Educere Winter 2014

EDUCERE WINTER 2014 :: Issue 01

T H E M AG A Z I N E O F T H E FAC U LT Y O F E D U C AT I O N

Inside this issue

THERAPEUTIC RECREATION PROGRAM RECEIVES ACCREDITATION – with Commendations MINORITY YOUTH EXPLORE CAREERS IN MOTORSPORT MANAGEMENT P. 6

Taking the Extra Step to Show She Cares P. 10

Winter 2014 :: Issue 01

THE FACULTY OF EDUCATION

u n d e rg r ad uate an d g r ad uate p rog r am s

Elementary Education Math Education

Special Education

Master of Rehabilitation Counseling (MRC)

Physical Education Master

of

Arts

in

English Education

Te a c h i n g - ( M G E

SPE)

Birth窶適indergarten Education

Exercise Science

Rehabilitation Studies

Master of Education Degree in Elementary Education (M.Ed.)

Middle Grades Education Motorsports Management Science Education Master of Arts in Teaching-English/Language Arts

Rehabilitation Counseling

Sport Management

M a s te r of A r t s i n Te a c h i n g En g l i s h a s a S e co n d L a n g u a g e ( T E S O L)

THE FACULTY OF EDUCATION

tr aditi o nal , y e t i n n ovative

Student Centered

Developing Professionals for 21st Century

Responsive Excellence is the Norm

Reflective

Leader

Diverse

Collaborative with the Community

Experiential Learning

Academically Rigorous Respect for History

Visionary

Transformative

Progressive

Change Agent

Creative Growing

Committed Social Justice Practitioners

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of Contents

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table

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pg. 18

pg. 4

Dean’s Message The College of Arts, Sciences, Business and Education P.4

Message from the Senior Associate Dean

pg. 24

HPSS Receives Grant to Target Childhood Obesity P.14

The Faculty of Education P.5

I-RISE Literacy Academy: How The "Village" Principle Improves Students' Literacy and Parent Involvement P.15

Minority Youth Explore Careers in Motorsports Management

Charles Love (66) Inducted into Clarence E. "Big House" Gaines Hall of Fame P.18

P.6

First Year Teacher in Texas SHINES P. 20

Building a Culture of Fitness P.8

Faculty Afield in Sudan and Ethiopia P.9

Taking the Extra Steps to Show She Cares P.10

Renea Scott: P.R .O.M.I.S.E. Award Winner P.12

Ref lections on an Exercise Science Internship P.13

Therapeutic Recreation Program Receives Accreditation - with Commendations P. 21 Using Exercise Balls in the Classrooms to Reduce Inappropriate Behavior and Improve Academic Preformance P. 22 The Coach Approach to Obesity Prevention P. 24 Tafari Receives AAUW American Fellowship P. 26 Student Educators Host President of State Teachers Association P. 27 Alumni News P.32 Corporate Sponsors and Donors P.33

EDITOR: Francine G. Madrey, Ph.D. Professor of Education

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A NOTE FROM CAROLINA HALL COREY D. B. WALKER, DEAN AND JOHN W. AND ANNA HODGIN HANES PROFESSOR OF THE HUMANITIES

O

Dean’s Message

n October 31, 1898, after President Atkins discussed the pending visit of the Dean of the Howard University Medical School, three faculty members of Slater Industrial Academy were appointed to “a committee to outline a course of procedures looking toward improvement along the line of our profession and to report the same at our next regular meeting.”

Convening again on November 9, 1898 at 8:00 p.m. with opening remarks by President Atkins and an invocation by Mrs. E. Smith, the committee offered some “preliminary remarks...on special professional work presented in a report which after some discussion, was adopted.”

The adopted committee report offered the following recommendations: First – That the first Monday night in each month be devoted to the discussion of pedagogical subjects and methods.

Second – The object of these discussions. They shall be conducted as informally as possible; with thought not so much to literary display as to arriving at facts helpful to the teacher in his general work in this special Institution.

Third – The programme with subject for discussion and assigned participants be read at the close of the meeting accruing one month in advance and that the same be posted for ready reference in the faculty rooms.

Fourth – That an advisory committee of three shall be responsible for said programs.

Over a century ago, the faculty of our historic institution recommitted themselves to a culture of teaching and scholarly excellence. Robust discussion, deliberate planning, expert execution, and constant communication were hallmarks of what would become Winston-Salem State University.

Now, we in the College of Arts, Sciences, Business and Education – The College of Winston-Salem State University – inherit this rich tradition.

The College combines the signature strengths of our liberal arts programs with our professional programs in education and business to offer an unparalleled opportunity for our students to pursue the life of the mind in an intellectually rich and stimulating environment. And just like our colleagues in 1898, we are committed to innovative teaching, robust research, and engaged service to North Carolina, the nation, and the world.

The College stands as the intellectual center of the university. We are a scholarly community that draws inspiration from the deep wells of our institutional tradition and the limitless aspirations of our outstanding students. Their dreams are our dreams. Their hopes are our hopes. Their enthusiasm for learning inspires our enthusiasm for teaching. And together, we will expand the frontiers of human knowledge and learning in this new century.

Guided by the audacious vision of those brave faculty members in 1898, The College of Winston-Salem State University will extend the legacy of our beloved university to new generations of students who will “Enter to Learn, Depart to Serve.”

Fifth – That a journal of the proceedings of the previous meeting be kept and read at the opening of each monthly meeting.

COREY D.B. WALKER, DEAN

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Message from the Senior Associate Dean of the College, The Faculty of Education

The Faculty of

The Faculty of Education – Winston-Salem State University’s academic unit where curriculum, community, and culture combine to provide a first-class education.

Education Integrating Curriculum, Community, and Culture or

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Having joined the College of Arts, Sciences, Business and Education in July of this year, the Faculty of Education remains committed to improving the human condition through the delivery of high quality academic programs that foster the holistic development of all students. The Faculty is engaged in research and service that impact the quality of life for citizens at the local, state, and national levels. Utilizing highin impact instructional strategies, we work closely with students to nce ie c of S elor provide excellent academic programs that build the knowledge, Bach t r o Sp ement g skills, and abilities to meet the challenges of the 21st century.

Mana As a community of scholars, the Faculty of Education is actively engaged in the sharing of theoretical n ei frameworks, internal and external resources, and nc e i Sc of al best practices to achieve programmatic goals and c lor i e n ch ys atio Ba Ph in position students to navigate the inevitable changes nce c ie c u S of Ed ion elor t a t i Bach l within their professions and in society. Offering bi Reha dies u t programs across three academic departments — S s Education, Human Service Studies, and Health, die f u t o Physical Education, and Sports Studies — the S t en vice m Faculty of Education is humbled by its institutional r rt pa n Se Bachelor of Science in e past and optimistic about its promising future.

D ma Therapeutic Hu Building on the strength of a firm foundation that Recreation dates back more than 120 years, all of our programs offer students unique opportunities to learn. We design relevant 21st century curriculum, engage in high-impact teaching strategies, and remain mindful of the necessity to breathe life into the concepts of community and culture as integral to the life of the academic community.

The Faculty of Education – one strong faculty, three vibrant departments, changing lives everyday – your source for responsive, quality education steeped in the liberal arts.

Best wishes,

Community Curriculum

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MINORITY YOUTH EXPLORE CAREERS IN MOTORSPORTS MANAGEMENT Dr. Clay Harshaw, Coordinator, Motorsports Management Program

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It’s not just about changing tires in a hurry, although that task is essential to the success of an automobile race. It’s so much more! A summer camp sponsored by the Motorsports Management (MSM) program enabled youth in WinstonSalem to understand the dynamics associated with racing.

Now in its fourth year, the Diversity in Motion Initiative summer camp is designed to encourage local youth to pursue careers in NASCAR. The MSM program was established at WSSU for the purpose of increasing the number of minority students in the motorsport industry. The Diversity in Motion camp is a great place to start.

they raced with each other. Participants ranged in grades kindergarten through high school. The highlight of the camp, as if riding in a simulator wasn’t enough, was the opportunity to meet 12-year-old race car driver Matt Murphy from Charlotte, who is an award-winning race car driver. Children were awed by his late-model race car that he showed off proudly. Murphy hopes to inspire other African Americans to become involved in the motorsport industry. He sees his advancement through the ranks in the industry, especially at such a young age, as a unique opportunity to motivate and inspire other African American children to enter the profession.

Almost 200 children participated in the free camps, which were held at various neighborhood recreation centers in Forsyth County and conducted by WSSU’s MSM faculty and students. Children had the opportunity to participate in games and activities focused on auto racing. The various stations set up at the centers allowed children to learn about the motorsport industry. For instance, they learned where a race could be conducted, the different types of flags used in NASCAR, and the technical aspects of racing. The camp also featured a simulator that allowed children to employ brakes and accelerate as

MSM students also shared some of their experiences during the campus. Kyle Zimmerman entertained camp participants with stories from his recent internship in the racing industry.

He applauded WSSU’s program for creating opportunities that allow students to network with others in the profession, and he pointed out some of the many opportunities in the industry. Although the race car driver is in the forefront, Zimmerman also stressed some of the other career opportunities in racing, such as mechanics, the pit crew, and management. n

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And, what about WOMEN IN THE MOTORSPORTS INDUSTRY? The Diversity in Motion Initiative Camp held a program at Winston-Salem’s Gateway YWCA in July 2014 as part of the YWCA’s Girls CEO camp. The program, led by WSSU alumna Genola Carrington (1999, Psychology), gives young women experience in developing their entrepreneurial skills. Following an introduction from Dr. Clay Harshaw, Motorsports Management student Michelle Robbins talked with camp participants about the varied career opportunities for women in the motorsports industry. She was followed by Judy Dominick, a Chevrolet Trackside Communications Representative, who served as a real-life example of how women can excel in the profession.

MOTORSPORTS MANAGEMENT

IN THE NEWS

Dr. Clay Harshaw, Coordinator, Motorsports Management Program

In mid-May, WRAL television in Raleigh featured WSSU’s Motorsports Management program as part of a legislative resolution honoring five Charlotte NASCAR Hall of Fame inductees. Rep. Grier Martin from Wake County mentioned the program during the proceedings and emphasized the importance of university and community college programs that prepare students to work in the racing industry. (Go to http://www.wral.com/nascarlegends-highlight-first-day-of-session/13644922/ for full article.)

Also WalletHub.com, an online publication about the Indianapolis 500, quoted Dr. Clay Harshaw in “The Indianapolis 500 by the Numbers” (http://wallethub.com/blog/indy-500-by-the-numbers/4005/) article. A panel of distinguished sports business and motorsports experts was asked to respond to what is seen as a declining interest among sports fans in IndyCar racing and what this portends for the future. Dr. Harshaw noted a combination of factors accounting for the decline in television ratings: lack of name recognition of drivers, a short racing season, and technological advancements in entertainment that make attendance and television viewing optional. "We can now watch and follow the Indianapolis 500 online and on our smart phones," Harshaw noted.

Dr. Harshaw recently established a partnership with the IndyCar race promoter at Barber Motorsport Park in Birmingham, where students have assisted with the media center and hospitality operations for the past two years. The partnership has now established the motorsport park as an approved field experience site. n

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BUILDING A CULTURE OF FITNESS Dr. Michael McKenzie was selected by his professional association,

the

American

College of Sports Medicine (ACSM), in March 2014 to represent the organization at the June 2014 national Health through

Fitness

Day

on

Capitol Hill. Dr. McKenzie was one of 15 scientists paired with a celebrity athlete and a fitness-based business representative to attend the event.

One member of his trio was two-time

Olympic

softball

medalist Jennie Finch. During the day, Dr. McKenzie met with six representatives and one senator to discuss several pieces of fitness legislation.

above: Dr. McKenzie, with Jennie Finch, holding Finch's Olympic medals. right: Surgeon General Rear Admiral Boris Lushniak (left) and Dr. McKenzie.

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The three key items included continued funding of the Carol M. White Physical Education Program, updates on physical activity guidelines, and whether to allow health-related deductions (like health club memberships) under flexible spending medical accounts. Dr. McKenzie noted that the member of Congress with whom he met seemed very favorable to all the legislation. He considered the day a major success and has been invited to return next year on behalf of ACSM. The Carol M. White PEP program provides grants to community-based organizations to initiate, expand, or enhance physical education programs, including after-school programs, for students in kindergarten through 12th grade. This is the only part of the Department of Education’s budget that addresses physical education.

Updating the physical activity guidelines is essential so that Americans know how much and what type of exercise is important to maintain health. This bill simply asked for these guidelines to be updated each decade based upon the available science. Finally, the flexible spending legislation would permit more items to be eligible for reimbursement under

medical flexible spending accounts. This would allow for an expansion of preventive activities, such as gym memberships, sports equipment purchases, and athletic registration fees to be covered as deductions. While doctor’s visits and prescription medications are currently eligible for reimbursement, the newly proposed items are potentially reimbursable now only after a problem has occurred.

As an added bonus of attending ACSM, Dr. McKenzie was one of 20 participants invited to attend a Meet-and-Greet event with Surgeon General Rear Admiral Boris Lushniak. n

FACULTY AFIELD IN SUDAN AND ETHIOPIA In June 2014, Dr. James Etim, Professor of Education, traveled to Sudan and Ethiopia to conduct workshops on research and publication. Invited by the Director of The Regional Institute of Gender, Diversity, Peace and Rights (RIGDPR) of Ahfad University for Women (AUW), he spent 14 days at the Institute running workshops and working with 16 new Ph.D.s. Dr. Etim shared writing strategies and assisted participants as they conducted research on gender issues, crafted their research agenda, prepared papers for publication, and sought publishing avenues. As a social studies teacher, Etim used the trip also visit parts of Khartoum that are of educational value and talked with farmers on agricultural issues, specifically the role of the Nile River, irrigation, crop production, and farming seasons.

During his week in Ethiopia, Etim worked with eight graduate students at Addis Ababa University conducting research in gender studies as part of their master’s theses and seeking publishing outlets.

Etim’s collaboration with faculty and students from AUW has produced a joint article published in the Journal of Studies in Education. Dr. Etim is editor-in-chief of Review of Higher Education in Africa and the International Journal of Gender Studies in Developing Societies. n

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TAKING THE EXTRA STEP TO

SHOW SHE CARES Kim Underwood, Communications Specialist, Marketing & Communications, Winston-Salem/Forsyth County Schools NOVEMBER 21, 2013 – On his way to the bus after school one day, a North Hills third-grader stopped to show Principal Karen Roseboro the note that his teacher had written just for him.

She takes care of the students, said third-grader Alan Jaimes.

She makes sure that everyone treats each other well and, if someone is sad, she tries to make them not sad, Alan said. “She makes us happier.”

Lauren Parmley’s note said that she believed in him and in his ability to succeed. Roseboro was touched by how the words meant so much to the boy that he stopped to show her the note.

Parmley regularly writes such personal notes to her students.

And, when people don’t understand, he said, she goes around and helps those who need it while everyone else waits patiently. Plus, she makes everyone laugh. “She makes funny jokes.” Sometimes, she even tap dances, he said.

“She writes these notes and she puts them in the backpacks,” Roseboro said. “She puts words of encouragement.”

The parent of one student was so impressed with Parmley that she nominated her for a local feature for WXII television, and the station followed up.

Taking that extra step to show how much she cares about the students says a lot about who Parmley is, Roseboro said. She has been a wonderful addition to the school both for her students and for those who work with her, Roseboro said. “Miss Parmley is always very positive and upbeat.”

She is flexible. She is articulate, and she embraces opportunities for developing as a teacher, Roseboro said. “She has that self-starter attitude.”

Officially, Parmley is a first-year teacher. This is her second year at the North Hills, though. During the 2012-13 school year, she did her student teaching there as a senior at WinstonSalem State University. As a student teacher, she taught second-grade so, this year, many of the students she taught last year are now in her class as third-graders.

“I have the same babies I had last year,” she said. “That was a major plus.”

With 25 students in her class, it’s important that they see themselves as part of a family, she said. “We have to look out for each other.”

Third-grader Nicole Jones likes having her as a teacher. “She takes her time,” Nicole said. “She goes back and helps you when you don’t understand. I think she is nice. She tries to make you comfortable…I am excited to come each day because she has different stuff for us to learn. She likes to make you laugh.”

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On a recent afternoon, the task at hand in Parmley’s classroom was creating a bar graph with the aid of Skittles, a fruit-flavored candy that comes in several colors. “I don’t want a baby graph in the corner,” Parmley said. “Use your whole piece of paper.”

The students were suitably impressed when she showed them the sample graph that she had created.

Working her way around the room, Parmley gave each student a pile of Skittles. The idea was to count the total number of Skittles first. After that, they separated the Skittles by color and counted those piles.

“If you drop a Skittle, pick it up,” Parmley said.

“And eat it?” asked a girl.

“Nooo!” Parmley said with a playful tone.

Once they had their totals, they went to work creating their graph. For the big finish, they colored each bar in the graph the color of the Skittles it represented. With students working on such a project individually a bit of hubbub was inevitable, and, when the need arose, Parmley would call for everyone to refocus. “I should see a room full of role models.”

Once everyone was done, they ate their Skittles. They were supposed to exclude the ones that had spent time on the floor.

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She is flexible.

She is articulate, and she embraces opportunities for developing as a teacher, Roseboro said. “She has that self-starter attitude.”

Photos courtesy of Winston-Salem Forsyth County Schools

Parmley is from Connecticut. Her older brother, Justin, came to North Carolina to attend N.C. A&T State University. He liked it and North Carolina, and, looking into possibilities, Parmley saw that Winston-Salem State offered a strong education program.

In a sense, teaching found her early on. When she was 9 or so, one of the younger children at Archer Memorial AME Zion Church in Windsor, Conn., started sitting next to her during the sermon. Soon, others joined them. “The kids started to pile up,” she said.

Eventually, the group got big enough that she moved the group to the back of the church and she would look after them during the service. “I loved the fact that they were looking up to me,” she said.

By the time she was 11, she was teaching a Sunday School class.

By the time she was 16, she was helping out in a preschool program after she got out of high school each day.

Although she knew [all] along that she wanted a career helping young people, for a while there, she imagined doing that

as a pediatrician. Spending some time in a hospital and seeing blood made her realize that her true calling was teaching.

Parmley graduated from Winston-Salem State with a bachelor’s degree in elementary education with a concentration in English. Along the way, her parents moved to the Charlotte area and started a trucking business. Her father drives and her mother takes care of the books. Parmley enjoys spending time with them – “I am a big family person” – and, on weekends, she might head their way with student work that needs grading.

Parmley has a part-time job as well. While she was a student at Winston-Salem State, she began working in the call center for Piedmont Advantage Credit Union. She continues to work there two evenings a week for three hours, which enables her to buy extras for her class.

She is quite happy as a classroom teacher. She can imagine herself becoming a speech pathologist or reading specialist one day. One way or another, she knows she wants to continue working directly with children. “My biggest thing is staying with the children.” n Reprinted

with

permission

from

Winston-Salem/Forsyth

County Schools.

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S cot t (lef t) with oth e r 2014 PRO M IS E Winn e rs

RENEA SCOTT: P.R.O.M.I.S.E. AWARD WINNER Renea

Scott,

fall

2012

Elementary

Education

alumna, is a second grade teacher at Prince Ibraham Elementary School. She has been teaching at the school since January 2013. Ms. Scott was nominated by her principal to receive the 2013-14 Forsyth Education Partnership PROMISE Award. Each year, Winston-Salem Forsyth County School principals are asked to nominate a first-year teacher who has demonstrated Potential, Responsibility, Optimism, Motivation, Ingenuity, Sensitivity and Excellence (PROMISE). Ms. Scott described her selection as “such a great privilege and honor. Nominees had to complete a thorough document expressing ways in which we had demonstrated PROMISE in our first year. Although my last two years at WSSU were rigorous, they helped prepare me for excellence!

All of the hard work has equipped me in building positive student-teacher relationships and academic achievement with my students. #RamPride.� The award is also sponsored by the Reynolds American Foundation.

Kayla Kimber, a 2013 Elementary Education graduate, presented reflections from a first-year teacher at

lef t: S cot t in h e r second grade classroom at Prince Ibraham S chool

the PROMISE Banquet. She is a first grade teacher at North Hills Elementary School in Winston-Salem. n

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right: Re n ea S cot t with h e r principal , Le e Koch

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Reflections on an Exercise Science Internship Edie Pettiford (Exercise Science, 2013) completed “a most rewarding experience” as an intern in the cardiopulmonary rehabilitation center at Wake Forest Baptist Medical Center (WFBMC), where she said it was easy to make the connection between theory and practice.

Here, she reflects on her experience.

The cardiopulmonary rehab center at Wake Forest Baptist Medical center is available to patients with chronic obstructive pulmonary disease (COPD) and those who have experienced heart attacks, congestive heart failure, etc. Exercise physiologists, pulmonary therapists, and nurses work together to create exercise programs and health education sessions to help patients recover and return to their daily lives. As an intern, I had an opportunity to experience the dayto-day activities as well as the challenges employees encounter.

I am responsible for many duties on a daily basis. On Monday, Wednesday, and Friday, I work with the pulmonary group; the class consists of three workout session. In the morning, I help check patients in for class . . . and check the oxygen saturation percentage, the number of cigarettes smoked, heart rate, and blood pressure. I assist patients in getting on their assigned equipment, which includes the elliptical, treadmill, and recumbent bikes, for their exercise rehab. When the patients begin to exercise, I monitor them to ensure that everyone is doing okay on their assigned machines. Once the individuals reach the peak of their workout for their first session, I assist with checking oxygen saturation, their shortness of breath on a scale from 0-10, and revolutions per minute. Once the second session starts, I check each individual’s oxygen tank to see if it is running low and, if needed, I replace it. During free time, I switch out the empty tanks in the tank room for full tanks. After the third session, I check the patients’ resting heart rates and oxygen saturation levels. Once everyone leaves the class, I wipe the handles and seats of the machines with disinfecting wipes. When the day is over, I take out the dirty laundry bag and turn off the fans and radio.

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Edie Pettiford

Tuesday and Thursday are cardio days…. I help by checking [patients’] heart rates, weight, pain [level], and the number of cigarettes smoked. I observe the nurses and exercise physiologist as they monitor heart rate, excretion, and blood pressure. Once patients finish their workout sessions, I attend the learning sessions or teach the stretching class. Once patients leave, I clean the handles and seats of the machines again.

Once a week, I clean the bottom of the machines and the pedals. I clean the heart monitors and place them in the check-in room, and I put up the clickers and heart monitors when all classes are over as well.

Edie Pet tiford

Afterwards, I receive between two to six patient assessments to review and prescribe an exercise program. I also estimate the target heart rate, exercise band resistance, and weights. Once I review the assessments and program with my supervisor, we put the information on a complex chart that lists all the pulmonary patients divided into three classes. We assign a machine or laps to every patient ahead of time to lessen the confusion during the class. If there are any patients with cystic fibrosis, I walk to the other side of the hospital to pick up the patient in a wheelchair. Once we get the patient to the center, I help my supervisor record heart rate, oxygen saturation, and shortness of breath. When the patients are finished with their workout, we walk the patients back to their rooms.

Overall, I had a wonderful experience at WFBMC in the cardiac rehab unit. I believe that my internship helped me to apply the content I learned from my classes while at WSSU. I feel more confident about my career goals and am thankful for my experiences as an undergraduate at WSSU. Edie is currently preparing to apply for admission to a graduate biomedical research program. n

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FITNESS MAY BE MORE IMPORTANT THAN FATNESS AMONG PERSONS WITH PRE-DIABETES Dr. Paul McAuley, associate professor of health education, recently led a study in which he conducted an analysis of 17,044 individuals with pre-diabetes, 90 percent of whom were men. While persons with pre-diabetes tend toward getting diabetes, it does not necessarily hold that they will automatically develop the disease. According to the American Diabetes Association, individuals with prediabetes can lower the chances of getting type 2 diabetes by lowering body weight by at least seven percent and exercising moderately for at least 30 minutes, five days a week. It seems, therefore, that a person’s fitness matters more than a person’s weight. In fact, according to the study, a person who is overweight but fit may have almost as good a chance of survival as a person of normal weight who is fit. Among persons with type 2 diabetes, approximately 80 percent are overweight, but cardiovascular fitness may be more important than fatness, D r. Pa ul M c Auley regardless of the person’s weight.

Among those in the study who had been diagnosed with pre-diabetes and had good cardiovascular health, their risk of death was lower than for those who were less fit. According to the results of Dr. McAuley’s study, exercise may be the more important factor. In other words, Dr. McAuley reported, “Our findings indicate that being fit is more important than being thin in terms of mortality risk. But our findings should not be misinterpreted. Being unfit and obese was the worst combination. Study participants who were unfit and obese had the highest cardiovascular disease mortality risk — more than three times higher compared to the fit and normal weight reference group.”

The lesson from this is that fitness is a major factor for longevity, regardless of body fatness, for individuals at risk for diabetes. Exercise, then, should not be seen as solely for the purpose of weight loss. This study appears in the October issue of Diabetes Care and was published online September 23, 2014 (http://www.dailyrx.com/ prediabetes-patients-who-were-fit-were-more-likelylive-longer-no-matter-how-heavy-they-were). n

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HPSS RECEIVES GRANT TO TARGET CHILDHOOD OBESITY During summer 2014, the Department of Health, Physical Education and Sport Studies conducted a summer camp to combat childhood obesity. The camp was made possible by a $150,000 grant from the U.S. Department of Agriculture’s National Institute of Food and Agriculture.

Cynthia Williams Brown, associate professor and chair of the department, is principal investigator for the research-based project, “Childhood Health and Obesity Initiative: Communities Engaged for Success.” The camp, called “Rams Fitness Academy,” served over 120 children ages 10 to 12 years from low-income families over six to eight weeks during the summer. The camp was offered at no cost to families.

D r. Cynthia Williams B rown

According to Dr. Brown, “One of the issues a lot of children face, especially children from low-income families, is that when school is out, there are no opportunities for them. Most of the camps that are offered charge a fee.”

Rams Fitness Academy operated from 7:00 a.m. to 2:00 p.m. daily, with children participating in a variety of physical activities and interactive sessions designed to improve their health literacy. They received free breakfast, lunch, and transportation throughout the camp. Several of the parents attended a weekly class as part of the program.

The grant also provided compensation to camp staff and counselors. The project team included Dr. Aysel Kavas, associate professor and coordinator of Health Education; Dr. Claudia Warren, program coordinator of Birth through Kindergarten Education; Dr. Shawn Ricks, chair of the Department of Human Service Studies; and Dr. Kevin Ritsche, assistant professor of Exercise Physiology. A community advisory board served as an integral part of the team. “Childhood obesity is an issue that should be addressed at the community level,” Brown said.

The award was made as a research grant to enable the team to conduct a pilot study on childhood obesity interventions. “The intent is to make it an annual thing. If we can show that this kind of camp works well for this age group and that these kids, based on the pattern, are more active, then we hope that will lead to additional funding,” Brown said. n

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I-RISE LITERACY ACADEMY How The “Village” Principle Improves Students’ Literacy and Parent Involvement

Dr. Kim D. Pemberton, Assistant Professor, Elementary Education

“Reading is important and I wanted my daughter to read better,” were the words of Literacy Village parent participant Tamika Moses as she expressed her motivation for enrolling her daughter, Mahkayla, in the Literacy Village at Forest Park Elementary School during fall 2013. She also cited this as the impetus for her own involvement in the program. The familiar African proverb, It takes a village to raise a child, is the origin of this literacy project by the same name. The implication of the proverb confirms the necessity for more than one individual to teach a child the ways of life. The village for this particular project was comprised of Winston-Salem State University pre-service teachers and Forest Park Elementary School students and their parents.

D r. K im Pe mbe r ton at th e I - R IS E ope n house .

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Dr. Kim D. Pemberton, assistant professor of elementary education, united the efforts of the Schools of Education at both Elon University and the University of North Carolina at Greensboro to create a third entity of the It Takes a Village Literacy Project at WSSU. The project was designed to diagnose the strengths and areas of concerns of children who aspired to improve their reading skills, to provide them literacy instruction, and to support parental involvement in their children’s development. To support the It Takes a Village project, Pemberton received a threeyear grant from the “mother grant” at Elon University funded by the Oak Foundation of Geneva, Switzerland. The grant enabled her to pair pre-service teachers in her Teaching Reading in the Elementary School [K-2] course with first graders at Forest Park Elementary School.

The partners met weekly in the school’s media center for one-on-one tutoring sessions, which included pre- and postassessments in word recognition, vocabulary development, reading comprehension, and fluency. These specific areas are the key components of literacy development identified by the National Reading Panel report. Weekly tutoring sessions were followed by a group sharing session at the conclusion of each week. This unique experience presented pre-service teachers with the opportunity to bridge classroom theory and practice as they worked with students. Concurrently, Pemberton shared with parent participants a series of effective methods for literacy development and demonstrated a variety of strategies that they could easily implement at home.

The sessions provided parents the opportunity to discuss concerns about their children’s reading. They approached Pemberton with questions related to several aspects of literacy development. Regarding literacy sustainability, one parent asked, “What do I do when she knows the words one day and the next day she doesn’t remember anything?” Another referenced patience and understanding in her question when asking, “Sometimes it seems as if he ain’t trying and that frustrates me and I start fussing. How can I keep from fussing?” Still another expressed the need for more innovative activities: “I know she gets tired of doing the same things over and over, ‘cause I do.

Do you have any ideas to change it up some?” Pemberton responded to their concerns promptly, but she also realized that what parents needed more was the opportunity to participate in sessions focused primarily on their questions and needs. Thus began the implementation of 90-minute sessions designed to engage and expose parents to best practices, with

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a twist on innovativeness. Parents were provided hands-on activities and games for vocabulary study. One of the innovative suggestions included jumping rope to the spelling or syllabication of words, which was presented as a good strategy for the more active child. The literacy interactions, coached by Pemberton, provided an optimal environment that took individual needs into consideration and were conducive to literacy development.

So enthusiastic were the I-RISE students about the literacy program that they and their parents came to the WSSU campus during the Winston-Salem Forsyth County Schools spring break. Although their schools were closed, the I-RISE Academy was open and operating in the Anderson Center computer lab. Parents were able to observe and take part in the tutoring session.

Although the project, as conceived at WSSU, was small due to the limited availability of students registered in Pemberton’s online evening course, parents shared favorable comments about their new reading strategies, teachers’ reports of their children’s progress, as well as the children’s improved selfconfidence and satisfaction with their literacy success. Upon conclusion of the nine-week program, participants and families enjoyed a pizza dinner, while tutors and tutees showcased a variety of the literacy activities they had engaged in during their tutoring sessions. Students read to the group, shared their knowledge of vocabulary words and meanings, and answered comprehension questions about stories they read with tutors. Parents eagerly expressed their appreciation for the assistance, and all of them enthusiastically signed up for spring tutoring, even asking if they could recruit friends and children who resided outside the Forest Park school district.

At the conclusion of the program, all students were presented with certificates of participation and a gift bag filled with

I - R IS E stude nt s and pare nt s visit WS S U c ampus for tutoring during Winston -S ale m Forsy th Count y S chools S pring B reak .

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top right: S e nior Ele m e ntar y Educ ation major S haron Wright works with h e r tute e , using a gam e sh e create d , while Da d obse r ves and lea rns n ew skills to use at hom e . middle right: Re ece B arbe r, S pecial Educ ation major, discusses th e book h e and his tute e read togeth e r. bot tom right: Ce ntrellis Adams , se nior Ele m e ntar y Educ ation major, evaluates h e r tute e’s rea ding compre h e nsion . bot tom lef t: S e nior Ele m e ntar y Educ ation major J anah G illespie works with h e r tute e on word re cognition and phonic s .

story books, literacy workbooks, and flashcards to take home.

Preservice teachers concluded their experience with a Literacy Village Consortium Luncheon in the McNeil Banquet Room at WSSU. Over 100 persons attended the luncheon, including parents of the villages, preservice teachers from WSSU, Elon University, and the University of North Carolina at Greensboro, faculty and administrators from all three universities, and Village Project stakeholders. The purpose of the luncheon was to give pre-service teachers and parents the opportunity to share stories and ideas to further strengthen the programs at each university.

LaKesha Barley, the parent of two Literacy Village students, summed up her experience this way: The program has taught me a lot about myself and my child.

It taught me how to be patient when teaching my child. [By] me staying calm, [it] helped her build confidence in herself as

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a learner. The different techniques to teach your child, who is already having problems in reading, are wonderful. I think the most important part that [I] learned was the more exposure my child receives, the better reader she will be. Thank you, Dr. Pemberton and tutors!

The future of the Literacy Village program at WSSU looks even brighter. Dr. Pemberton has integrated other reading courses, such as Teaching Reading in the Elementary School [3-6], into the program and developed a hybrid course, Reading Assessment and Remediation, as an alternative to the previous online-only assessment course in order to prepare even more students to serve as tutors for the Literacy Village.

Additionally, the Literacy Village has collaborated with the Simon Green Atkins Community Development Corporation/ Enterprise Center as a future home for its after-school tutoring sessions, newly named the I-RISE (Initiative of Reading Improvement for Students Everywhere) Literacy Academy. n

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CHARLES LOVE ('66) INDUCTED INTO CLARENCE E. “BIG HOUSE” GAINES HALL OF FAME

D r. and M rs . Charles Love at th e 2014 Clare nce E . “ B ig H ouse G ain es Athletic s H all of Fam e B anquet

Dr. Charles Love is one of eight 2014 inductees into the Clarence E. “Big House” Gaines Athletic Hall of Fame. He was inducted in a ceremony September 26 at the Benton Convention Center and honored at half-time the following day during the Winston-Salem State/Elizabeth City State University football game. Dr. Love is a 1966 WSSU Elementary Education graduate, with a minor in Biology.

For many years, Dr. Love has been an ardent supporter of the university. He serves as a member of the WSSU National Alumni Association, is past president of the Charlotte Chapter of the WSSU Alumni Association, and was part of the WSSU Class of 1966 Alumni 50th Reunion Steering Committee.

In addition, he has served two terms on the WSSU Board of Visitors and the WSSU Foundation Board. More than simply a member of the C.E. “Big House” Gaines Hall of Fame Committee, Dr. Love is also a strong supporter of four major athletics entities: the 1000 HORN$ Campaign, the WSSU Helmet Campaign, the former Red & White Booster Club, and the AMON Booster Club. Dr. Love’s support also extends to academics, as demonstrated through his membership on the advisory board of the former School of Education and Human Performance (now the Faculty of Education) at WSSU. In her congratulatory message to the honorees, Tonya Walker, Director of Athletics, said there is no higher honor than being enshrined in the hall of fame at one’s alma mater. Clearly, Dr. Love’s induction is a well-deserved recognition of his dedicated service and devotion to WSSU. This accomplishment comes toward the end of a storied career, during which Dr. Love also made significant contributions to education at the local school and district levels and to higher education in general, especially in the area of teacher preparation. His stellar career as an educator culminated in his being awarded the title of Dean Emeritus in the School of Education at the University of South Carolina Upstate, where he served for 13 years. Prior to USC Upstate, Dr. Love was Director of Student Information Management with the North Carolina Department of Public Instruction. He is also the former Chair of the Department of Education at Johnson C. Smith University in Charlotte.

He has been Professor/Chair of the Department of Middle Grades at Georgia College and State University, Director of Teacher Education at Grambling State University, and Chair of the Department of Middle Grades Education at Albany State University.

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Following his graduation from WSSU, Dr. Love entered the University of North Carolina at Charlotte, where he completed the Master of Education degree in Curriculum and Instruction in 1971. The following year, he completed the North Carolina School Superintendent Certification (Pre-K through grade 12). In 1983, he received the Education Specialist Sixth-Year Degree at Appalachian State University, where he majored in Educational Administration. Dr. Love received the Doctor of Education degree in Educational Administration from the University of North Carolina at Chapel Hill in 1990. He completed post-doctoral study at the Harvard Graduate School of Education's Institute for Educational Management and Leadership in Education.

At the University of South Carolina Upstate, Dr. Love had administrative authority and responsibility for the direction of the School of Education (SoE), which includes the Division of Undergraduate Teacher Education and the Division of Graduate Education and Special Initiatives. Undergraduate Teacher Education offers programs leading to undergraduate baccalaureate degrees in Early Childhood, Special, Elementary, Middle Level, and Secondary Education with majors in English, Spanish, Mathematics, Chemistry, Biology, Social Studies, Physics and Physical Education. The unit offers master’s degrees in Early Childhood Education, Elementary Education, and Special Education: Visual Impairment. He was also responsible for the evaluation of faculty and staff, budget development and control, and program development.

Under his leadership as dean, Dr. Love made significant advances in the program and the larger community, some of which are as follows: • Increased external funding from $297,000 in 1999 to $3.3 million in 2010 • Developed a Model Diversity Plan for the School of Education • School of Education featured among exemplary

programs in “Spotlight on Schools of Education” in a publication by the national accrediting agency, the National Council for Accreditation of Teacher Education • SoE Middle Grades program and the school’s Institutional Report for accreditation featured on NCATE’s website as a model program

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• Launched “Teach Diversity,” a website for teachers nationally to provide model lesson plans and diversity resources • Initiated the development of the USC Upstate School of Education as a designated South Carolina Teaching Fellows Program • Developed a collaborative master’s degree program in Vision Impairment with the South Carolina School for Deaf and Blind • In collaboration with a local television station, developed a homework assistance program

• Increased faculty involvement in public school activities and community initiatives to the 100 percent level • Developed the College of Enrichment in collaboration with the Charles Lea Center for Citizens with Disabilities • Initiated and developed USC Upstate Scholars Academy, a program for academically gifted high school students, in collaboration with Spartanburg County Schools • Initiated and assisted in the development of the USC Upstate Teaching Man Program, which is designed to support and increase the productivity of African American male students interested in majoring in teacher education •

Developed successful collaborations with Spartanburg Community College and Greenville Technical College to develop articulation agreements for academic program to effect a seamless transfer of courses into the early childhood, special education, middle grades, and elementary education programs

• Developed a successful evening program targeting teacher assistants to earn degrees, South Carolina teacher licensure, and job placement

member of the NCATE Board of Advisors and the Unit Accreditation Board. Statewide, he chaired the South Carolina Middle Grades Program State Standards Committee and served on the advisory board of the South Carolina Division of Teacher Quality. He contributed to the assurance of quality in educational texts through his service as a manuscript reviewer for Allyn and Bacon, Prentice-Hall, and Columbia Teachers College Press.

Dr. Love has expanded his expertise in teacher education as an NCATE consultant to over 15 colleges and universities. He is a member of Phi Delta Kappa Fraternity International, the Honor Society of Phi Kappa Phi, and Kappa Alpha Psi Fraternity, Inc. Dr. Love’s introduction to the public education profession began in Charlotte-Mecklenburg County, NC, where he assumed many progressively responsible roles, including instructional television and textbook coordinator for the school system, sixth grade teacher, secondary school principal for summer school, assistant principal, and elementary school principal. Educator, scholar, researcher, dean, and humanitarian extraordinaire, Dr. Charles Love epitomizes the motto of his alma mater: Enter to Learn, Depart to Serve” and in so doing brings honor to WSSU and leaves a remarkable legacy in American education. n

D r. Charles Love ,

Complementing his many accomplishments as dean, Dr. Love is also an avid contributor to his community and to education in general. He is a member of the Board of Trustees of Sherman College of Straight Chiropractic, serves on the Spartanburg Chamber of Commerce’s Education Steering Committee, is co-chair of the Spartanburg Housing Authority, is a member of the Phillis Wheatley Foundation Board of Directors, and has served as chair of the Bethlehem Center Board of Directors. He has contributed widely to the field of teacher education, having served as a member of the Board of International Reviews for the Teacher Education Center for Institutional Reviewers and the Board of Advisors for the American Association of Colleges of Teacher Education/National Council for the Accreditation of Teacher Education (AACTE/(NCATE), where he also trained Board of Examiner teams. Dr. Love was chair of the AACTE Committee on Professional Accountability and a

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FIRST YEAR TEACHER IN TEXAS Brittany 2013

McEachirn,

a

English—Secondary

Education

graduate,

who

returned home to teach, is a shining star at her school, and not just any school, but at a school recognized for academic excellence and is one of the leading schools in the district and in the state of Texas. She is also a teacher in an area to which new teachers are not typically assigned.

Ms. McEachirn is a Gifted and Talented teacher and seventh grade Reading teacher at

Stinson

Middle

School.

In March 2014, she and two other first-year teachers and three veteran teachers were named District Educators of the Year for the Northside Independent School District (NISD) in San Antonio, TX. These

six

educators

were

honored at a special celebration that is held annually to honor “teachers who give 100 percent when it comes to

improving

children.”

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the

lives

of

A panel of educators from the NISD selected the district winners from among the 210 campus Educators of the Year. All campus winners were judged as “Simply the Best” at the District’s Educator of the Year celebrations held earlier in March. This particular designation as top educators was given because campus winners march into the auditorium to Tina Turner’s “Simply the Best” tune. As one of the 2014 Northside First-Year Educators of the Year, Ms. McEachirn received an engraved plaque and a check for $250.

Ms. McEachirn excels as a teacher in and out of the classroom. She is founder and choreographer of the Stinson Middle School Dance Assemble, which performs for audiences throughout the community, most notably for the San Antonio Silver Stars WNBA team. The Assemble also performs for the Morgan’s Winter Wonderland Amusement Park, the city of Helotes, and numerous civic organizations in San Antonio and surrounding areas.

Adhering to her alma mater’s motto “Enter to B rit tany M cE achirn Learn, Depart to Serve,” Ms. McEachirn serves as advisor, mentor, and leader, and she tutors students school-wide. She volunteers approximately 100 hours in all subjects during the academic year. Ms. McEachirn makes sure students know that they are welcomed to meet with her before, during, and after school hours.

Brittany is an active member of Living Faith Community Church, where she serves as a youth leader, advisor, and community activist. She is founder, officer, leader, and advisor for numerous initiatives and outreach projects. Among her most notable projects are feeding over 25,000 needy persons in San Antonio during the Raul Jimenez Thanksgiving Day Dinner, working with the YLIVE Mentoring and Tutoring program, and serving with the National Initiative Communities in Schools. Ms. McEachirn is co-founder and an officer for a young adult ministry called DETOUR, which is designed to provide young adults ages18 to 25 the opportunity to minister through outreach and fellowship. Going beyond her local community, Ms. McEachirn works with a national initiative to provide cell phones to active U.S. military personnel and members of the Reserves and National Guard while deployed.

Brittany’s altruistic spirit was shaped during her formative years. She describes herself as a “proud graduate of Sandra Day O’Connor High School, Class of 2008,” where she had been a student leader, officer, and member of several student organizations.

Most notably, she was captain of the largest high school band in the San Antonio Independent School District and an active member of the Student Government Council and the Future Farmers of America. She was also selected to represent the entire student body at the National Conference for Community and Justice, which was attended by approximately 3,000 students. She was inducted into the National Spanish Honor Society and recognized as a member of the National High School Guard Intramural Team, where she earned the distinction as Top Performer of the O’Connor High School Guard. In Helotes, TX, Ms. McEachirn was crowned First

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THERAPEUTIC RECREATION PROGRAM RECEIVES ACCREDITATION – with commendations Dr. Jo Ann Coco-Ripp, Associate Professor and Program Coordinator, Therapeutic Recreation B rit tany M cE achirn (right) with Distric t Educ ators of th e Year

Duchess in the Ms. Helotes Teen Pageant and was the city’s first African American to participate in this competition.

As a youth leader at Macedonia Baptist Church in San Antonio, Ms. McEachirn represented her church through a number of outreach projects, including Habitat for Humanity, the Raul Jimenez Thanksgiving Program for feeding needy families, and Nursing Home Ministries, which provided holiday gifts and visitations. She was a sponsor for the San Antonio Angel Tree projects and volunteered as her church’s youth leader in a Hurricane Katrina relief effort that supported over 200 families who had relocated to the San Antonio area. Ms. McEachirn was selected as the 7th District youth representative to the San Antonio Youth City Council, a committee that provided recommendations for community improvement projects and citywide initiatives to strengthen the overall safety and well-being of all citizens.

This is the legacy and spirit of service and scholarship that Ms. McEachirn left to her community but which she also brought to Winston-Salem State University. She had excellent standing in both academic and co-curricular scholastic activities during her entire time at WSSU. In addition to serving as a mentor and tutor for local students via the YMCA’s city-wide program to improve students’ performance in school, she was on the dean’s list every year during her enrollment at WSSU. Outside of class, she was a member of the WSSU Marching Rams awardwinning Silky Smooth dance group and the award-winning A.R.T Dance team, which performed for numerous organizations and civic functions.

In fall 2014, Ms. McEachirn was nominated by the WSSU Faculty of Education to receive the Alumni Achiever Award.

She embodies not only the university’s motto but also the teacher education unit’s conceptual framework, whose theme is “WSSU is committed to the preparation of school personnel who effectively model social justice in a diverse 21st century learning community.” As a new teacher, she demonstrates the keen ability to ensure that all students learn, and she is endeavoring to help students achieve at high levels, to reduce the school dropout rate, and to provide each child with a meaningful and positive school experience every day. n

On

October

13,

2014,

the

Council

on

Accreditation for Parks, Recreation, Tourism and Related Professions (COAPRT) awarded the WSSU Therapeutic Recreation Program academic accreditation with commendations.

The TR Program has been accredited since 1997. COAPRT accreditation is a status granted to an academic program that meets or exceeds stated criteria of educational quality. The reaffirmation process involves a rigorous self-study that includes data on student learning outcomes, followed by an on-campus review by a COAPRT visiting team over a period of several days. As a final step in the process, WSSU’s TR program representatives attended a hearing with the Council at the National Congress, which was held this year at the Charlotte Convention Center. WSSU’s TR program is now a nationallyrecognized accredited program. For additional information about the program, visit http:// www.nrpa.org/Professional-Development/ Accreditation/COAPRT/COAPRT-AccreditedAcademic-Programs/#MS. n

D r. S hawn Ricks , chair, D e par tm e nt of H uman S e r vice Studies , and D r.

J o Ann Coco - Ripp receiving award at COAPRT N ational Congress Photo cre dit: C a ught in th e M om e nt Photography

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USING EXERCISE BALLS IN THE CLASSROOM TO REDUCE INAPPROPRIATE BEHAVIOR AND IMPROVE ACADEMIC PERFORMANCE Dr. Lynn Zubov, Associate Professor of Education and Program Coordinator, Special Education: General Curriculum

Winston-Salem State University’s Special Education - General Curriculum program has received funding to study “The Effects of Using an Exercise Ball on Student Behavior in the Classroom.” Exercise balls are lightweight, inflated plastic balls used in various fitness and physical therapy activities. In the literature, exercise balls are also referred to as stability balls. In recent years, a number of anecdotal reports have discussed the usefulness of exercise balls in place of traditional chairs in the classroom to reduce D r. Lynn Zubov students’ inappropriate behavior and increase their on-task behavior (Spalding, A. and Kelly, L. 2009; Lynch, 2011). These reports suggest that students using exercise balls are able to sit still longer, focus more clearly, and even write more legibly than their counterparts who use traditional chairs. A limited number of research studies supports these claims. Fedewa and Erwin (2011) found that students had “increased levels of attention, decreased levels of hyperactivity, and increased time on task [while] on [the] ball.” Additionally, they found that teachers preferred the exercise balls over traditional classroom chairs. A report from the Aroostook Medical Center, cited by the Bangor Daily News (2013), suggests that students using exercise balls not only improved their academic performance, but the exercise balls also had a positive effect on the students’ health.

The purpose of the study, for which Dr. Lynn Zubov is the Principal Investigator, is to investigate whether or not the use of exercise balls improves the academic performance and classroom behavior of middle school students with and without special needs in inclusion settings at a Winston-Salem Forsyth County school.

The independent variable for this study is the use of exercise balls in place of traditional classroom chairs. The dependent variables are the students’ academic performance and classroom behavior. Using a quasi-experimental model, this study examines the effectiveness of using exercise balls in a middle school inclusion classroom. The subjects of this study are students enrolled in a local middle school. One of the middle grades classrooms is furnished currently with traditional chairs; when school resumes in January after the winter break, the chairs will be replaced with exercise balls. Performance and behavioral data are being collected now while traditional chairs are used and will be collected again when the exercise balls are used. The students’ academic progress and behavior will be reviewed each semester to evaluate whether or not there is a change in their academic performance and behavior after having used the exercise balls. Because the same teacher is assigned to both groups, teacher effect on outcomes is minimized. The data will be analyzed and reported after the spring 2015 school term ends. n

References Fedewa, A. & Erwin, H. (2011). Stability balls and students with attention and hyperactivity concerns: implications for on-task and in-seat behavior. American Journal of Orthopedic Therapy, 65(4), 393-9.

Lynch, K. (2011). How sitting on a ball helps kids focus and do better in school: bouncing their way to better grades! http://life.gaiam.com/article/how-sitting-ball-helps-kids-focusand-do-better-school. Retrieved April 8, 2014.

Spalding, A. & Kelly, L (2009). Fitness on the Ball: A Core Program for Brain and Body.

Human Kinetics Publishers.

Photos: http://www.oregonlive.com/portland/index.ssf/2014/06/exercise_balls_replace_ chairs.html and http://bigstory.ap.org/article/teachers-ditchstudent-desk-chairs-yoga-balls

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THE BACHELOR OF SCIENCE IN TEACHING DEGREE Beginning fall 2014, the Educator Preparation

Program

Winston-Salem

(EPP)

State

at

University

implemented a new undergraduate degree program – the Bachelor of Science in Teaching. This unique degree responds to changes in the field of education and allows students to specialize in one of the following areas: Special Education: General Curriculum, Middle Grades Education, Secondary Mathematics Education, or Secondary English Education. The B.S. in Teaching degree replaces what were formerly offered of

separately

Science

Education: Middle

as

degrees General Grades

Bachelor in

Special

Curriculum, Education,

Secondary Mathematics Education, and Secondary English Education.

Initially, the new degree structure was proposed by WSSU to the University of North Carolina General Administration in response to these programs having been designated as “low-producing.” In 2012, General Administration approved the proposal to establish a new program. In the intervening

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D r. B eth Day- H airston , Chair, D e par tm e nt of Educ ation

years, however, EPP faculty saw the restructuring of the degree programs as a renewed opportunity to strengthen teacher preparation and better equip its candidates with the knowledge and skills needed by today’s teachers. The new degree supports curriculum renewal, efficiency, and increased synergy with the College (formerly the College of Arts and Sciences).

Many of the courses in the new program already exist, several are aligned with the General Education curriculum, and all address the North Carolina Department of Public Instruction’s Professional Teaching Standards, as will be the case with newly developed courses.

Among the first courses that student take in the new degree program are Education, Culture, and Society; Promoting Social Justice through Education; and Human Growth and Development. All teacher education candidates are required to take Instructional Planning, Curriculum and Assessment, Psychological Foundations of Education, Exceptional Children, and Integrating Media and Technology in P-12 Settings. Except for Middle Grades Education and Secondary Mathematics Education majors, all students in the program are required to also take two courses from each of following breadth areas: Multicultural Education, Literacy Development, and Curriculum Instruction. Middle Grades and Secondary Mathematics majors are required to take only one course from each of the breadth areas because their respective programs of study currently address these areas. All teacher education candidates, regardless of major, must complete a semester-long practicum in a local school and one full semester of student teaching.

EPP faculty are committed to supporting candidates, helping ensure their academic success, and working with candidates to tailor their individual plans of study. Candidates admitted to the university prior to the 2014 Undergraduate Catalog release have the option to transition to the new degree or complete the discontinued degree program into which they were admitted as reflected in the Undergraduate Catalog effective at the time of admission (2008-2014).

The EPP has also modified the program of study to include a course that focuses on advancing the academic success of black boys, and a similar courses is being developed about black girls. n

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Dr. Shawn Ricks, Associate Professor and Chair of Human Service Studies

The Faculty of Education at Winston-Salem State University values the importance of mentoring junior faculty, the results of which often play out in informal and intangible ways.

Occasionally, however, the product of time and effort devoted to mentoring plays out on a larger stage and benefits multiple individuals. Such is the case with a special relationship that evolved as an experienced senior faculty member, Dr. Cynthia Williams Brown, guided a junior faculty member, Dr. Shawn Arango Ricks, through the grant-writing process. In addition to the many other benefits of the mentor-mentee relationship, this particular mentorship landed Dr. Ricks her first stint as the Principal Investigator (PI) of a grant.

D r. S hawn Ricks

The grant, awarded to WSSU’s Department of Human Performance and Sport Sciences by the Centers for Medicare and Medicaid Services, will support a study that uses a wellness coaching approach to improve obesity outcomes in African American women ages 30 to 65. “The COACH Approach to Obesity Prevention: Changing Outcomes, Attitude, Character and Health” study will focus on developing, implementing, and evaluating the impact of a community-based wellness coach and obesity intervention on the health of the target audience — African American women. Dr. Ricks emphasizes the importance of the research study and its potential outcomes:

African American women have the highest obesity rate in the United States, and obesity is a major cause of chronic disease, which means an increase in

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medical spending. The psychological effects of obesity and their impact on obesity prevention are often overlooked, and African American women face a unique set of psychological factors, such as discrimination and stress, that impact their obesity outcomes.

The aim of The COACH Approach is to develop and evaluate a new direction in treating and preventing obesity within this group.

The projected outcomes will provide critical insights that can impact local and regional policies regarding strategies that are effective in preventing and treating obesity. We should have a better understanding of the types of gender-specific and culturally appropriate strategies that will be successful.

The study will offer a 16-week intervention program that includes personal wellness coaching, free weekly exercise classes, free health screenings, incentives for participation, and a stipend for participants who complete all program study activities. The first intervention program began February 2014 and will continue for two years. Prospective participants will be required to attend information sessions to determine their eligibility for participation.

Project partners for the study include the Novant Health Maya Angelou Center for Women’s Health and Wellness at Forsyth Medical Center, the Mental Health Association in Forsyth County, the YWCA of Winston-Salem, Goler Memorial African Methodist Episcopal (AME) Zion Church, and U-Fit2 Health & Wellness, Incorporated. n

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REFLECTIONS FROM MY FIRST PROFESSIONAL CONFERENCE Jacob Robertson, Physical Education Major

For a student, attending a professional conference for the first time can be a bit unsettling.

J acob Robe r t son

For Jacob Robinson, a physical education major,

(lef t) and

however, the only challenge was managing his

volunte e rs

busy schedule. There was no time to be anxious or intimidated. Jacob shares his experiences from the 2013 NCAAHPERD state convention.

NCAAHPERD is the North Carolina affiliate of the American Alliance for Health, Physical Education, Recreation, and Dance and includes athletics, health, physical education, recreation, and dance professionals.

I arrived in Raleigh around 9:30 on Thursday morning, November 21, 2013. When I got there, I checked in, got my free t-shirt for volunteering, and was immediately put to work. I started off helping other new volunteers check in and get their free t-shirts, but I also had to pass out stickers to attendees in the “Teaching Health in the Cloud” and the “From the Bus Stop to Instagram” sessions. After that, I had a break to eat lunch and talk to some of the other volunteers. Once lunch was over, I attended a session entitled “Successfully Teaching Middle School and High School Health,” after which I attended “Why Do YOU Coach? Is It More Than X’s & O’s?” Then, I passed out stickers again at the “Adapted Sports” session, which finished off the first day. At 7:30 PM, there was a casino night, but I was pretty tired. I just wanted to eat some dinner and “chill out.” So, a few other volunteers and I went to The Pit restaurant; all I have to say is that I strongly recommend it.

On Friday, I started the day off by attending a session entitled “Promoting Physical, Social, Emotional and Cognitive Development.” After that, a few other volunteers and I had an early lunch because we had to run the front desk from 12:30 to 1:30 PM due to some of the staff members having to teach one of the sessions.

One of the coolest things I got to do that afternoon

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was help the executive director of the convention set up the convention party in the hotel conference room. It was cool just chatting with him about the convention and the leadership retreat, which is where I originally met him. After that, I was done volunteering and could go to any sessions I wanted to for the rest of the day.

I chose the “Creative Methods for Teaching Health” session first and then the “No Equipment? No Problem! Helping Students Complete Physical Activities at Home” session, which was probably my favorite because instead of sitting down and taking notes, we were given the opportunity to stand up and participate. The last session I attended that day was “Food for Thought: Problems/Solutions/Programs in Developing Lifelong Healthy Eating Habits.”

That night, I went to check out the mall in Raleigh. I work at Alumni Hall at Hanes Mall, which is a college sports store. . . I met and talked with the manager, who showed me around the front and back of the store. I came to the conclusion that I’m very thankful I work at the Alumni Hall store in Winston-Salem because the Raleigh store was gigantic.

The last day of the convention was on Saturday. That morning, I attended the “Common Core and the Role of Physical Education” session. After that, I met with a few individuals briefly, thanked the important people for everything they did to set up the convention, said a few goodbyes, and — just like that — it was over. The two days flew by, but I felt I got much accomplished. I took a plethora of good notes, made some new friends, and even got to check out The Pit and the mall while I was in Raleigh. Overall, I would say it was a very successful trip, and I’m glad I got the opportunity to go. n

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TAFARI RECEIVES AAUW AMERICAN FELLOWSHIP Dr. Dawn Tafari, adjunct faculty in the Department of Education, has been selected to receive an American Association of University Women (AAUW) American Fellowship for the 2014-15 fellowship and grant year. AAUW provides one of the world’s largest sources of funding for graduate women through highly competitive awards. The support is provided to help professional women achieve their professional goals. In addition to funding research and scholarship, the fellowship may be used to cover child care, transportation, books, and tuition, all of which contribute to the recipient’s success in pursuing graduate studies. American Fellowships, founded in 1888 as AAUW’s oldest and largest funding program, supports women scholars who are completing doctoral dissertations, conducting postdoctoral research, or finishing research for publication. Since the inception of the fellowship, AAUW has awarded almost $100 million in fellowships, grants, and awards to over 12,000 women from more than 130 countries.

Dr. Tafari expresses how she felt upon being selected and how the grant will support her scholarship. She commented, “I was thoroughly humbled and honored when I learned that I had received the 2014-2015 American Fellowship Publication Grant.

D r. Dawn Tafari This grant gave me the opportunity that I needed to really focus on preparing my research for publication as I work to increase the scholarship on hip-hop feminism and Black male teachers alike.” Dr. Tafari describes herself as “an activist working for change in education and in the community.” Her research interests are varied and include such areas as black boys in public schools, black feminist thought, black male elementary school teachers, critical race theory, hip-hop feminism, and Kwanzaa as an act of resistance and change. Her passions are, obviously, education, but also include the arts and culture. She uses her interests as a way to translate theory into practice.

Gloria Blackwell, AAUW’s vice president of fellowships, grants, and global programs, refers to the fellowship as a “lifechanging” award. As a fellow, Dr. Tafari joins an impressive group of researchers, scholars, authors, social entrepreneurs, and Nobel Prize winners who have used AAUW funding to advance equality for women and girls. Among American Fellowship alumnae are Nobel Prize-winning scientist Marie 26

Curie and psychologist Joyce Brothers. Astronaut Judith Resnik used her fellowship to complete a dissertation on chemical engineering and subsequently became a Challenger astronaut. Susan Sontag, critical essayist, novelist, and human rights activist, earned a National Book Award for her work.

Melissa Harris-Perry, a 2001–02 fellow, is host of The Melissa Harris-Perry Show on MSNBC, a columnist for The Nation, and, as of fall 2014, professor of Politics and International Affairs at Wake Forest University. Other alumnae include youth expert and author Rosalind Wiseman and social entrepreneur Jane Chen. This year, awards total $3.7 million, which are distributed to over two hundred scholars, research projects, and programs that promote education and equity for girls and women.

AAUW is a nonpartisan, nonprofit organization with more than 170,000 members and supporters across the United States, as well as 1,000 local branches and more than 800 college and university partners. n Sources: AAUW press release

http://www.aauw.org/article/2014-15-new-fellows-and-grantees/

http://www.aauw.org/what-we-do/

educational-funding-and-awards/american-fellowships/ www.aauw.org

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PROJECT PASS SHINES Vicki Grant, Academic Success Counselor, University College and Lifelong Learning

Just prior to fall 2013 semester exams, the members of Project PASS (Peer Advanced Success Strategies) were studying, collaborating, visiting the library, and otherwise preparing to complete the final phase of their semester’s work. Amidst all their preparation for finals, they also found the time to conduct two community service projects, both of which allowed them to brighten the spirits of a number of young children in the community.

Project PASS is comprised of teacher education majors who are committed to helping their peers meet the requirements for admission to their respective teacher education programs of study. Their aim is to strengthen the foundation upon which to build teaching skills and to cultivate the dispositions expected of effective education professionals.

In one community service project, Project PASS members designed individualized Christmas cards for young patients at Duke Children’s Hospital.

This project was selected because the son and a cousin of one of the members were hospitalized there. Miracle Woodberry, vice president for Project PASS, had met numerous young patients on the hospital wards and delighted in seeing them smile. She concluded that she and other members of Project Pass could brighten these children’s smiles during a time of the year when many other children their ages were spending the holidays at home with their families.

Since these children were confined to the hospital and might miss the chance

to go home for the holidays, Project PASS members made holiday cards and had them delivered to the hospital’s Children’s Volunteer Coordinator, who made sure the cards, along with a teddy bear, were presented to the children on Christmas Day. Project PASS Members also participated in the WSSU Angel Tree project. They purchased suggested items for their “angel,” a six-year-old boy whose name had been selected from among the angels on the university’s Christmas tree. Their gifts included clothing, shoes, activity books, and toys.

Project PASS met its organization’s goal to make the holiday brighter for several children. n

STUDENT EDUCATORS HOST PRESIDENT OF STATE TEACHERS ASSOCIATION voting for those who support public education. He also recomIn November 2014, students in Dr. Dawn Tafari’s EDU 2301 mended that students become members of SNCAE. Ellis chalclass, Special Issues in Educating Black Males, hosted “A lenged those who plan to become teachers Conversation with Rodney Ellis, President to avoid posting countless classroom of the North Carolina Association of Educators.” Although his topic was billed behavior rules, since students know rules as “Advocacy for Black Males Within and are to be followed and/or broken, suggestBeyond the Classroom Walls,” his remarks ing instead four comprehensive rules that covered a plethora of issues: classroom cover every possible behavior: be on time, management practices that result in high be prepared, be respectful, and be responsible. He said during his tenure as a teacher suspension rates among children of color; at Atkins Middle School (now Winstonthe school-to-prison pipeline — which SNCAE of ficers: Olivia Hester, Salem Preparatory Academy), he never he said is “real”; school funding inequi2015 senate representawrote a disciplinary referral on a student in ties — also strikingly “real,” especially for tive; Joshua Sermon, 2015 coany of his classes. He said he treated them children of color; the need for teachers to president; Rodney Ellis; with respect, looked and behaved like the be strong advocates for children who are Stephanie Kimball, 2014 coprofessional he is, showed them that he not served well by their schools; recent president (outgoing); and Jessica cared, and modified his teaching strategies political moves to sanitize high school Neal, 2015 co-president every day to accommodate the learning history course content; and other chalneeds and interests of his students, includlenges facing public education in North ing rapping, stepping, and singing. He said his students’ readCarolina and the nation. Mr. Ellis’ visit was sponsored by the ing scores improved because he allowed them to select books WSSU chapter of the Student North Carolina Association of Educators (SNCAE). He urged students to become involved that were of interest to them, not simply the books that someone else thought they should read. n in the political process by learning about candidates and T H E

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ARE YOU READY FOR THE SPORT INDUSTRY? Dr. Dennis Felder, Program Coordinator, Sport Management

After at

almost

30

years

Winston-Salem

State

University, I consistently hear students say, “I want to major in Sport Management.” My response is, “Why?” Often, the response is, quite simply, “I

love

sports.”

My

com-

ment to this is, “AND?”

While

it is important to have a passion for one’s work, a love of sports by itself is not enough to D r. D e nnis Felde r

ensure

a

happy and productive

career

in the sport industry. I give this example to make sure students understand: There were over 100,000 fans at the last Super Bowl game in New Orleans. They included lawyers,

doctors,

teachers,

coaches, administrators, athletics directors, and countless others. So, “what’s love got to do with it?” Merely loving sports is not enough.

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Then, I ask a hypothetical question: “After receiving your bachelor’s degree in Sport Management, what types of job choices are available to you?” The sport industry is popularized and glamorized in all types of media, so it is no wonder that many of today’s youth want to become a part of it. They see the opportunity to interact with big-name athletes, make a sizeable income, travel all over the world, and enjoy countless other perks as a sport professional. It’s not surprising that some students know so little about the intricacies of sport management.

To help broaden their understanding, I require all prospective Sport Management majors to read and sign the department’s professional dispositions contract, which entails professional behavior, principles and ethics, and advocacy. Once it’s clear students wish to commit to becoming a major, I ask them to also read and sign the Sport Management program’s specific dispositions, which include meeting GPA requirements, annual conference attendance, participation in all academic advisement activities, demonstrating professional communication skills and behavior, participation in mock interviews, and attending weekly majors meetings at 7:00 a.m.

Even after signing the above contracts, there is still no guarantee that students will follow these requirements. They must want to put in the time. I know we are on the right track by requiring students to adhere to all program expectations, even though they sometimes balk at certain requirements or sometimes change their major. We believe it is important to hold students to a standard. Ashley King, a May 2013 graduate who started out majoring in Sport Management but changed her major, commented that there is a “method to the madness.” She notes, Even though I changed majors on you, I wanted to let you know that without the foundations you provided/instilled, I probably wouldn’t be where I am at this moment! While I was finishing up school last year, I was working third shift . . . . That meant being at work from 7:00 p.m. to 6:00 a.m. and then going to my first class at 9:30 a.m. Yes, I did this for an entire senior year and still passed cum laude!!

Upon settling into post-graduation life, I pushed myself a little further and applied for an analyst position with the company. The [required] mock interviews couldn’t have prepared me any better. Not only did I get the job (which came with a promotion and pay raise) but also the opportunity to pursue graduate school. . . .

But, the best thing was [that] I was informed that the interview was flawless — almost as if I had practiced a few times before!!

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MOVIE NIGHT WITH THE DEAN

So, in retrospect, I suppose I owe you a BIG THANK YOU because there is a method to your madness that truly does prepare your students for success after college!

P.S. Real-life jobs actually require you to be at work at 7 or 8 in the morning, so to all students that don’t understand the Wednesday [majors] meetings, waking up early one day a week was a “piece of cake.” I would trade anything to be able to have to wake up early only ONE day out of the week! Thanks for the countless laughs, lessons, and tough love!

It is my hope that students will realize early in their academic career that the sport industry represents one of the largest and fastest-growing industries in the United States and the world.

This accelerated growth has fueled the continued desire of many individuals to pursue a career in the sport industry.

The high demand for skilled applicants is the driving force for our faculty to make sure candidates can demonstrate these qualities upon graduation: computer proficiency, creativity, communication and interpersonal skills, problem-solving ability, critical thinking, and the ability to multi-task.

During the 2013-14 school year, Dr. Denise Pearson, senior associate dean of the Faculty of Education (then dean of the School of Education and Human Performance), hosted three sessions of Movie Night with the Dean. This event is an opportunity for students and faculty to explore current topics in education, most especially those with a “social justice” theme. It helps put into action the teacher education program’s conceptual framework theme: WSSU is committed to the preparation of school personnel who effectively model social justice in a diverse 21st century learning community.

The themes from the first movie, Finding Forrester, led to some students’ discussion of their own reticence in high school to reveal their intellectual abilities, lest they be seen as trying to be “better” than their friends or accused of “acting white.” Others shared some of their own high school experiences in which they felt teachers had doubted their abilities, failed to challenge them, and demonstrated, subtly or otherwise, that they were not “college material.” Some talked about their need to improve on their own writing — and reading. The personal challenge of living in two different worlds was also mentioned by students who have to negotiate the intellectually challenging collegiate environment with life in their respective communities that may require them to sometimes switch roles so that they fit in.

The second movie, The Inevitable Defeat of Mister and Pete, was scheduled because it had been selected by First Lady Michelle Obama for screening at the White House last January. As powerful as the campus showing was in portraying some of the challenges faced by children who live in poverty, even more poignant

After all this, some students will still opt for another major, as not everyone is “cut out for” the sport industry. For those who are, they are able to “Depart to Serve” in one of the most exciting careers available. n

D r. Pe a r so n we lco ming stu d e nt s to f ir st M ovie N ight .

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MOVIE NIGHT WITH THE DEAN D r. M ich a e l M c Ke nzie

was the discussion that followed. One student commented at the outset of the discussion period, “That was me.” Students talked about parents who were addicted to drugs and/or incarcerated, having had to fend for themselves, and receiving little support during their schooling. In talking about their past, students expressed great empathy and compassion for the challenges facing many of today’s inner-city youth. They talked about how it felt being in school, the types of teachers they had, the lessons they learned, and the conviction they had made to ensure a better life for themselves and their communities.

The final movie was 40 Years Later: Now Can We Talk?, which is a documentary about the first African American students to desegregate the then all-white high school in Batesville, Mississippi. It highlights the conversation the producer had with each group separately and the one that they had face-to-face — 40 years later. Several movie attendees recounted their own experiences as the first, only, one of two, or one of just a few African American students at formerly allwhite high schools. One shared her civic awakening after a visit to her home by one of the members of the Greensboro Four, which emboldened her to become an activist for social justice. There was discussion about challenges African American students face when enrolling in honors classes, with their intellect sometimes being questioned by teachers and taunts from peers for “trying to be white.” The documentary showed the power of communication and its ability to heal wounds, even wounds that had lay dormant for 40 year, having first festered during a time when speaking out, regardless of one’s race, could bring serious, lasting, and sometimes fatal repercussions. Movie Night continues with the selection of additional movies that enable students to look at societal issues and examine social justice themes, identify their own place in the world, and contemplate their role and responsibility to help ensure that all people are treated fairly, starting here as students at WSSU and carrying what they learn into the larger society as they operationalize what it means to “depart to serve.” n

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D r. J esse Pit t sley

Dr. Cynthia Williams Brown, chair of the Department of Health, Physical Education, and Sport Studies, is Winston-Salem State University’s 2014 Cedric B. Rodney Distinguished Service Award recipient.

Dr. Dennis Felder, associate professor in the Department of Health, Physical Education, and Sports Studies and coordinator of the Sport Management program, participated in the Elon Law Review symposium convened “to provide an interdisciplinary discussion of current issues facing collegiate athletics, from a legal, sports management and student-athlete perspective.” Dr. Felder is also WSSU’s NCAA compliance coordinator.

Dr. Paul McAuley, associate professor of Health Education, received national media coverage on a paper published in Diabetes Care [http://www.ncbi. nlm.nih.gov/pubmed/24062333]. The article is available at http://www.dailyrx.com/prediabetes-patients-who -were-fit-were-more-likely-live-longerno-matter-how-heavy-they-were Dr. Michael McKenzie, associate professor and chair of the Exercise Physiology Department, was awarded Fellow status by the American College of Sports Medicine (FACSM). He has co-authored the following articles: “Oxidative Stress and Inflammation Following Aerobic Exercise: Role of Ethnicity” in the September 2014 issue of the International Journal of Sports Medicine, and “Effects of 1 Month of CrossFit on Markers of Aerobic Fitness, Anaerobic Fitness, and Traditional CrossFit Lifts” in Volume 46 of Medicine and Science in Sports and Exercise. He co-presented on the “Effects of CrossFit on Markers

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S P OT L I G H T O N FAC U LT Y D r. A m a n da A . Price

D r. Kevin Rit sch e

of Fitness in Males” at the Southeastern American College of Sports Medicine Annual Meeting in Greenville, SC in February 2014.

Dr. David Peay, adjunct faculty in the Department of Education, has received the Founders Award from the Psi Phi chapter of Omega Psi Phi Fraternity, Inc. Drs. Jesse Pittsley, associate professor of Exercise Physiology, F. Aysel Kavas, associate professor and coordinator of Health Education, and Cynthia Williams Brown, chair of the Department of Health, Physical Education, and Sport Studies, made a presentation on “Health-Promoting Lifestyle Profile II (HPLP-II) Scores Before and After a 12-week Health Awareness Program for AfricanAmerican Women” at the Southeastern College of Sports Medicine Annual Meeting in Greenville, SC in February 2014.

Dr. Amanda A. Price, assistant professor of Exercise Physiology, was selected for the Inaugural Health Equity Research Opportunity (HERO) Fellowship by the Maya Angelou Center for Health Equity and appointed to serve as an adjunct assistant professor for the Translational Science Institute at Wake Forest University School of Medicine. Dr. Price also made a presentation on “The Relationship between Anthropometric Measures, Physical Activity, and Eating Habits in Female College Freshmen upon Entering College” at the International Society for Body Composition Research Symposium in Cascais, Portugal; the presentation also appeared in the European Journal of Clinical Nutrition (Supplement),

2014. Dr. Price co-presented the “Effects of a Translational Educationbased Intervention on Health Habits and Weight Maintenance in College Freshmen” at the American College of Sports Medicine Annual Meeting in Orlando, FL; this presentation also appeared in Medicine and Science in Sports and Exercise (Supplement), 46, 2014.

Dr. Kevin Ritsche, assistant professor of Exercise Physiology and head baseball coach, received the 2014 CIAA Coach of the Year and the 2014 C.E. Gaines Coach of the Year awards. He is also co-author of the following articles: • “Exercise-Induced Growth Hormone during Acute Sleep Deprivation" in the October 2014 Physiological Reports • “The Relationship Between Exercise-Induced and NonStimulated 24-Hour Growth Hormone Release” in Volume 17 of the Journal of Exercise Physiology Online, and • “The Effects of Sprint Training on Growth Hormone Secretion and its Relationship to Lean Body Mass and Ethnicity in the December 2014 issue of the Journal of Exercise Physiology Online.

Dr. Dawn Tafari, adjunct faculty in the Department of Education, participated with Dr. Corey Walker, dean of the College of Arts, Sciences, Business, and Education, and Dr. Russell Smith, assistant professor of Geography, in a discussion following the screening of the movie Inequality for All on November 18.

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Five Department of Education faculty and the senior associate dean of the Faculty of Education made the following presentations at the International Conference on Urban Education (ICUE) in Montego Bay, Jamaica in November 2014: Mrs. Fran Oates and Dr. Dawn Tafari, both adjunct faculty: “Walking the Talk: The Unique Challenges and Opportunities of Teaching Social Justice at an HBCU”; Dr. Kim Pemberton, assistant professor, “Building a Literate Community: 1 Book, 1 Child, 1 Family at a Time”; Dr. Pemberton and Dr. Beth DayHairston, associate professor and chair of the department, “Cultural Competence: Inclusion at Its Best”; Dr. Tafari and Dr. Cherrel Miller Dyce, assistant professor of education at Elon University, “Working Towards Black Male Success: Inside and Outside the School Building”; and Dr. Dyce, Dr. David Peay, adjunct faculty, and Dr. Denise Pearson, senior associate dean, “Bridge over Troubled Waters: Can Single-Gender Classes for Black Males Close This Educational Chasm?”

Fro nt: D r. C . Dyce , D r. G e n eva G ay, p rofesso r of e d u c atio n , U nive r sit y of Washingto n S e at tle; Re a r : M r s . Oates , co nfe re n ce pa r ticipa nt , a n d D r s .

Day- H air sto n , Pe m b e r to n , a n d Taf a ri

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ALUMNI SUMMER SWIMMING RENEWAL CLASS PAYS OFF Connor TeVault, a participant in the summer swimming renewal class at WSSU, reports that he had several successful rescues at

Brianca Alston, spring 2013 Birth through Kindergarten Education, is a kindergarten teacher at North Hills Elementary School in Winston-Salem.

Darryl Fields graduated in 2009 and completed the Physical Education Teacher Education program in 2014; he is now a physical education teacher at Konnoak Elementary School in Winston-Salem, NC.

a Rhode Island beach during summer 2014

Christopher Graham, 2012 Physical Education, completed his master’s degree at the University of North Carolina at Greensboro in 2014 and is now the Assistant Director of Greek Life in the Dean of Students office at Florida State University in Tallahassee, FL.

as a result of his participation in the class. In addition to a number of rescues due to “big waves and rip tides,” Connor and his team helped save a man’s life. When they pulled him out of the water, he was not breathing, had no pulse, and his skin color had turned gray as a result of his having had a heart attack in the water. The rescue team, of which Connor was a part, was able to restore both heartbeat and breathing before the ambulance arrived. Connor’s mother sent a note of thanks to Charles Schoderbek, instructor and pool manager in the Department of Health, Physical Education, and Sport Studies, for his “solid instruction of lifesaving, CPR, and the addi-

Kayla Kimber, 2013 Elementary Education, presented reflections Ch ristop h e r G ra h a m from a first-year teacher at the 2014 Winston-Salem Forsyth County Schools PROMISE Banquet.

She teaches first grade at North Hills Elementary School in Winston-Salem.

Setoria Moore-Williams, 2013 Elementary Education, received the Rookie Teacher of the Year Award from Wiley Elementary School in Guilford County, where she is a fourth grade teacher in a single-gender/all-male classroom.

Michael Morris, 2014 Physical Education, is a physical education teacher at Baskerville Elementary and Fairview Elementary Schools in Rocky Mount, NC. Doriece Pittman, spring 2012 Birth through Kindergarten Education, is a kindergarten teacher at North Hills Elementary School in Winston-Salem.

tional wisdom of your years of experience.

Your work has now contributed to lives at the beach 1300 miles away.” She stated that Connor said he heard Mr. Schoderbek’s

Latessa Sharpe, 2012 Elementary Education, is a second grade teacher at North Hills Elementary School in Winston-Salem.

instructions “in his head as they performed CPR and used the AED [automated external defibrillator], and he was able to calmly go through the steps and guide the team of

NEWS

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three lifeguards through a successful save.”

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CORPORATE SPONSORS AND DONORS January – December 2014 The Faculty of Education gratefully acknowledges the donors who made financial contributions to the Faculty of Education (formerly the School of Education and Human Performance) between January and November 2014. We appreciate the generous support of our alumni and friends. We continue to make every effort to ensure the accuracy of this donor list. Please contact 336-750-2184 if you are aware of any omissions, corrections, questions, or concerns about the list.

Ms. Betty Acey Alexander (75) Mr. Cephus N. Archie (54) Dr. Gwendoline Ayuninjam Mr. Larry W. Bennett, II (06) Drs. Michael and Carolynn Berry Mrs. Renee Berry Mrs. Minnie Louise Harris Boyd (55) Mrs. Cynthia W. Brown Mrs. Susan L. Bryant (54) Ms. J. Casey Mr. & Mrs. James and Gloria DeVane (59) Coleman Mrs. Clementine S. Cone Mr. & Mrs. Bill and Michelle Cook CVS Corporation - CVS Pharmacy, Inc. Mrs. Lucille T. Daniels (54) Mr. Aaron Davis Mrs. Olivia G. Day Dr. Beth Day-Hairston Ms. Clara E. Debnam Dr. Lozelle J. Deluz (52) East Tennessee Foundation Mr. & Mrs. Cleveland (60) and Marlene Ellison Dr. James S. Etim Exodus United Baptist Church Dr. Dennis Felder Mr William Alvin, Goodlett, Jr (2010) Mrs. Blondelle B. Grant (54) Mrs. Gloria Hairston (70) Mr. Gregory C. Hairston, Sr. (83) Mr. & Mrs. Peyton T. Hairston, Jr Estate of Peyton Hairston, Sr. (54) Dr. Clay E. Harshaw Mrs. V. Madge (54) Haynes Mr. Benjamin F. Henderson (60) Dr. Gregory D. Henderson Dr. Glen Holmes Ms. Vickie L. Howard Dr. Madu Ireh Mr. James R. Jarrell Mrs. Vivien O. Johnson (57) Mrs. Jeanie Williams Joyner (54) Mrs. Ericsteen J. Lash (60) Mr. Charles B. Lewis (60) Ms. Linda A. Long Mr. Winslow Lowery Dr. Francine G. Madrey Mrs. Barbara J. C. Manning (60) Dr. Chad D. Market

Mr. Franklin S. McCarroll (62) Ms. Barbara W. McCracken (64) Mr. & Mrs. Wilbert (56) and Claudette (57) McIntyre Dr. Michael McKenzie Mr. David L. Meadows (55) Mr. Perry D. Mitchell Ms. Virginia B. Moore (54) Mr. & Mrs. Charlie and Barbara (60) Morris Ms. Willette Nash Mr. Albert L. Newton (70) Ms. Fran Bates Oates Ms. Crystal Oglesby Mr. & Mrs. John and Eleanor Organ Dr. Denise Pearson Ms. Mary A. Prater Ms. Yolanda D. Pittman (95) Dr. Colleen P. Ramsey Mr. Willie G. Richardson (62) Dr. Shawn A. Ricks Mrs. Seresa M. Smith (81) Dr. Cynthia Stanley Ms. April N. Summers Ms. Rossi Jenell Wade Mrs. Verniece S. Walkes (54) Mrs. Vera C. Walters (54) Miss Krystal Mashay Watkins (2013) Mrs. Betty T. Werts (74) Mrs. Pearl G. White (54) Ms. Hope L. Wilkins (2001) Mr. Donald Leon Williams Winston-Salem Foundation WSSU Class of 1956 Endowed Scholarship WSSU Kimberley Park Alumni Chapter WSSU National Alumni Association Dr. Lynn Zubov

EDITOR'S NOTE: The former School of Education and Human Performance (SEHP) is now The Faculty of Education, which — as of July 1, 2014 — along with the School of Business, merged with the College of Arts and Sciences to become The College of Arts, Sciences, Business, and Education, or “The College.” The former Department of Exercise Science, which was a part of SHEP, is now the Department of Exercise Physiology and has moved to the School of Health Sciences. Exercise Science articles are featured in this issue because that department was a part of SEHP during the 2013-14 academic year, which this edition covers.

The Faculty of Education expresses special thanks to Garrett Garms, university photographer, for photos; to Winston-Salem Forsyth County Schools for photos and story; and to Sarah Hinshaw, graphic designer in Marketing/Communications at WSSU, for assistance and support with this publication.

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E D U CE R E : TH E MAGA Z I N E O F TH E FACU LT Y O F E D U CATIO N Winston -S ale m State U nive rsit y Th e College of Ar t s , S cie nces , B usin ess and Educ ation 6 01 S . M ar tin Luth e r K ing J r. D rive 2 37 Ande rson Ce nte r Winston -S ale m , N C 27 1 1 0 - 0 0 01

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