwan. A second group coordinated by the World Federation is working with several Chinese universities in a two-prong attack preparing both current and future therapists. “I’m working with the current therapists because I was medical director for the Paralympic Games in Atlanta several years ago, so I have the knowledge and expertise in how to deal with large event management. To them, that was very attractive,” said Ferrara. Just how many athletic trainers does an Olympic team need? Usually, the U.S. team will take between 30 and 50 medical people, according to Ferrara. “But since it (China) is the host country, they get an automatic entry for almost every sport. You don’t have to qualify like the other nations do, which is a benefit to the host country.” Ferrara came to UGA in 1998 from Ball State University to establish a nationally accredited athletic training program, which he did in just two years. Now, UGA’s program is recognized as one of the best in the country for its strong clinical orientation and Ferrara’s outstanding leadership.

STUDENT HONORS

O’Kelley Receives UGA’s Presidential Graduate Fellowship PHOTO BY MICHAEL CHILDS

haron O’Kelley, the latest College of Education doctoral student accepted into UGA’s highly competitive Presidential Graduate Fellows Program, is seeking a Ph.D. in mathematics education because she wants

to influence the “bigger picture.” After 10 years of teaching high school math, she aspires to impact education on a broader scale — whether it is as a professor in a teacher education program or as a math curriculum specialist working on the district, state or federal level. But O’Kelley is not your typical math person. She came to the study of mathematics later than most — and with some resistance. It was 1990, and she had departed the Army after four years as an officer. She was attending law school and was in desperate need of a part-time job, so she accepted an offer to teach adult education at Fort Lewis, Wash. She had graduated from college four years earlier with a teaching degree in English. But to her surprise, her new employer did not need an English teacher but a math instructor. When the employer suggested the math position, she turned pale and headed toward the door. She had done fairly well in math as a child and teenager, but it had always been a struggle for her. After some thought, she decided to try it and began to refresh

Shoemaker achieves national board certification Jackie Shoemaker, a kindergarten teacher at Oconee County Primary School and a doctoral student in elementary education, has achieved National Board Certification by the National Board for Professional Teaching Standards. Shoemaker, a teacher for 15 years, has a degree in early childhood education.

Rodriguez named an Outstanding Physical Ed Major Justina Rodriguez was named an Outstanding Physical Education Major for 2007 by the National Association for Sport and Physical Education (NASPE). She just graduated.

Student Affairs grad students sweep Rodriguez regional awards Six graduate students in the college student affairs administration program claimed first, second and third places against 20 other student teams in a case study competition at the Southern Association of College Student Affairs Conference.

herself with the basics. “To my utter dismay, that experience became one of those defining moments in my life,” she said. “I fell in love with math, with the teaching of it, and tucked away the experience in my memory for future reference.” A few years later, disillusioned by the legal profession, she recalled the joy she felt teaching math and decided to become a certified math teacher. She spent the next 10 years teaching algebra, geometry and precalculus at Franklin Pierce High School in Tacoma, Wash. “What makes me somewhat of an unusual math teacher is that I was the last kid in the world my math teacher thought would grow up to take her place,” said the native of Walhalla, S.C. “I struggled with math throughout my early education and hated it for the pain it inflicted upon me. I was the kid who identified more with the arts — who loved to write and to play guitar.” Because of those childhood experiences, O’Kelley is a teacher who understands the fear of math, who moved through it, and who wants to inspire others to do the same. O’Kelley says she saw how student motivation and teacher instruction directly impact the teaching of mathematics. She wanted to learn more, so she went back to school and earned her master’s degree in math education from Montana State University in 2004. At UGA, O’Kelley will continue her research on writing as a bridge to understanding mathematics – the assessment of student understanding as measured by the ability to communicate solutions to problems through written expression. The Presidential Graduate Fellows Program award began in 2000 with the intent of recruiting exceptionally qualified students to UGA doctoral programs. The award, which includes a $24,000 annual stipend, is guaranteed for three years for students entering with a master’s degree. A maximum of 12 awards is made annually.

Competing in teams of two, UGA first-year students Matt Garrett and Mallory Trochesset received first place, Jonathan Duke and Stephanie Howeth received second place, and Donna Lee Davis and Heather Yopp placed third.

School counseling grad students receive national scholarships Two graduate students in the school counseling program have received national scholarships, and each was among just 10 students in the nation to receive their respective scholarships. Stephanie Hawkins, a second-year master’s student from Marietta, was a recipient of a Ross Trust Graduate Student Scholarship from the American Counseling Association. She was awarded $1,000 cash, along with a complimentary registration to the 2006 ACA annual convention and a complimentary one-year student membership in the association. Hal Macias, also a second-year master’s student from Winterville, received a $1,000 scholarship from the American School Counselor Association Foundation.

EDUCATION 2008 N 39

SUPER STUDENT Professional Counselors Association of Georgia. I am a member of the National Association for the Advancement of Colored People. I am the organist for Springfield Baptist Church in Athens. I co-facilitate a support group at the Healing Place, and I facilitate a self-concept group with fourth graders at Gaines Elementary School.

Billy Yarbrough Billy Yarbrough is working to help make a difference to African-American youth. He volunteers at AIDS Athens by running support groups for clients. He also serves as a practicum counselor in the department of counseling and human development services. He works with Deryl Bailey, an associate professor in the department, in the Empowered Youth Programs and Project: Gentlemen On The Move. Yarbrough’s academic research and writing are about identity construction among African-American males as well as cultural socialization as a moderator of behavior management among African-American adolescents. He recently co-authored a publication on cultural values in the Encyclopedia of Counseling, and he has presented at regional and national counseling and multicultural conferences. He serves as the student representative to Division 49 – Group Psychology and Group Psychotherapy – of the American Psychological Association, and he plans to start a student affiliate group. After graduation, he plans to enter a private counseling practice and continue working with underserved populations. Expected graduation: May 2009 Degree Objective: Ph.D. in counseling psychology Other degrees: Ed.S., professional counseling (emphasis in child and adolescent development) Georgia State University M.S., professional counseling Georgia State University B.A./B.Sc., human resource development Southwest Texas State University University highlights, achievements and Before I came to UGA, I retired from the U.S. awards: Air Force. While there, I received the Academic Achievement Award as well as the Distinguished Graduate Award through the Air Force Military Training Academy. I received the George Washington Honor Medal for my essay titled, “What Price Freedom.” Additionally, I am a member of Chi Sigma Iota National Honor Society, and I was on the Dean’s List for all of my senior year as an undergraduate. I am a mentor with “Friends for Life.” This agency provides mentors for children who have at least one parent who is or has been incarcerated. I am a member of Pi Lambda Theta International Honor Society and Professional Association in Education. I am a National Certified Counselor through the National Board for Certified Counselors, and I am a member of the Licensed 40 N EDUCATION 2008

Current employment:

High School: Hometown: Family ties:

I work with Deryl Bailey’s Empowered Youth Programs and Project: Gentlemen On The Move. I assist by providing administrative support to the programs. I also conduct the self-discovery course for the high school participants. I tutor high school students in math and science during the Saturday Academy, and I take part in the spring and fall exam lock-ins. Additionally, I have begun working with the Adults in the Making project through the Behavioral Research Center. I conduct weekly psychoeducational groups with high school seniors in Eatonton, Ga. Now, as a volunteer, I co-facilitate a bimonthly support group at AIDS Athens. I also serve as a minister at Ebenezer Baptist Church West. I provide musical accompaniment for the various choirs as needed. Jefferson Township Senior High School Dayton, Ohio My family ties to UGA do not involve my biological family, yet they are strong nonetheless. I am part of a cohort which has become as close as any family. The eleven of us come from different backgrounds from across the country, yet we feel as though we have known each other our entire lives. There is nothing I would not do for a member of my cohort, and I believe this feeling is mutual.

I chose to attend UGA because... ...I became familiar with the outstanding educational programs offered here at UGA as well as the high-profile faculty and staff. Additionally, because my great-grandfather was an enslaved man in Georgia and was never allowed to attend school, I chose to return to Georgia to complete my education to show my appreciation to those who came before me who were not afforded the privilege of education.

My favorite things to do on campus are... ...going through the stacks in the various libraries. I also enjoy spending time at the campus bookstore. I love books, and I am drawn to any place that houses them.

When I have free time, I like... ...doing family research. Geneology is one of my hobbies. I also love to roller-skate and play piano. I am an animal lover, and I spend time with Thor, my collie. Perhaps my favorite leisure activity is relaxing in my hot tub at home.

PHOTO BY PAUL EFLAND

The craziest thing I’ve done is... ...while working on my master’s degree, I hosted a foreign exchange student from Mongolia. We decided to drive to Mexico for a weekend to do some shopping. I told him to make sure he had his passport, and he assured me that he did. After our shopping spree, we were stopped at the border, and we were denied re-entry into the United States because he did not have his passport. We were forced to remain in Mexico until the passport could be sent to us.

no pictures of him, so I don’t even know what he looked like. I would love to spend an afternoon with the ancestral patriarch of my family.

If I knew I could not fail, I would... ...provide individualized educational interventions to the youth of Athens, Ga., to boost their scores on the various high-stakes standardized tests.

After graduation, I plan to... My favorite place to study is... ...at home. I have surrounded myself with my favorite decorations and motivational posters. This allows me to focus my energy and efforts on my academic pursuits (when “The Golden Girls” reruns aren’t on TV). If I could share an afternoon with anyone, I would love to share it with... ...my father’s father. He died in 1944, which was before I was born. I have heard stories about this tremendous man my entire life. There are

...enter private counseling practice working with underserved populations. I would like to continue conducting research in the field of counseling psychology. My interests include achievement deficits of American males of African descent and grandparenting issues.

— Kim Osborne UGA Public Affairs

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HONOR STUDENT

2007 Outstanding Honors Student Rachel Stokely will teach high school math this fall after graduating with three degrees, but she may be back for a doctorate. PHOTO BY DOT PAUL

COE Outstanding Honors Student Rachel Stokely says one of her favorite things to do on campus was playing the piano at the Episcopal Center chapel, especially after completing a test or just needing some time to relax.

achel Stokely could have graduated early with all of her Advanced Placement credits. Instead, in her sophomore year, she changed her studies from cellular biology to pursue the dual degree in mathematics education and mathematics (B.S.Ed./B.S.). This past spring, Stokely was named the College of Education’s 2007 Outstanding Honors Student for her accomplishments during her undergraduate studies. She graduated in May with three degrees: a B.S. in mathematics, B.S.Ed. in math education, M.Ed. in math education and a gifted teaching endorsement. Although she chose to attend UGA because of the many career paths available, Stokely’s paternal grandparents are alumni, and she recalls looking through their Pandora yearbooks to see how campus life has changed. The Roswell High School graduate enjoyed tutoring UGA athletes in mathematics and served on the College of Education Dean’s Council and as an undergraduate representative for the Mathematics Education Student Association. She received the Robert C. Byrd Scholarship, Governor’s Scholarship from the state of Georgia, University’s Charter Scholarship, and a Hollingsworth scholarship for excellence in mathematics in 2006 from the mathematics department. She also received a Praxis II award of excellence. In addition to her demanding and challenging course load, Rachel was actively involved in the community through her sorority, church and other volunteer opportunities. She was a member of Gamma Phi Beta (GPB) sorority and served as treasurer and financial vice president. She sang and composed many of the songs for the GPB a cappella choir. Her other honor memberships included Order of Omega, an honor society for Greeks; Phi Lambda Theta; National Society of Collegiate Scholars; Phi Eta Sigma; and Golden Key. 42 N EDUCATION 2008

During her four years at UGA, she served as the UGA Episcopal Center music director and pianist and participated in Dance Marathon. She also volunteered at St. Mary’s Hospital and tutored mathematics at Cedar Shoals High School. One of her favorite things to do on campus was playing the piano at the Episcopal Center chapel, especially after completing a test or just needing some time to relax. She also enjoyed walking on North Campus, taking Pilates classes at Ramsey, and reading The Red and Black outside on a nice day. Stokely’s favorite place to study was the Science Library because it is quiet and less popular than other places on campus, making it perfect for focusing on one’s work. Her favorite professor was Denise Mewborn, head of the department of mathematics and science education and Stokely’s graduate advisor. “She has reasonable, novel ideas for classroom practice. Everything she says is useful in some way!” says Stokely. “Moreover, she is a genuine, kind person, who truly cares about her work and her students. I’d love to follow in her footsteps one day.” Mewborn describes Stokely as patient, kind, understanding, and sympathetic, yet persistent and unwilling to “give in” and give answers. Stokely is teaching mathematics at Jones County High School in Gray this year. She wants to eventually return to UGA to pursue a Ph.D. in mathematics education and teach at the college level. — Kim Osborne UGA Public Affairs

For more information on COE student awards: www.coe.uga.edu/adresearch/awards/index.html

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he University of Georgia College of Education will mark its centennial in 2008. Plans are being made for a series of special events and commemorative gatherings throughout that year. We hope you can join us for those events, but in the meantime, we invite you—our 45,000-plus alumni—to share your memories about the College. • Which professor had the greatest impact on you? • What was your toughest class? • What was your most meaningful class? • What are your most memorable experiences at the College of Education?

We would like to hear from you. We’ll share your comments and memories in next year’s special centennial edition of Education magazine. Submissions of photos and other materials are welcome.

Send comments to: Education Magazine • G-9 Aderhold Hall • University of Georgia • Athens, GA 30602 • Email: coenews@uga.edu

RECONNECT! Whether you have just graduated or it has been awhile… Share your career news with us. Send us a letter, story idea or a comment about an educational topic. We want to hear from you! It’s easy. Just log on to the new coeNEWS at

www.uga.edu/coenews Voice your opinion! Have your say! Stay connected to UGA!

EDUCATION 2008 N 43

AMAZING ALUMNI

UGA grad Bryant Baugh wanted a career that featured two things he loved — sports and helping people — now he’s starting his fourth season as an assistant athletic trainer with the NFL Champion Indianapolis Colts.

By Michael Childs ndianapolis Colts defensive back Tim Jennings may have been the only former University of Georgia football player in b Super Sup Bowl XLI, but he was not the only UGA graduate on the sidelines. sideli College of Education alumnus Bryant Baugh was also there, helping prepare Colts players for their clash with the Chicago Bears beforehand and treating various players’ injuries during and after the game. “Amazing!” That’s how Baugh described his Super Bowl trip to Miami last February. “I was thankful I was able to go and have my friends and family there with me,” said Baugh, a 29-year-old assistant athletic trainer with the NFL champions. “I felt a little guilty because my head and associate head athletic trainers have been here for 24 and 23 years respectively, and it was their first Super Bowl experience – same as mine after only three years. Needless to say, they are hard to come by, so we tried to savor every minute of it.” But athletic training was not his first choice for a career. “It varied as I was growing up, but I think the first serious thought I had was sports psychology,” he said. “I had a psychology class that I really enjoyed, and I figured sports psychology would still allow me to work with sports.” Baugh, who grew up in Lithonia, said he decided on athletic training for his major over Christmas break in his first year at UGA after he and a family friend talked about potential careers. “I didn’t know anything about it, and his quick explanation was that 44 N EDUCATION 2008

athletic trainers are the ones who run onto the field when someone is hurt and help them off. This sparked an immediate interest for me, with my love for sports and eagerness to help people,” he recalled.

Beginning a career Baugh’s aspirations for a career in athletic training took shape in UGA’s College of Education where he earned a bachelor’s degree in exercise science in 2000 and accrued clinical experience serving as an assistant for the Bulldog football team. He earned his master’s degree in exercise science in 2002 from the University of Florida, where he served as a graduate assistant for the Gator football team. “Believe me, I took plenty of flack from both sides, but truthfully, that was a good move for my career,” he said. Baugh joined the Colts’ staff as a seasonal intern in 2003 and was invited to stay on full-time as an assistant athletic trainer, one of four certified athletic trainers on the Colts staff. There is a head athletic trainer, an associate head, two assistants and one full-time physical therapist who serves as director of rehabilitation. Athletic trainers (ATs) evaluate, advise and treat athletes and others who are physically active to assist them in recovering from injury and preventing injuries. They play a significant role in the management, prevention, recognition and rehabilitation of injured athletes. Under the supervision of a licensed physician, ATs administer imme-

PHOTO COURTESY OF THE INDIANAPOLIS COLTS

diate emergency and follow-up care. They develop athletic injury prevention and treatment programs using their knowledge of biomechanics, anatomy and pathology. For athletes, ATs also provide a vital communication link between the injured athlete, the physician, the coach, and sometimes the athlete’s family, to determine when it’s right to return to practice and competition. Today, there are more than 30,000 athletic trainers employed in the United States. Each year, the profession grows by about 10 percent, which is about average for most professions. The certified athletic trainer is a highly educated and skilled health sciences professional specializing in athletic health care. In cooperation with physicians and other allied health personnel, the athletic trainer functions as an integral member of the athletic health-care team in secondary schools, colleges and universities, sports medicine clinics, professional sports programs and other health-care settings. Baugh laughs when asked about an “off season.” These days, there is not much of an off-season for even the players, much less the athletic trainers. “When we got back from the Super Bowl, we had about a half-week to enjoy it because we immediately changed gears to prepare to host the NFL scouting combines Feb. 21-27,” he said. “After that, we began scheduling our off-season surgeries and rehabilitations. Then, the next couple of weeks were spent calling schools, reviewing combine notes and participating in draft meetings and discussions.” In mid-April, the trainers are involved in the team’s off-season workout/conditioning program where they provide onfield medical coverage while the players participate in voluntary workouts. These workouts lead up to the mini-camps and summer-school workouts, which end just prior to summer camp, and then the regular season begins. “Now don’t get me wrong. We will have some weekends off, and the staff rotates some vacation time, but as a staff, we are always available,” said Baugh. “Once the season starts, there are NO off days; however, some days are lighter than others.”

who are seen by trainers during the day. “Wednesday and Thursday are heavy practice days. We do morning rehab and treatment, which begin at 7:00 a.m., so we usually arrive between 6:00 and 6:15 to prep everything. Practice runs from 2:00 to 4:20 p.m., and then the injured players report to the training room to see the orthopedic doctors and receive treatment. “Friday is a lighter practice day, which begins at the same time, but practice runs from 11:00 to 1:00. The players usually clear out around 2:30, and we’re out by 4:00. Saturday is the same start time, but we just have a walk-through at 10:15. If we have a home game, I usually skip the walk-through and head downtown to set up our training room for the game, and then I am finished for the day. If we have an away game, I will be present at the walk-through, maybe do some light treatments afterward, and we have to check in at the airport at 1:30 for the flight. “Sunday is game day. We arrive five hours before kick off to finish setting up the training room and prepare for the players’ arrival. Before the game, we stretch, massage, treat, tape and brace play-

So, what is it like? So what is working as an athletic trainer for an NFL team like? Here’s how Baugh describes his typical work week during the season. “Sunday, for the most part, is game day, which is the reward. Monday is usually a treatment/rehab and light workout day for the guys just to get them moving around after the game. Monday evening, the medical staff meets with coaches to discuss injuries from the game and who may or may not be available for the upcoming week. Tuesday is usually the players’ day off, except for those requiring treatment,

Baugh works on Colts lineman Darrell Reid’s hand in the RCA Dome in Indianapolis during the 2006 season. EDUCATION 2008 N 45

ers to get them ready for the game. The game itself is probably the least strenuous/stressful aspect of a Sunday.” Entering his fourth season with the Colts, Baugh says he has learned many little tricks of the trade from the individuals with whom he has worked. But he has also learned a lot about the business side of the NFL and why some things are done the way they are. Baugh says while he enjoys the excitement of game day, he finds the most rewarding aspect of his job to be helping an athlete recover from an injury and preparing him to return to play. “The hardest and most frustrating part is dealing with an athlete who may not fully recover from an injury and watching him cope with the fact that he may never play competitively again,” he said.

A solid foundation at UGA

Baugh listens in on a conversation between Colts defensive end Dwight Freeney and defensive back Bob Sanders during a 2006 game in Indianapolis.

become overwhelming if you don’t enjoy what you do.” UGA’s undergraduate athletic training education program is accredited by the Commission on Accreditation for Allied Health Education Programs (CAAHEP). Graduate programs are offered in the department of kinesiology with areas of study in Biomechanics, Exercise Physiology, Exercise Psychology, Muscle Physiology, Measurement and Evaluation. The program, established by Ferrara in 1999 and receiving initial accreditation in 2001, offers research opportunities in sportrelated concussion, prevention of exertional heat illness and functional rehabilitation following total knee replacement. So what does the future hold for young Bryant Baugh? Is working in pro sports, especially one as popular as the NFL, something of a pinnacle for athletic trainers? “I don’t know that this is necessarily a pinnacle. Obviously, there are a lot of people who would like to work in a professional league, but at the same time, it is an individual preference,” he said. “However, I have been fortunate enough to work with some pretty terrific athletic trainers at the collegiate level, and that is very important in terms of grooming upcoming athletic trainers to preserve the integrity of our profession.” And if working with the athletes of a Super Bowl championship team isn’t a pinnacle, to just what does Baugh aspire? “I would love the opportunity to become a head athletic trainer one day, but those positions are very limited, and there is not a lot of turnover,” he said. “I have not completely ruled out returning to college or even working in a clinical setting.” OK, so one last question. While it takes hard work and discipline to become a pro athlete, many are also known to have fun-loving personalities. Does Baugh have any wild and funny stories from his NFL career so far? “Oh, I have stories,” he said. “But I don’t know that it would be in my best interest to share them publicly.”

“… the program

provided me an opportunity to gain valuable experience under the direction of Ron Courson,

Baugh says the athletic training program at UGA, directed by Michael Ferrara, an associate professor of exercise science in the department of kinesiology, provided him with a solid foundation from an academic standpoint to build upon and pass the national certification exam. “Secondly, the program provided me an opportunity to gain valuable experience under the direction of Ron Courson, Michael Dillon, Steve ‘Chicken Hawk’ Bryant and Michael Clanton, all of whom I must give a tremendous amount of credit for preparing me for a career.” He also met his wife of two years, Kim, at UGA. “She toughed it out with me until I got into a stable situation,” he said. “Plus, it helps that she is a physical therapist and can relate to my job and work schedule.” Baugh says he makes it back to Georgia twice a year to see friends and family and tries to get over to Athens at least on one of those visits. And while Jennings is the only former Bulldog player currently on the Colts team, Baugh has seen a few others over the past three years including Adam Meadows, Brandon Miller, Josh Mallard and Paul Snelling. With all of his success, what tips might Baugh have to share with young, aspiring athletic trainers? “Choose your school/curriculum wisely. You want to put yourself in the best position to advance in this profession,” he said. “Study hard, work harder and remember to have fun with this because the hours will

Michael Dillon, Steve ‘Chicken

Hawk’ Bryant and Michael Clanton, all of whom I must give a

tremendous amount of credit for preparing me for a career.”

46 N EDUCATION 2008

ALUMNI NEWS In Brief

had ‘’Corntassel’’ Smith, principal chief of the Citizens of the Cherokee Nation of Oklahoma (BSEd ’73) was re-elected with 59 percent of the vote for a third four-year term on June 23. Smith taught Indian law at Dartmouth College, Northeastern State University and Rogers State University. He has written college curricula in tribal operations and authored a 600-page course book on Cherokee legal history. Smith holds a master’s degree in public administration from the University of Wisconsin and a juris doctorate from the University of Tulsa. David Carpenter was appointed Houston County School Superintendent, effective July 1. Carpenter, who succeeds his retiring brother, Danny, as superintendent, Carpenter, 55, is a product of Houston County Schools himself and played football at Northside High School. He got his undergraduate degree at Georgia Southern College, his master’s at Georgia College and his Ed.S. at the University of Georgia. Carpenter has been a teacher and principal at schools in the system for the past 20 years. Anna Wiley Cox (B.S.Ed. ’00) coached the Jonesboro High School Mock Trial Team to a national championship this past spring. Cox, who teaches Latin at Jonesboro, has also led the team to two state championships. Jena Martin, (M.Ed. ‘88), was named assistant principal at Eastside Elementary School in Coweta County. She has been teaching in Coweta County Schools since 2005. Claire Michael was named assistant superintendent for curriculum in Barrow Schools, effective July 1, 2007. Brian Culp was named the 2007 Hally Beth Poindexter Young Scholar by the National Association for Kinesiology and Physical Education in Higher Education (NAPEHE). Culp, now an assistant professor of physical education at Indiana University Purdue University-Indianapolis, received his Ed.D. in physical and sport studies at UGA in 2005. Susan Power, professor emerita of art education at Marshall University, who received her doctorate in art education from UGA, has a new book, titled Art of the Cherokee: Prehistory to the Present, published by the University of Georgia Press in January 2007. Sam Howe, who earned his bachelor’s and master’s degrees in education from UGA, was named vice president of instruction at North Georgia Technical College, effective Jan. 1, 2007. Mitch McGhee, who earned his Ph.D. at UGA in 2001, was named superintendent of Madison County Schools in January 2007. He had served as assistant superintendent, and as a teacher and administrator in Newton and Rockdale county schools before that. Phillip Potter, a former University of Georgia police officer who earned a master of eduction degree in educational Pictured are: (L-R) Michael Crespo, administrational and policy last a UGA police sergeant who also fall, received the 2006 Kassinger received the scholarship and earned a Scholarship. Potter is currently master’s in public administration, reemployed at Morgan County tired UGA Public Safety Director Middle School in Madison. Asa Boynton and Potter.

Cowart Named Nation’s Elementary School Counselor of the Year

University of Georgia College of Education graduate Kelly Cowart, who works at Meadowcreek Elementary School in Gwinnett County, has been named the nation’s Elementary School Counselor of the Year by the American School Counselor Association (ASCA). Cowart (Ed.S. ’06), who grew up in the Atlanta suburb of Dunwoody, says her mission is to promote belonging among students, staff and families in the Meadowcreek school community. That commitment is evident in her activities as school counselor for kindergarten and first-grade students at her school. Thoughtful and deliberate in her decision making, Cowart brings a creative approach to her work, along with an intuitive ability to advocate for students and families. Her goal is to develop connected, capable and contributing people. Her expertise in the areas of using research data, advocating for the ESOL population and creating innovative developmental guidance lessons has made her a sought-after speaker at counseling conferences at both the local and state levels. “She epitomizes all that an elementary school counselor should be: loving, supportive, understanding, humorous, childlike, honest, resourceful. The list is endless,” said a parent at Cowart’s school. Through collaboration with faculty, early learning agencies, the United Way and area businesses, Cowart developed a “KinderCamp” program to prepare more than 40 incoming kindergartners for the transition to school, while their parents attended daily “lunch and learn” sessions. Literacy backpacks boosted the students’ literacy exposure and stoked their eagerness for the start of the school year. Last summer, Cowart spent three weeks in Mexico to learn more about the culture and language to better serve Meadowcreek’s Spanish-speaking students and families. She uses a small-group reading program to help Hispanic girls reading below grade level to feel more capable in the classroom through literacy achievement. A lifelong learner and a frequent presenter, Cowart eagerly shares what she learns with her colleagues. A center-based guidance classroom and play therapy techniques are strategies that she has developed for her school. “Kelly Cowart is like E.F. Hutton. When she speaks, those around her stop, listen and reflect on her wisdom and advice,” said Principal Margaret Ackerman. Cowart was recognized with other 2007 award winners at the ASCA’s annual conference in Denver, June 23-26, 2007.

EDUCATION 2008 N 47

2007 Distinguished Alumni Awards UGA College of Education recognizes five graduates for their career achievements and community leadership By Julie Sartor

2007 Honorees Joining The College of Education’s Alumni Wall of Fame: Joan Berryman Kris Biesinger Glenda Lappan David Ragsdale Vasti Torres

About the awards UGA faculty and alumni are welcome to nominate College of Education undergraduate or graduate alumni in four distinct categories that honor individuals in different stages of their career and lives. For details and nomination forms: www.coe.uga.edu/dean/alumni/awards.html

48 N EDUCATION 2008

The College of Education at the University of Georgia honored five graduates for their career achievements and community leadership with distinguished alumni awards at its annual Spring Celebration April 24 at the University of Georgia Center for Continuing Education Conference Center and Hotel.

Crystal Apple Award David Ragsdale, a literature and journalism teacher at Clarke Central High School, received the Crystal Apple Award, an honor given to alumni in K-12 education who have made a significant impact on student, school or school district performance. Ragsdale (B.S.Ed. ’01, M.Ed. ’03), of Athens, was recognized for his enthusiasm and passion for teaching and his initiative as an institute leader with the Red Clay Writing Project, an affiliate of the National Writing Project. He is also faculty advisor to Clarke Central’s news and literary magazines, which have won awards from the Georgia Scholastic Press Association, Columbia Scholastic Press Association, and National Council of Teachers of English. “In a community in which the public schools experience unfortunately high dropout rates, David’s ability to find ways to teach students in meaningful ways is critically important in helping the district meet its goal of serving a broad and diverse population,” stated nominators Peter Smagorinsky and Peg Graham, professors in language and literacy education. “With his unbridled passion for social justice, David has emerged as the sort of teacher that semi-urban districts such as Athens-Clarke County so desperately need.”

Alumni Service Award Joan Berryman (M.Ed. ’62, Ed.D. ’66), of Athens, received the Alumni Service Award for her outstanding and continued dedication in Berryman service and philanthropy to the College. Berryman retired from UGA in 1994 after 29 years of service as research associate, professor, clinic director, and finally department head of communication sciences and disorders. During her tenure at UGA, she served as President of the Georgia Speech-LanguageHearing Association. She is a charter member of the Communication Sciences and Disorders Advisory Board. The Berryman Family Foundation annually contributes to the College of Education general support fund and the Speech and Hearing Clinic support fund. “Dr. Berryman’s 41 years (and counting) of outstanding service to our department of communication sciences and special education merit this distinguished recognition,” said COE Development Director Lauren Barrett.

Professional Achievement Award Kris Biesinger, assistant vice chancellor for advanced learning technologies for the University System of Georgia, and Vasti Torres, associate professor of higher education and student affairs and affiliate faculty in Latino Studies at Indiana University, received Professional Achievement Awards, given to alumni in the midpoint of their careers who have demonstrated significant achievements in their fields. Biesinger (M.Ed. ’80, Ph.D. ’87), of Athens, received a commendation in 2006 from Gov.

received a commendation in 2006 from Gov. Sonny Perdue for her outstanding work in launching the new GAcollege411 program, a state-wide initiative that helps high-school students and their families plan for and select a college, and apply for admission and financial aid online. The program is used by hundreds of thousands of Georgians. “Kris has been a true pioneer supporting the enhancement of the learning experience through instructional technology,” said Jim Wolfgang, director of The Georgia Digital Innovation Group at Georgia College and State University. Torres (M.Ed. ’86, Ph.D. ’97) is presidentelect of the American College Personnel Association (ACPA), the largest professional association in the student affairs administration field. ACPA has recognized her contributions to the field with the Wise Woman Award in 2005 and Outstanding Service Award in 2001. She also received the National Association of Student Personnel Administrators Outstanding Faculty Award in 2006. “With her work, Dr. Torres has provided a model that is based on empirical research that can help professionals understand, guide and enhance the academic and professional development of the emerging Latino/a popula-

tion,” said Edward Delgado-Romero, associate professor in counseling and human development services and former faculty member at Indiana University with Torres.

Lifetime Achievement Award Glenda Lappan, University Distinguished Professor in the department of mathematics at Michigan State University, was recognized with the Lifetime Achievement Award for Lappan her outstanding success and significant impact in her field. A native of Douglas, Ga., Lappan served

as the program director for the teacher preparation program for the National Science Foundation from 1989-91. She was president of the National Council of Teachers of Mathematics (NCTM) from 1998-00. Lappan (M.Ed. ’63, Ed.D. ’65) was awarded the NCTM Lifetime Achievement Alumni Award in 2004. She received the Louise Hay Award for Contributions to Mathematics Education by the Association for Women in Mathematics for her work as a mathematics teacher, researcher, and national leader in 1996. “Dr. Lappan has had a long and distinguished career and has made important contributions at the national level in instruction, research, and service. Her research into the theoretical and practical problems of teaching middle school mathematics continues to influence both curriculum development and instruction,” said Denise Mewborn, professor and head of the department of mathematics and science education.

2007 COE Distinguished Alumni Award winners: (from L-R) Vasti Torres, David Ragsdale and Kris Biesinger. Not pictured: Joan Berryman and Glenda Lappan.

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