Educere Magazine - Spring 2012

educere SPRING 2012 :: Issue 01

M AGA ZINE

f r o m the S ch o o l o f E ducati o n and H uman P er f o rmance

Inside this issue

THE SCHOOL OF EDUCATION AND HUMAN PERFORMANCE

2011 ALUMNI ACHIEVER AWARD RECIPIENT NC QUEST: WSSU IS MAKING A DIFFERENCE

P. 14

Mothers and Daughters 2gether We Can! Project P. 26

Spring 2012 :: Issue 01

SCHOOL OF EDUCATION AND HUMAN PERFORMANCE

u n d e rg r ad uate an d g r ad uate p ro g 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)

SCHOOL OF EDUCATION AND HUMAN PERFORMANCE tr aditi o nal , y e t i n n ovative

Student Centered

Developing Professionals for 21st Century

Responsive

Excellence is the Norm

Leader

Reflective

Collaborative with the Community

Experiential Learning

Academically Rigorous

Respect for History

Visionary Change Agent

Growing

Committed

Creative

EDUCERE

M

of Contents

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table

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Dean’s Message

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School of Education and Human Performance P.4

2011 Alumni Achiever Award Recipient

pg. 26

Steps to a Healthier Heart P.16

P.5

Racing to the TOP P.17

Sooner Than I Thought!

Perspectives of an International Student P.7

Developing Future Leaders in the Field of English Education P.8

P.10

Fostering Effective Teaching Through Support P.11

W hat’s BMI Got To Do With It? P.12

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Healthy Active Adults Day P. 23 R.M.T. Real Men Teach Travel P. 24

Winston-Salem State University Hosts Winston-Salem Preparatory Academy (WSPA) in Summer Enrichment Program P. 29 Spotlight on Rehabilitation Counseling Candidates P.30 Elementary Education Headlines P.33

Cracking the Code P.34

WSSU is Making a Dif ference P.14

E D U C A T I O N

Reflections of Motorsports Management Students P. 22

Corporate Sponsors and Donors P.34

NC QUEST:

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Dropping Everything P. 21

Mothers and Daughters 2gether We Can! Project P. 26

Empowering Girls

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Three Generations of Motorsports Professionals P. 20

P E R F O R M A N C E

We Remember P.37 EDITOR: Francine G. Madrey, Ph.D. Professor of Education and Associate Dean School of Education and Human Performance

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a message from MANUEL P. VARGAS, DEAN

Dean’s Message S C H OO L OF E D U C A T I O N A N D H U M A N P E R FO R M A N C E

W

e are delighted to present the third issue of Educere, an annual publication of the School of Education and Human Performance (SEHP). In preparing for this issue, we invited faculty, staff, and students to make the magazine’s cover by writing a story of their choice. We were pleasantly surprised by the number of entries we received. And while we did not select a specific theme for this issue, as we had previously done, the common threads that bind these stories together will be apparent to the reader.

Our school’s positive impact is not limited to urban settings, where most of the above outreach activities took place, but also to rural North Carolina. The NC QUEST story, written by Edwin Bell, who also works with a charter school in Winston-Salem, describes collaboration between our faculty and the teachers and principals at two Mt. Airy schools in rural North Carolina. This story also highlights the teamwork between SEHP faculty, faculty from the College of Arts and Sciences, and staff from the Center for Excellence in Teaching and Learning.

For example, in reading about Shirley C. Kindle, an SEHP alumni award recipient, we learn how her ordinary deeds had an extraordinary impact on many youngsters who came through her health and physical education classes, as well as benefited from her basketball coaching skills. Khalid Ibrahim has definitely exerted a positive influence on fellow graduate students and people who have come in contact with him. I can only imagine the influence that this young scholar will have on people and communities when he returns to his native Iraq. Not only has our campus community influenced Khalid, who came from abroad, but the overseas world and universities across the country have also had a meaningful influence on our students. Such are the cases of Harvey Long, who spent an academic semester in London, England; Chris Graham, who traveled to France along with faculty and students from the Motorsports Management program, for a summer internship; and Margaret Herder, who completed a summer institute at Mississippi Valley State University.

Beth Day-Hairston describes a unique partnership between Winston-Salem State University and the Winston-Salem/Forsyth County Schools specifically designed to provide summer enrichment opportunities for prospective college-bound students. In addition, Day-Hairston describes the unique influence that “Mothers and Daughters 2gether We Can” has had on a group of elementary school girls and their mothers.

The reader will also learn how the GEMS (Girls Empowered by Math and Science) program has had a positive influence on a special group within the student population. This program encourages girls to break away from traditional expectations and embrace the study of science and mathematics. The FETTS (Fostering Effective Teaching through Support) program has been developed to advance in-service teachers’ professional development. Denise Johnson, lead faculty behind GEMS and FETTS, has focused her energies on promoting the study of mathematics in the local school system; read more about her in “Cracking the Code.”

Nutrition and health issues are becoming frequent topics in faculty research projects. Quite often, these findings help us dispel misconceptions and heighten awareness about wellness, especially in the African-American community. Paul McAuley’s story helps us set the record straight about body mass index (BMI) and contributes to our knowledge about the implications of weight on one’s health.

Cynthia Williams Brown’s STEPS for a healthier heart addresses a culturally appropriate and gender-specific program designed to empower women to take greater personal responsibility for their health. Michael McKenzie describes why one of his students selected a health fair for senior citizens as her internship project.

As you continue through the pages of this issue, you will not miss exciting stories and colorful pictures about the Motorsports Management program. We conclude this issue with a spotlight on Rehabilitation Counseling candidates, whose personal stories provide a glimpse of the type of students who make the SEHP an exciting learning community and who exert a positive influence on and off campus.

I trust that you will enjoy reading and telling these stories, share your feedback with us, and continue your support of the SEHP.

MANUEL P. VARGAS, DEAN

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2011

SCHOOL OF EDUCATION AND HUMAN PERFORMANCE

Alumni Achiever Award Recipient

Cynthia Williams Brown, Chair, Department of Human Performance and Sport Sciences

Mrs. Shirley Clavon Kindle, a 1968 Bachelor of Science graduate in Health and Physical Education, was honored during the 2011 Homecoming as the School of Education and Human Performance Alumni Achiever Award recipient. The Alumni Achiever Awards, sponsored by the Office of Alumni Relations, are presented annually to recognize alumni who meet the criteria of notable career accomplishments, service, or work in the community or for Winston-Salem State University. Each school/ college nominates a recipient, and all four are honored during the annual Founder’s Day Convocation.

M rs . S hirley Clavon K indle

Mrs. Kindle, a soft-spoken and humble individual, has lived a life of service to her profession, to children, to Winston-Salem State University, and to the larger community. Mrs. Kindle says, “I have spent my life striving very hard to incorporate the motto of Winston-Salem State University into my everyday life. I did enter to learn and when I departed, I purposely began to serve humanity to the best of my ability.” She began service to her profession as an organizer of the Health and Physical Education Club (now the Physical Education & Exercise Science Majors, or PEM, Club) and as a presenter at the North Carolina Association of Health, Physical Education and Recreation Conference. She was the first African American recipient of a scholarship sponsored by the association. Upon graduation from WSSU, Mrs. Kindle became an instructor of physical education in Cleveland, Ohio. While in Ohio, she pursued graduate studies focused on educating inner city youth. Upon her return to North Carolina in 1971, she enrolled at North Carolina Agricultural and Technical State University, where she received her master’s degree in Secondary Education, with a concentration in Physical Education, in 1973.

Mrs. Kindle has served as a physical education instructor at two high schools and two middle schools in the Winston-Salem/ Forsyth County Schools system. She mentored children at Paisley High School while serving as the coach for girls’ track, volleyball, softball, basketball, tennis, and drill teams. From 1984 to 1985, she was a teacher and the girls’ varsity basketball coach at Reynolds High School, where she became the first female African-American high school basketball coach in the school system. She continued continued on page 6

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Pic ture d Lef t to Right: D r. Cynthia Willia ms B rown , Chair, H uman Pe r forma nce and S por t S cie nces , S hirley K indle , 201 1 Alumni Achieve r Award Re cipie nt, D r. M anuel P. Va rgas , D ea n .

teaching and mentoring in her new position as intramural director at Paisley Middle School and later as athletic director and intramural director at Northwest Middle School, where she worked until retirement. During her career, she earned the distinction as the Teacher of the Year at Paisley Middle School (1989-1990) and twice at Northwest Middle School (1993-1994 and 2008-2009).

Mrs. Kindle says that for as long as she could remember, she had wanted to teach physical education and coach. Growing up in Winston-Salem, she always knew she would attend WSSU. Studying under WSSU legends such as Clarence “Bighouse” Gaines, Marcelene Scales, and Viviane Conley, Mrs. Kindle observed firsthand their passion for the teaching profession.

“It encouraged me to have that same passion and respect for teaching health and physical education. When you have a passion for your career, it makes life much easier and extremely enjoyable. I think that my co-workers developed an appreciation for what I did because they saw the love that I invested.

Mrs. Scales and her family became extended members of my family. She and her husband were godparents to our daughter – all because of her dedication to helping me become the teacher I am today.” Dr. Cynthia Williams Brown, Chair of the Department of Human Performance and Sport Sciences, described Mrs. Kindle as someone who has demonstrated WSSU’s motto by serving her community. She commented, “Mrs. Kindle has used the strong foundation provided by WSSU and has continually provided support to HPSS and the Physical Education program by mentoring student teachers and students in field experiences. She truly embodies the WSSU motto of entering to learn and departing to serve.”

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Although retired, Mrs. Kindle continues to serve children by working part-time to create and design the curriculum for the Academic Character Education Enrichment (ACE) Academy at Northwest Middle School, which she also coordinates. The ACE Academy had such positive results that Mrs. Kindle was motivated to make presentations about the Academy to her colleagues at the Winston-Salem/Forsyth County Middle School Conference and at the North Carolina Principals’ Conference. Mrs. Kindle also serves on the Proactive Committee for At-Risk Students for the WinstonSalem/Forsyth County Schools system and is a member of the North Carolina Health and Physical Education Association, the Forsyth County Association of Educators, and the North Carolina Association of Educators.

As a proud Ram, Mrs. Kindle served the university throughout her 35-year teaching career by mentoring WSSU student teachers in the local school system. She continues to support the university through annual giving to scholarship and athletic programs. Mrs. Kindle also educates and mentors youth through her work at Goler Memorial AME Zion Church, where she serves as youth director and Sunday School teacher.

At Goler, she also organizes annual college retreats, summer reading programs, and mission projects, and she serves as a member and major contributor to the Arthur Jarrett/Nannie Kemp Scholarship Committee.

Mrs. Kindle is the daughter of the late Nathaniel and Clara Clavon and the widow of Horace Kindle. She has two children, Dr. Kesi Kindle-Suersin and Kevin Kindle, and two grandchildren, Joshua and Zuri. n

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SOONER than I thought!

PERSPECTIVES OF AN INTERNATIONAL STUDENT Khalid Ibrahim, English as a Second Language and Applied Linguistics Program When I first planned to pursue my graduate degree in the Teaching of English as a Second Language and Applied Linguistics program at Winston-Salem State University, my biggest hope was to equip myself with enough knowledge and build a large body of theory in order to become the kind of professional teacher that I had had difficulty finding in my high school in Iraq. I started seeing my dreams become a reality as soon as I was admitted into the master’s degree program at WSSU. However, I never thought that the program would have such an immediate positive and enriching impact on my professional development. All I was

K halid Ibra him

hoping for was that the program would benefit me in the long run, say, at least six months after graduating. To my great surprise and benefit, I have already started using the knowledge I have gained from this program. In spring 2011, I applied for a part-time online Arabic language teaching job, the requirement of which was to have knowledge and experience in designing, administering, and analyzing multiple-choice tests. The application was approved as soon as the employer realized that I am completing the final requirements of my testing, assessment, and evaluation class project, which was designing and administering such a test and analyzing its results.

My graduate program proved to have even further benefit when I received an invitation from the University of North Carolina-Greensboro library two days later asking me to present and talk about some of the cultural differences that international students from Iraq and Saudi Arabia bring into the university environment in the United States. The purpose of the discussion was to pinpoint cross-cultural differences that sometimes cause misunderstandings and hinder Arabic- speaking S C H O O L

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students from achieving and reaching their full potential. I discussed how our culturally inherent assumptions cause us to see only what we believe to be right and refuse to understand others’ opinions and positions, which might be equally right. This sad reality results in conflicts in various aspects of our lives. These were just few aspects of what I learned from the Language and Culture in an ESL class I took this spring semester. I was able to apply this information to my own situation, which facilitated my discussion with the UNCG library staff. I perceived that many were amazed to realize that the difficulty some international students face in their educational endeavors in the United States are not based on their

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unwillingness to learn about the local culture but are, instead, merely the results of their cultural unawareness.

I felt a great sense of achievement after those two experiences, for I found myself already making a difference, the kind of difference that I had previously thought would not be possible until after I graduated. I had perceived that I would only be able to make a difference in the lives of people in my country.

But, my joy is greater now, for I see that my graduate program is helping me to make a positive change even here in United States, even before I graduate. n

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Developing

Future Leaders in the Field of English Education Dr. Cedric Bass, Coordinator, English Education Program, and Harvey Long, English Education Major

The English Education program is proud to feature two teacher education candidates who have demonstrated a commitment to developing the knowledge, skills, and dispositions for becoming outstanding leaders in the profession.

Harvey Long is an active member of Real Men Teach (RMT), where he also serves on the executive board.

RMT prepares

male education majors to become effective teachers and leaders. This objective is accomplished through leadership development and mentoring components that support the participants’ academic pursuits.

Top image: H a r vey at Roman bath in B ath , England M iddle image: H ar vey (four th f rom lef t) with U N C H onors Study Abroad par ticipant s at Albe r t H all B ot tom image: H ar vey (on right) with U N C H onors Study Abroa d par ticipant s and facult y

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To enhance his leadership development, Harvey selected the University of North Carolina-Chapel Hill’s Honor Study Abroad program. The “Honors Semesters in London: London as a Global City” internship provides valuable educational experiences in a cross-cultural context. Students attend classes at UNC’s Winston House, which is located on historic Bedford Square and is close to the University of London.

Participants live among Londoners in a central London neighborhood, attend seminars near the British Museum, conduct research at the British Library, study from professors who reside in London, and experience the artistic, musical, and cultural treasures of the city. Harvey made a remarkable adjustment to London and gained great benefit from this experience. He described his first impressions of London, however, as somewhat frightening:

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Margaret Herder had an adventurous and enlightening summer as a fellow in the Thurgood Marshall Teacher Quality Retention Program (TQRP) Institute held on the campus of Mississippi Valley State University in Itta Bena, Mississippi in July 2011. This one-week summer institute, sponsored by the Thurgood Marshall College Fund (TMCF), offers an exciting opportunity for aspiring educators to gain experience in the application of educational theory and practice.

Teacher candidates are equipped with skills for becoming successful teachers in high-need schools and in urban and rural communities.

Sessions are held each summer and are hosted at TMCF’s member schools, which this year included Texas Southern University, Coppin State University, Mississippi Valley State University, and Prairie View A&M University.

After departing Heathrow and getting a cab, I recall asking the cabbie, “Could you take me to Bedford Square?” My taxi driver took me on a wild adventure, looping and zipping through traffic. While riding through London, I observed “foreign” cars and double decker buses, or coaches as they are called in the UK, driving along the opposite side of the road. The driver did not seem at all worried about the heavy flow of traffic.

Coming from Yanceyville, North Carolina, I had never experienced aggressive driving. The cars and buses rushed through London like blood through vessels. After arriving at Bedford Square, I realized I had given the cabbie the wrong address. Sadly, he had driven off, and I was left in the big city alone.

My first impression of London was horrid. I had no idea which way to turn. Arriving at night added to the confusion. Once I found my flat, off to bed I went. My first night in London was frightful at first, but I managed to survive.

Fortunately, the experience was not debilitating or discouraging, and Harvey used it as a learning experience. He reflected, In retrospect, my first night in London forced me to mature as an individual. Studying abroad is extremely close to being out of college and being independent. My family is not able to help me in London from North Carolina if I am lost or need advice on where to purchase groceries for the week. The UNC at Chapel Hill Honors Semester in London is by far the best decision I have made.

The opportunity to study abroad was presented to me by the Honors Program at Winston-Salem State University. Hesitant at first, I finally filled out the application and was accepted. The British Museum, National Art Gallery, and the residence of Charles Dickens are my classrooms. I have seen Sunflowers by Van Gough, an ancient Egyptian Sphinx, stolen by England during the rise of the British Empire, and early copies of A Tale of Two Cities, by Charles Dickens. In addition to academics, I have an internship at a charity organization called Teach a Man to Fish, which allocates funding to schools in Africa, Asia, and South America.

Interning has made me aware of the value of international education. As an intern, I create lesson plans for schools in developing countries, and this has been a rewarding and provoking experience.

Studying abroad and interning will make me a better educator and person. n

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During the TQRP Institute, Margaret learned the latest classroom management techniques and strategies from National Board certified teachers, who have been licensed by The National Board for Professional Teaching Standards (NBPTS). National Board certification is an advanced teaching credential that complements the state’s teacher license.

National Board certified teachers are highly accomplished educators who have met high and rigorous standards through “intensive study, expert evaluation, self-assessment and peer review.” NBPTS offers 25 certificates in a variety of subject areas – such as English Language Arts, Science, and Social Studies – and student developmental levels.

Margaret describes her experience as invaluable in her preparation as a highly effective teacher. She said she felt “fortunate to have the opportunity to meet educators not only from all over the United States but abroad as well.” n

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EMPOWERING

GIRLS “Boys are just better than girls in math and science.” How many times have these words been repeated to boys and girls, leaving girls to think that they are incapable of doing well in either subject? Winston-Salem State University has developed a program in which girls’ interest in math and science is cultivated and where girls are empowered to excel in these areas. Girls Empowered by Math and Science (GEMS) is a math and science academy for girls in grades 6-10 that responds affirmatively to the question about whether girls can really “do math and science.” This program is designed to accelerate academic achievement in the areas of science, math, technology, and education and increase the number of females choosing to enter these fields.

The goals of the academy are to foster positive attitudes towards science, mathematics, and technology, raise awareness of career and post-secondary opportunities in the areas of math, science, and technology, develop critical thinking and reasoning skills, and positively impact girls’ interest and achievement in mathematics. The GEMS program follows a rigorous core curriculum that was developed by faculty and classroom teachers. The curriculum is aligned with the North Carolina Mathematics and Science Standard Course of Study for middle and high schools.

The group’s diversity allows for a unique experience that positively impacts the lives of the participant.

Tonya Ford, Fall 2011 Graduate, Master of Arts in Teaching program

In 2008, Dr. Denise Johnson, Assistant Professor of Education and GEMS Director wrote a grant for sponsorship to the American Honda Association to create an all-girls enrichment program. The association approved the proposal in the amount of $30,000 for the first year and $32,000 for the second year. This funding enabled Dr. Johnson to establish the program with the assistance of Dr. Lynn Zubov, Associate Professor of Special Education and Assistant Director of GEMS, and a team of women faculty at Winston-Salem State University.

The program has seen steady growth since its inception.

Currently, GEMS serves approximately 58 girls, with most of them returning each year until they reach the maximum age for participation. The group’s diversity allows for a unique experience that positively impacts the lives of the participant.

GEMS offers an academic-year and a summer component that keep the girls engaged throughout the year. During the academic year, girls meet one Saturday morning each month, where they engage in STEM-E based activities and a math review. It is offered at no cost to the participants. The nonresidential week-long summer program includes activities on STEM topics, math reviews, and an overnight trip that reinforces what students have learned during the week. This component requires a nominal fee.

Parental involvement and support are key ingredients of the program and are essential in the students’ learning process.

GEMS offers a parental involvement session once every semester to keep parents engaged. More information about GEMS is available at http://myweb.wssu.edu/johnsondt/ GEMS/gems.html. n

The GEMS program offers opportunities for girls to experience topics that range from team building to global economics.

Sessions focus on such topics as nursing, biology, chemistry, robotics, sustainability, leadership development, and financial literacy. Girls engage in hands-on activities using cuttingedge technology. These activities and the team-building focus enable the girls to form lasting relationships with one another.

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Fostering Effective Teaching Through Support Dr. Denise Johnson, Assistant Professor and FETTS Program Director According to various national reports, almost one-fourth of new public school teachers leave the profession within the first three years. Schools with low academic achievement tend to have the highest attrition rates. Studies offer many reasons for this disparity, but the Fostering Effective Teaching through Support (FETTS) program has identified one important way to address this concern: select veteran teachers to serve as mentors to help orient new teachers and acclimate them to the profession. WSSU’s FETTS program is a beginning-teacher support program offered in partnership between the university and various school systems across North Carolina. It is designed to provide support to beginning mathematics teachers through virtual mentoring and ongoing professional development. Program content focuses on developing effective teaching strategies in mathematics with the aim of increasing teacher retention and student performance in mathematics.

While mentoring may be manifested in many ways and in a variety of settings, FETTS’ mentoring philosophy has three components. The first is to focus mentoring on supporting the beginning teacher in the effective teaching of mathematics. Next, building a strategic two-way learning relationship between the mentor and mentee is seen as essential to the growth of all participants. Finally, the program contends that regular, ongoing communications based on respect will yield collaborative learning experiences The teacher mentor plays an integral role in the success of this program. He or she guides the development of the beginningteacher mentee toward the effective teaching of mathematics using a variety of instructional pedagogies. Mentors provide support through mentoring and coaching in a series of special activities. Both mentor and mentee must commit to spending from one to three hours with each other monthly.

One of the most effective activities requires mentors to communicate with their beginning-teacher mentees at least once per month during the academic year to provide general support and guidance. The mentor provides non-threatening, non-judgmental support to the new teacher mentee and serves as a “sounding board” for common first-year challenges such as classroom management, assessment, and planning. The mentor also familiarizes the new teacher mentee with state/ district/school curricula and instructional guides. This includes acquainting the new teacher with the wide repertoire

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D r. D e nise J ohnson

of resources provided by the North Carolina Department of Public Instruction. The mentor also assists the new teacher mentee in completing the Professional Development Plan.

Some of the more specific hands-on activities include assisting the new teacher mentee once each semester in developing and revising four lesson plans in algebra, geometry, measurement, data analysis and probability, or numbers and operations. To help new teacher mentees enhance their practice, mentors also conduct two teaching demonstrations, which mentees observe virtually to see effective teaching in progress. Mentors conduct three non-evaluative classroom observations of the new teacher mentee in the classroom teaching lessons that they have developed jointly. They then provide feedback to the new teacher mentee as a way of encouraging continuous selfanalysis and reflection. Mentors assist new teachers in finding credible instructional resources and relevant coursework online, especially those that relate to pedagogical content knowledge and classroom teaching. Beginning-teacher mentees complete monthly journals in which they record personal reflections about their teaching experiences. Using an online blog, they share this information with their mentors and receive feedback.

New teacher mentees are excited about these opportunities that provide induction support through ongoing interaction and collaboration with a skilled mentor and engagement in continuous professional development. To ensure their success, mentees are expected to complete specific activities, and they must be open and willing to receive guidance and coaching from an experienced classroom teacher. In addition, they must participate in institutes offered during fall, winter, and spring. Mentees are also expected to communicate and interact with their teacher mentors at least once a month during the school year around specific topics designed to improve their performance. Such topics include lesson plan development, common challenges of the beginning teacher, and developing, revising, and teaching lessons on any of the National Council of Teachers of Mathematics strands.

The program includes a diverse group of teachers from Winston-Salem Forsyth County Schools, Davie County Schools, Davidson County Schools, and Elizabeth City Schools. More information about FETTS is available online at http://myweb.wssu.edu/johnsondt/FETTS/fetts.html. n

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what’s BMI got to do with it?

Dr. Paul McAuley, Assistant Professor of Health Education Department of Human Performance and Sport Sciences

In 1999, the largest study of its kind on the link between obesity and early death was published – with much media fanfare – in the October 7 issue of the prestigious New England Journal of Medicine. This impressive study of 1.46 million American adults over a fourteen-year period found that obese individuals were more than twice likely to die compared to their normal-weight counterparts of the same age and sex. At the time the results of this study were published, I was teaching health at a private high school in the Los Angeles area. As a health instructor, I thought it my duty to warn my students – particularly my African-American students, among whom obesity was more prevalent – about how dangerous obesity was to their health. Like many busy teachers, I relied on the media reports. (I still have the newspaper clippings in my files.) I meant to read the actual study, but never got around to it. But the important thing, or so I thought at the time, was to simply get the message out in hopes that my students would see the connection between obesity and early death and “change their ways.” The article lay dormant among my belongings, while I clung to the belief that obese individuals died earlier than their normal-weight counterparts.

Let’s flash forward to 2007, which was my first year as a faculty member at WSSU. I was preparing a “critical thinking” exercise for my health classes and, since the obesity epidemic was all over the news by now, I thought obesity would serve as a good topic for class discussion. On the heels of my first major publication – in the American Journal of Medicine – which examined the risk of obesity in veterans with heart disease, I was beginning to wonder whether the link between obesity and decreased lifespan was as strong as the medical establishment had asserted.

Around this time, which was eight years after its publication, I finally got around to reading the 1999 New England Journal of Medicine article that I had kept packed away. Seeing the article after all these years and having had so many more experiences, I was able to view it with new lenses. I couldn’t believe my eyes when I read the following statement – which, clearly, I had missed previously – on the very first page: “Black

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men and women with the highest bodymass indexes had much lower risks of death (1.35 and 1.21, respectively), which did not differ significantly from 1.0. The important phrase here is “did not differ significantly.” What’s BMI got to do with it?

Nothing!

That is, nothing when you D r. Paul M c Auley consider that the 1999 study had focused on Caucasians, not African Americans. In other words, the health risks of obesity found in Caucasians did not apply to African Americans! I had erroneously assumed that the results of the study applied to all individuals, without regard to ethnicity.

My discovery of the study’s findings coincided with a decision by insurance companies in North Carolina, and other states, to require policyholders to report their BMI levels. If their BMI levels were above a certain threshold, they would be assessed higher insurance premiums. My deep interest in the role of BMI levels and morbidity led to my recruitment of Samantha Hayes, a junior Exercise Science major, to work with me on a research project to explore the topic further. We decided to use data from the Veterans Exercise Testing Study (VETS), a longitudinal study begun in 1987 that now has over 10,000 participants, mostly males. Our focus was on the influence of BMI and fitness (measured on a treadmill stress test) on the seven-year mortality risk among 260 females. In light of what we already knew about BMI, Samantha and I thought our longitudinal study might shed some light on BMI in relation to other risk factors like hypertension and poor fitness.

By this time, we had collected substantial data and wanted to share it in a more public forum. We submitted an abstract for a poster presentation at the Sixth Annual Minority Serving Institutions Research Partnership Consortium (MSIRPC) Conference in Baltimore in April 2010. The proposal was accepted, and Samantha presented at the conference, winning top prize in its category! By now, Dr. Jamie Robbins, assistant professor of Exercise Science, had joined

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us in the study, which we have since expanded to include over 600 female veterans of different ethnicities.

What did we find? A woman’s fitness level, not BMI, was determined to be the predictor of her mortality risk; BMI was not found to be a significant factor.

The fact that all of these women had served in the military implied that, at least at the time of their enlistment, they had been reasonably fit and were not obese. If they maintained their fitness, even if they put on weight in their later years, they were not at risk. We think these findings are highly significant and underscore the importance of fitness.

Our hope is that this will shift the undeserved attention away from the current BMI obsession and focus more attention on fitness. The current guidelines for physical activity put forth by the American Heart Association state, “To promote and maintain health, all healthy adults aged 18 to 65 years need moderateintensity aerobic exercise (endurance) and physical activity for a minimum of 30 minutes on five days each week.” Most adults can meet this requirement with brisk walking, and it doesn’t have to be done all at once. Three 10-minute walking breaks count the same as one longer 30-minute walk.

A woman’s fitness level, not BMI, was determined to be the predictor of her mortality risk...

For additional information on starting and maintaining a fitness program, go to www.heart.org and click on “Physical Activity” under the “Getting Healthy” link or go directly to http://www.heart. org/HEARTORG/GettingHealthy/PhysicalActivity/ Physical-Activity_UCM_001080_SubHomePage.jsp For more on why BMI does not matter, see my recent editorial in the British Medical Journal at http:// www.bmj.com/content/342/bmj.d3785/reply.

Postscript: Samantha Hayes is now a 2012 candidate in the Master of Social Work program at the University of South Carolina. n

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NC QUEST:

WSSU Is Making a Difference Dr. Edwin Bell, Professor, Educational Leadership, Counseling, and Professional Studies

Q: What are the key ingredients

Q: How do they

in student achievement?

A: Good teachers!

improve their

skills and

knowledge?

A: Through

Q: How do good teachers

sound

become better teachers?

professional

A: By improving their skills

development.

and knowledge.

The School of Education and Human Performance has collaborated with its Pre-Kindergarten-12th Grade (P-12) partnership schools to design a program of professional development that focuses specifically on increasing student achievement.

This program is made possible with

support from the North Carolina QUality Educators through Staff Development and Training (NC QUEST) grant. One of the most significant aspects of the project is collaboration within and across institutions. WSSU’s teacher education D r. Edwin B ell

faculty, staff from the university’s Center for Excellence in Teaching and Learning (CETL), and WSSU’s College of Arts and Sciences collaborated with two public school partners

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in developing the grant and implementing professional development for Pre-K through 6th grade teachers during academic years 2008-2009 and 2009-2010.

The partner schools are Carter G. Woodson School of Challenge in Winston-Salem, and Jones Intermediate School and Bruce H. Tharrington Primary School, both in Mt. Airy, NC. The grant was seen as a viable means through which the school systems could

orchestrate

system-wide

change

in the planning and delivery of literacy instruction among Pre-K through 6th grade teachers.

The NC QUEST professional development component was project-based, i.e., teachers developed products that they used and evaluated in their classrooms. The project’s primary design and implementation strategy were aimed at achieving the following goals: (a) significantly improve the content knowledge and pedagogical skills of teachers in the partnering schools to teach reading and writing to low-performing and English-as-a Second Language (ESL) students; (b) significantly improve the ability of teacher participants to infuse appropriate intervention strategies in their teaching to help low-performing and ESL students improve their reading and writing competencies; (c) significantly improve the technology integration skills overall of teachers in the partnership; and (d) promote sustained professional development and mentoring between and among partnership participants.

the Mount Airy City School district were rated as “Schools of Progress” with “high growth” during the same academic year.

NC QUEST is among a program of sub-grants awarded by the U.S. Department of Education through state agencies of higher education to eligible educational partnerships, under the No Child Left Behind Act. The collective goal of Title II, Part A, funds is to support professional development activities in core academic subjects to ensure that highly qualified teachers, paraprofessionals, and principals have (a) subject matter knowledge in the academic subjects they teach, and (b) computer-related technology to enhance instruction.

Project participants from the three WSSU organizational units were Dr. Carolyn Anderson from Center for Excellence in Technology and Learning (CETL), Drs. Michael Brookshaw and James Dervin from the College of Arts and Science, and Drs. Edwin D. Bell, Cassaundra El-Amin, Madu Ireh (Principal Investigator), and Lynn Zubov from the School of Education and Human Performance.

Reference: The WSSU NC QUEST grant, No Child Left Behind Act {Title II-A, Subpart 3}, U.S. Department of Education Award # S367B100048. n

Performance indicators show that the NC QUEST project led to significant gains in children’s performance on several dimensions. Student performance in reading and End-ofGrade tests improved significantly during and after the NC QUEST intervention in the partnering school systems. For example, the 2009-10 NC schools report card rated Carter G. Woodson School of Challenge as a “School of Progress” (6080% of the students were at or above grade level) with “high growth” during that academic year. Similarly, both Bruce H. Tharrington Primary School and Jones Intermediate School in N CQ U E S T Professional D evelopme nt S essions

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STEPS to a

Healthier Heart Dr. Cynthia Williams Brown, Chair, Department of Human Performance and Sport Sciences and Principal Investigator of STEPS Program

Coronary heart disease (CHD) is the primary killer of women, especially African American women. This group has the highest risk factors but is also the least aware of CHD’s role as the leading killer of African American women. To help promote awareness and prevent heart disease in women, we wrote a proposal to the Centers for Medicare and Medicaid Service. In November, we received a $200,000 grant to implement a project called STEPS (Sisters Together Empowered for Prevention and Success) to a Healthier Heart. The project, conducted over a two-year period, focuses on increasing awareness of heart disease in women and reducing risk factors.

Heart disease has a higher death rate than all forms of cancer combined, even though African American women tend to believe that breast cancer is the leading cause of death.

The aim of STEPS is to increase awareness and reduce risk factors in women between the ages of 35-65 by offering a 12-week intervention program. The program includes weekly exercise schedules and requires the participants to attend bi-weekly “Heart Smart” educational seminars. These seminars address topics related to the reduction of risk factors for heart disease, stress management, healthy cooking and eating, and practical tips on incorporating physical activity into daily life. The program also provides free screenings, incentives for participation, and a stipend for completing all program activities. It is hoped that by increasing their knowledge of the potential danger of CHD, African American women will experience a reduction in factors that contribute to heart disease.

The STEPS program is a comprehensive, culturally appropriate and gender-specific program designed to empower women to take steps to prevent the devastating effects of heart disease. The project aims to recruit over 350 women from both the WSSU campus and the Winston-Salem community to participate. Project partners include the Women’s Health Center at Forsyth Medical Center, the YWCA of WinstonSalem, the 21st Century Learning Center, and the WSSU Staff Senate.

According to the National Institutes of Health, “Heart disease is the #1 killer of women in the United States. One in four women dies of heart disease. For African American women, the risk of heart disease is especially great. Heart disease is more prevalent among black women than white women—as are some of the factors that increase the risk of heart disease, including high blood pressure, obesity, and diabetes” (http://www.nhlbi.nih.gov/educational/hearttruth/downloads/pdf/factsheetactionplan-aa.pdf). The successful implementation of the STEPS program will lead to healthier lives among African American women and decrease their chances of dying from heart disease. n

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D r. Travis Teague , M S M program coordinator, Re becc a S earcy, Theo S earcy, D r. J ames H and , forme r M S M facult y

RACING TO the

TOP

Ms. Zena E. M. Conway, Clinical Instructor, Motorsports Management Kyle Zimmerman, Junior, Transfer Student, Motorsports Management Lindsay Troutman, Senior, Motorsports Management

We’re “racing” to the top and working to establish a solid footprint in the motorsports industry. Our students, faculty, staff, and advisory council have engaged in several groundbreaking experiences this year – from travel abroad and stateside experiences to the implementation of a new show car component – to help us achieve this goal.

Over the summer, Motorsport Management (MSM) students and faculty participated in a study abroad program in France. Theo Searcy, Rebecca Searcy, and Janelle Clachar traveled throughout France for two weeks studying the country’s history and culture and attending the legendary 24 Hours of Le Mans race. Not only did this travel experience provide insight into a different culture, but it also provided a chance for the students to experience the energy of international racing at the highest level.

While a few MSM students were overseas, several others were stateside gaining valuable hands-on industry experience. Lindsey Troutman, senior, spent her summer working alongside the director of operations at Iowa Speedway.

This experience not only allowed her to learn the proper operational protocol of a major speedway, but she was also able to work directly with one of the industry’s few female directors of operations. Maryland native and MSM senior Jeff Oleen was awarded the opportunity to drive in both the NASCAR K&N Pro Series West and the Spears SRL Southwest Tour Series with NTS Motorsports, a team based in California. continued on page 18

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continued from page 17

The MSM program maintains a strong record of placing its graduates in career-related positions.

Tiffany Zielke, a senior, has already accepted a fulltime position with Richard Childress Racing as the Manager of Communications for NASCAR’s Camping World Truck Series driver Ty Dillon.

The MSM program welcomed Roger Bear as a visiting professor this fall. His extensive background in and knowledge of the motorsport industry provide the perspective of a seasoned professional whose unique talents, knowledge, and connections support our “race” to the top.

Lindsey Tro utma n

“We are equally excited to announce the addition of our show car program that was made possible this fall by the generosity of Richard Childress and his team”, said Conway. Childress presented the MSM program with a custom-wrapped MSM show car and MSM-branded hauler. Both the car and hauler will be utilized in an innovative show car program that serves as a learning tool for MSM students and our community.

The show car will be integrated into the MSM program curriculum in several capacities. It gives students the opportunity to prepare and execute real sponsorship proposals to fund the show car program. They will also plan, organize, and execute the operational logistics for the show car program. Students will develop a mobile interactive show car presentation for prospective students and the general public. The show car’s presence gives greater visibility to the program and engages students in industry-related activities to enhance their knowledge of the field.

The show car team, led by MSM senior, Marcia Tealer, spent the semester learning all the ins and outs of unloading, loading, and placement of the car. The car has been a great asset because it draws interest to the program and serves as a learning tool for individuals at the track, around the university, and in the community. In addition, it is a tool for MSM students to learn the critical business of utilizing a show car within the industry. The fall semester WSSU Show Car Team was comprised of Marcia Tealer (Captain), Toby Parese, Theo Searcy, and Lindsey Troutman.

The show car’s first of three appearances was at the Charlotte Motor Speedway. After that experience

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at a major NASCAR venue, we moved on to the NASCAR Kinetics viewing party at Bowman Gray Stadium. The Kinetics team was comprised of students in the Motorsports Management program and the Sports Management program. As a part of their preparation, students were given the task of planning, organizing, and implementing a NASCAR viewing party geared towards students at the university and surrounding community. The show car was a central element of this semester’s Kinetics team’s viewing party. For many of the students at the university, this event provided them their first chance to see a show car. This appearance generated interest, conversations, and questions from other students about the program.

The car’s final appearance fall semester was at Martinsville Speedway for the NASCAR Sprint Cup weekend. The team worked at the speedway Friday through Sunday. Each day, we set up the display, collected interest cards about the program, and provided additional information to those who wanted to know more about the university or the program. It was very interesting to talk to people who said that they never knew a program of this kind existed. As we started to explain what the program has to offer, we often heard people saying that they wished a program of this sort had existed when they were in college.

This spring semester, we are back on the road with the show car. For those who want to keep up with where the show car will be next or see updated photos and semester activities at the track and around the community, ‘Like’ our Facebook page – WSSU Motorsports Management.

MSM hosted several guest speakers from diverse areas of the motorsports industry during the fall semester. They included John Babcock, who, for the past 20 years has been practicing law within motorsports and has worked with major companies concerning corporate sponsorships for teams competing in NASCAR. Mr. Babcock explained the task of ensuring clients’ safety in high-stakes negotiations and introduced strategies and techniques for MSM students who may be interested in the marketing aspects of motorsports. Candy Borreson served as Vice President of Marketing at Keystone Marketing Company, where she directed efforts for the agency’s clients, including Pfizer, Hershey, Kraft, GNC, and a host

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of others. With more than 20 years of experience as a marketer involved with motorsport, she currently consults with international packaged goods companies providing brand marketing expertise. As a former Marketing Manager at Planters LifeSavers Company, a division of Nabisco Candy, Borreson launched the Baby Ruth sponsorship of the Junior Johnson race team with driver Terry Labonte in 1987 as her first contact with the sport. Kurt Culbert is a Vice President at Taylor Strategy in Charlotte, NC and works exclusively in the motorsports marketing division. He started in the industry as a sports writer and then went into marketing in motorsports. Taylor has become a leader in sports marketing by focusing on a limited number of high profile clients. Robert Edelstein spoke with students about the history of NASCAR. Edelstein is the exclusive motorsports writer for TV Guide and has numerous books published about the world of motorsports, including his latest, NASCAR Legends Memorable Men, Moments, and Machines in Racing History, which is a great read for anyone who is interested at the fan level or in a career in the world of NASCAR. Kevin Hamblen is a former championship race car driver from the west coast who manages the Richard Childress Racing (RCR) Social Media program. He is also a track spotter, most recently for Clint Bowyer. He provided the students with guidelines for operating a successful motorsports social media program and shared criteria that he believes are necessary for success using this medium. Also on the program with Mr. Hamblen was MSM student Tiffany Zielke, whose employment at RCR resulted from her education at WSSU. Ms. Zielke spoke about her experiences working with social media at RCR and shared her perspective as a new professional in the field of motorsports. David Hoots has served as the head of race control for NASCAR’s Sprint Cup Series for over 20 years and has been the race director for NASCAR in its top tier series, as well as the director of races for the Nationwide and Camping World Truck series. Hoots has helped NASCAR reach new levels in TV ratings and on-track competition. He is also a referee, director, and producer in the NFL. Duncan Lee worked for the RJ Reynolds International branch, specifically with the Williams Formula 1 team until the tobacco industry reduced its role in race sponsorships.

Formula 1 is the highest level of motorsports in the world, attracting millions of fans every time there

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is a race. This popularity of Formula 1 generates a high demand in advertising and marketing. The opportunity for exposure to millions of fans can be a very successful platform for companies to launch their products, and Mr. Lee was at the forefront of RJ Reynolds International in Formula 1. Also, Mr. Lee directed and organized the Camel Trophy, an annual off-road event that often took place in rainforests or desert conditions. He shared strategies for effective personal networking and for working in foreign countries. Shawn Stewart is the membership director for the North Carolina Motorsports Association (NCMA). Speaking with students in the motorsports governance class, Mr. Stewart gave valuable information on some of the efforts being made by the NCMA to continue to make North Carolina the motorsports capitol of the world. Mr. Stewart shared how North Carolina has provided successful incentives to teams and companies involved in the motorsports industry, making North Carolina the most economically friendly state in the United States for racing. Chris Yoder is the Director of Logistics for Penske Racing and spoke with students about career opportunities in the field of logistics. Mooresville, NC is home to the NASCAR Penske teams and the IZOD Indy Car series. Mr. Yoder is responsible for getting all the equipment to and from the venues and ensuring that every member of the team gets there and back on time. His duties include ensuring that the 10+ semi-trucks on the road full-time are replenished with proper supplies for the crews and their drivers. He shared with students his experiences in operations and crisis management, traced his career path, and addressed some of the challenges of entering the industry.

The WSSU Motorsports Management program is on the move! The program is looking forward to developing new partnerships with industry stakeholders, as well as enlightening the community about the various opportunities available for interested students. For more information, contact Dr. Travis Teague, program coordinator, at teaguetr@ wssu.edu or 336-750-3266. n

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Top image: Tif fa ny Zielke , M S M stude nt, M a r t y S mith , E S PN , a nd M ega n Flynt, M S M stude nt .

S e cond image: J ef f O le e n a nd yo ung fa n in C alifornia .

Third image: Richa rd Childress prese nting M S M show c a r.

B ot tom image: Toby Pa rese , M S M junior, with Ze na Conway, M S M clinic al instruc tor, d uring show c a r visit to M a r tinsville S pe e dway, M a r tinsville , VA , fall 201 1 .

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Mikela Mike Whitey

Norman

Lindsey Tro utman (lef t) and M ikela N orma n (right) d uring an expe rie ntial lea rning eve nt in Indiana (IndyC ar).

THREE GENERATIONS

of motorsports professionals

Mikela Norman, Motorsports Management

Winston-Salem, NC is a city filled with racing history, including the one-time NASCAR Cup Series sponsor, R.J. Reynolds, and the longest running weekly NASCAR track, Bowman Gray Stadium. Winston-Salem is also home to the Norman family, which consists of three generations of motorsports professionals: Whitey Norman, Mike Norman, and Mikela Norman.

Whitey Norman represents the first generation of motorsports professionals in the Norman family. Nicknamed “Whitey” because of his blond hair, Whitey competed in 29 Sprint Cup Series races from 1956-1959. He raced at several tracks, including Bowman Gray Stadium, Daytona Beach, Darlington Raceway, Martinsville Speedway, North Wilkesboro Speedway, and various road courses. His finishing results at the Cup level include eight top tens and three top fives, with his best finish in second place at Langhorne Speedway in 1957. Whitey was also a regular at Bowman Gray Stadium, collecting eight wins in his career and a second-place finish in the championship standings in 1961. Throughout his racing career, Whitey won more than 160 races on pavement and dirt from Pennsylvania to Florida. He was recently inducted into the Legends Hall of Fame in Danville, VA for his contribution in pioneering the NASCAR Cup Level of racing.

Mike Norman represents the second generation of Normans in motorsports. Mike has attended auto racing events since he was a child watching his father, Whitey Norman, race, and 22 20

he has been associated with NASCAR modified racing for a number of years. Mike has driven the pace car at Bowman Gray Stadium for over twenty years and has sponsored multiple racecars in the Modified division. Waiting until he thought he could “afford” racing, Mike started racing in the NASCAR Modifieds in 2009. In his first year of racing, he finished seventh in two races at Franklin County Speedway and Ace Speedway. In the 2010 and 2011 seasons, Mike earned six top tens and three top fives. His best finishes came in 2011 and include a sixth-place finish in the NASCAR Whelen Southern Modified Tour at Bowman Gray Stadium and a fourth-place finish at Ace Speedway.

I represent the third generation of Norman motorsports professionals. I am a junior in the Motorsports Management program, where I also serve as President of the Motorsports Management Club. I credit my family for my love of auto racing, and I am striving to build a career in the motorsports industry. And, who knows? If given the opportunity, I might try my hand at racing, too. n E D U C E R E

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DROPPING EVERYTHING

Kyle Zimmerman, Junior Transfer Student, Motorsports Management Program

Growing up in my hometown of Leslie, Michigan, I was able to say I knew everyone. After all, I came from a town of 1400 residents, many of whom frequented my family’s restaurant, where I worked from ages 13 to 24. After high school graduation, I went to work for the United States Postal Service, where I was a rural carrier in Eaton Rapids, MI. Working full-time for my grandfather at night, and nearly full-time for the Postal Service, I was a successful adult by the time I reached my 20s. I purchased a home at age 20, owned two vehicles, and had attended a few years of community college.

Somewhere during those 80-hour weeks, I asked myself Kyle Zimme rman with the Army Top Fuel D ragste r during th e A R M Y Y. E . S . Program at the ZMA X D ragway, Condord , N C , fall 201 1 . if what I was doing really made me happy. I realized that I was not being fulfilled in the “happiness department.”

Then, a friend and I vacationed in North Carolina for the Coca-Cola 600 in 2010. Along the way, we spent Saturday night in Winston-Salem, and I attended my first race at Bowman Gray Stadium. That’s when I knew I wasn’t happy with my current life. I heard the public address announcer advertise the Winston-Salem State University Motorsports Management program. Although I didn’t act on it right away, I planned a vacation to come back to Winston-Salem in August. After several months of encouragement from my friend, I finally contacted Dr. Teague to set up a meeting during my next visit.

When I got the chance to sit down with Dr. Teague, he explained the opportunities that the program provided, the industry professionals that supported the program, as well as the hands-on learning experiences in which students were allowed to participate. After our one-on-one meeting, I was sold! I went back to Michigan, informed my employers of my plans to leave, and listed my house for sale. I pretty much sold everything I owned, packed what was left into my Dodge Nitro, and headed south in October of 2010, bound for my new home in Clemmons, NC. My participation in just one semester in the Motorsports Management program has provided me with various learning experiences that I will cherish for a lifetime. The guest speakers, the experiential learning trips, and the knowledge gained from my instructors in the Motorsports Management program are the most valuable learning experiences for anyone interested in a career in this industry.

Between Dr. Teague, Mr. Bear, and Ms. Conway, there are over 50 years of motorsports industry experience. I am thankful every day for the experience I am living at Winston-Salem State University and for pursuing a career in my one true lifelong passion: motorsports.

I enjoy my classmates, my teachers, and every guest from the industry that shares the knowledge they have gained over the years. The Motorsports Management program offers the best way to network and gain the requisite knowledge and understanding of the industry.

I know it is going to turn my dreams into reality one day. With hard work and determination, I will achieve my goals and dreams.

Oh, and in case you were wondering about my friend who accompanied me on my first trip to North Carolina . . . Kathryn and I were married on July 1st, 2011. That’s been another dream come true. n W I N S T O N - S A L E M

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Jonathan Tillery, Junior, Motorsports Management Program

Reflections of Motorsports Management Students Experiential learning opportunities vary by students’ interests and background. What they have in common, however, is exposure to the industry, hands-on experiences to apply what they learn in the classroom, and preparation for future careers.

Each student has a personal story about how these experiences have shaped their educational experiences and goals for the future. Several of them shared their reflections with Educere. What they say consistently is that the Motorsports Management (MSM) has given them experiences they could have only imagined when entering the university.

Chase Rushing, a junior from Charlotte, participated in the National Hot Rod Association (NHRA) Carolina Nationals at the ZMAZ Dragway in Concord, NC from September 15-18, 2011. He says of his experience,

here at Winston-Salem State University. Martinsville brings out a very diverse group of fans, who showed interest in both our show car and the Motorsport Management Program.”

Students volunteer to introduce the show car to interested persons, collect contact information from those who want to learn more about the program, and make personal follow-up calls in an effort to help recruit students to the program.

In addition to volunteer activities, students are required to participate in four experiential learning events each semester.

These exciting, hands-on and experiential learning opportunities equip students with the skills they need to succeed in the industry. Toby Parese from Mohnton, PA described the benefits he has derived from experiential learning opportunities:

Drag racing is one of my favorite sports and I have been around it all my life. This Sunday, I got the chance to go near the starting line. I loved being close. It was funny to see the students that had never been that close to the top fuel dragsters feel the engine vibrations. The new students weren’t prepared, so they constantly jumped at the shock wave. Also, I learned how to work with a group of people I had never met before. I received great hands-on experience working with the Rick Quezada and NHRA officials. I also had the opportunity to see first-hand what goes on behind the stage during driver introductions. It was interesting to see how much sponsorship activation takes place at these races.

While some students had the chance to experience their first race here in North Carolina, a group of MSM majors and a selected group of other students had the opportunity to attend the 24 Hour of LeMans in France in June 2011. Theo Searcy, a junior from Kernersville, NC, was one of them. “Being chosen to go overseas to Europe for the 24 Hours of Le Mans was the high point of my 2011 academic year. It was a unique and amazing learning experience to attend such a historic racing event. The various experiential learning opportunities that the WSSU Motorsports Management program provides its students are exceptional.”

Lindsey Troutman, a senior from Winston-Salem, had the chance to see the marketing side of MSM in operation when she participated in the WSSU Show Car Program at the Martinsville Speedway in Martinsville, VA on October 21, 2011. She described how important the show car has become in helping promote the MSM program. “I helped to promote our new show car program that recently launched

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J ason Tille r y at M ar tinsville S pe e dway, M ar tinsville , VA

I am a junior and have been to several events and races due to the experiential requirements. I have thoroughly enjoyed, learned from, and networked with a lot of people by participating in these experiential opportunities. One of my favorite experiences was at the Shell Eco Marathon in Houston, Texas.

It was not a race, but an event for Shell. I got to be a part of something that was totally different than being at a racetrack. I got to meet great people and learn about event planning and hard labor. With every experiential learning event or race I attend, I believe it makes Winston-Salem State University’s Motorsport Management Program that much more unique.

2011 has been a phenomenal year for the students and the university, and 2012 is looking to be just as promising! n

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healthy

Active Adults Day Dr. Michael McKenzie, Assistant Professor, Exercise Science

Rach el S hof f n e r working with clie nt s d uring h e r inte rnship projec t at th e Winston - L ake Family Y M C A .

The Exercise Science program is specifically designed to ensure students’ mastery of a physiological and anatomical knowledge base and proficiency in scientific writing.

They demonstrate their understanding of how the human body is influenced by exercise through a number of hands-on laboratory techniques conducted toward the end of the program of study. They must also develop and implement safe and effective physical activity programs for apparently healthy adults in a variety of environments.

The program culminates in a mandatory 350-hour internship at an Exercise Sciencerelated facility and under the supervision of a clinical supervisor.

Rachel Shoffner, a senior Exercise Science major, selected a senior citizens health fair as her internship project. She did so because she wanted to inspire and educate senior citizens about healthy living. Last November, several prominent vendors attended Rachel’s health fair, which was held at the Winston Lake Family YMCA. Among them were breast cancer navigators from Wake Forest Baptist Medical Center, the diabetes prevention program director from Forsyth County Health Department, and representatives from the Area Agency on Aging, Piedmont Senior Games, Senior Services of Forsyth County, Hospice, and the Crime Prevention unit of the WinstonSalem Police Department.

During the health fair, Rachel also conducted a healthy cooking demonstration, in which senior citizens learned how to make a quick, healthy breakfast on the go. This demonstration also taught them how to make their own parfaits and fruit smoothies. Novant Health conducted free cholesterol and glucose screenings, while student nurses took the senior citizens’ blood pressure. Beltone representatives were present to conduct hearing screenings for the senior participants and give them feedback on the status of their hearing. Rachel arranged for the Tai Chi for Arthritis group to explain the benefits of Tai Chi and demonstrate some techniques. In addition to the vendors, brochures were passed out that informed seniors about the health benefits of exercising and some of the activities they could perform on their own.

The health fair provided a useful service to seniors, and Rachel was pleased the event got even wider attention via the Winston-Salem Chronicle newspaper, which featured the health fair in the November 2, 2011 issue. Rachel was motivated to host the health fair as her culminating project because “I always hear senior citizens in the exercise classes talking about their health problems, so having this health fair gave them the opportunity to get check-ups and learn how to maintain a healthy lifestyle.”

Following her fall 2011 graduation, Rachel will be working full time for the YMCA. n

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R.M.T. Real Men Teach Travel

Bonjour!

Mrs. Holly M. Pitts, Program Coordinator, Real Men Teach

“Around the world in 80 days” has a different meaning for several Real Men Teach protégés who had the opportunity to travel both domestically and internationally over the past several months. Italy, Siena, London, Michigan, New York, and Texas are just some of the exciting venues where they studied last summer!

These young men were selected by various programs on campus to participate in travel opportunities because of their commitment to academic success, their involvement in the RMT program, and their exceptional level of professionalism. They exhibit the academic and professional standards upon which the program was founded and, as such, have brought positive recognition to RMT and WSSU. Christopher Graham, a senior Physical Education major from Snow Hill, NC, served as the RMT president for two consecutive terms and is currently the president of the Student North Carolina Association of Educators (SNCAE). He describes himself as being passionate about encouraging other males to consider teaching as a profession. Having been greatly influenced by male teachers during his P-12 experience, Graham said he understands the influence a male, especially a minority male, can have on the students he teaches, especially those who may share some of the same personal qualities.

For two weeks in June, Graham participated in an international travel program in France, where he studied in Paris, Bordeaux, Chartres, and Normandy. He traveled there with Motorsports Management (MSM) faculty Drs. Travis Teague and James Hand and a small number of WSSU students, predominately from the MSM program. “It was an opportunity of a lifetime for me,” says Graham. “This two- week study abroad experience really changed my outlook on life. As a first-generation college student from a small town in eastern North Carolina, I can now conceptualize what the world we live in looks like from outside the United States.”

Graham considered it a privilege to have been selected to accompany students in MSM because the program has been so wellreceived throughout the local community and all over the country. Its reputation and award-winning program offerings are unmatched. There was no doubt that this was going to be a wonderful, life-changing experience. I am excited that someone from Real Men Teach saw the value of this opportunity and made the decision to apply. The experiences provided enormous and invaluable benefits. I am grateful to Dr. Teague and his colleagues for making this opportunity available to students in other disciplines who may have been unfamiliar with MSM. While in France, Graham was able to study the French education system. He noted that although France’s education system is vastly different from education in the United States, being different does not always mean bad; sometimes it’s better. “They take high-stakes tests, but the focus is on the learning process, not the result. The value that’s placed on education, especially on teachers, was eye opening,” Graham explained. He described the opportunity to engage in conversations with students in another country as “remarkable.” Graham, the first student in his family to attend college, concluded his assessment of his first study abroad as follows: “These valuable lessons I will take with me forever, but I am not the only beneficiary of this trip; my family, this university, community, state, and the students I will one day teach will be better for it as well!”

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Clayton Williams, a senior music major and RMT member, spent time this summer in his hometown of Detroit and in Siena, Italy, where he was one of only two males in the 24-member program that included eight other vocal students. “I still can’t believe I was there in Italy,” recalls Williams about his trip abroad. “I was trained by Dr. Dana Talley, professor of voice at Nyack College in New York City. He was tough, yet caring, and pushed us to our limits.” This summer music program afforded Clayton the opportunity to expand his love of and passion for music, travel internationally, and experience a different culture. This program allows students who have excelled both academically and musically to engage in a rigorous curriculum with other students of comparable scholastic and art-based achievement and to collaborate in a special learning environment.

A unique aspect of the program was the opportunity to enroll in Italian language classes and take trips to historic Italian cities during the visit. However, Williams says perhaps the most memorable and exciting component of the trip were the concerts they performed with their colleagues after they received expert coaching. “This was a wake-up call for me,” said Williams. “Traveling to Italy opened my eyes to a whole new world of possibilities for my career. I still have so much to learn about singing and performing.”

Upon his return to the USA, Williams went home to Detroit – not to relax, play video games, or hang out at the mall, but to teach.

Remember? Real Men Teach. This was not the first time Williams had taught in his hometown. Previously, he participated in The Courville Concert Choir Summer Dreams Music Camp, under the direction of Willard J. Hines. This eight-week music camp is for Pre-Kindergarten to grade12 students who have a love for and interest in singing and other music-related activities, including technical equipment, sound, stage design, and lighting. Williams said, “The camp usually consists of minority children from lower socioeconomic communities.” It affords them the opportunity to engage in meaningful activities as a safe alternative to the dangerous situations and individuals by whom they might otherwise be influenced. Regarding his role in the camp, Williams said, “I was a program assistant and choral conductor for the performances. I taught choreography, vocal techniques, discipline, stage presence, and uniformity.” This annual event allows Williams to experience being a teacher each summer. He is able to apply various lessons he learns in his WSSU courses during his pursuit of teacher licensure and the bachelor’s degree in music. Observing student interaction and behavior, providing hands-on lessons, and communicating with seasoned educators all serve as authentic teaching situations, and the summer camp provides all of them. Overall, Williams is excited about becoming a teacher and plans to continuously take advantage of opportunities that will prepare him to be the most effective teacher. “The look on my children’s faces when they learn a song and perform it for the first time is priceless,” says Williams.

As one might imagine, each one of these trips is costly and generally exceeds what a traditional college student is able to provide.

However, because of the respect these young men have gained from their family, friends, and professional associates, as well as the positive impression they make, both Graham’s and Williams’ trips were fully funded. Though RMT cannot take the credit for sponsoring these trips, the program benefits from the rich academic and cultural experiences these students have lived and are able to bring back to share with others in the program. Their experiences are critical to the holistic preparation of exceptional teacher leaders. RMT’s goal is to mentor and support young men in their pursuit of becoming teachers and teacher leaders, but it also seeks to provide an environment in which its members can engage in activities that connect them with some of the best opportunities for personal and professional development. These are intangibles that complement the teacher education curriculum. That is the value of Real Men Teach. n

Bon voyage!

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MOTHERS AND DAUGHTERS 2GETHER WE CAN! PROJECT Dr. Beth Day-Hairston, Professor and Program Coordinator, Special Education Ms. Jamilla Shepperson, Research Assistant, Maya Angelou Institute for the Improvement of Child and Family Education

Enter the halls of Kimberly Park Elementary School any Thursday afternoon, and you will see mothers and daughters engaging in gardening, exercising in the gym, and building and nurturing their relationships. These activities are made possible largely by a grant from the Women’s Fund and WSSU’s Maya Angelou Institute for the Improvement of Child and Family Education (MAI). The Mothers and Daughters: 2gether We CAN! Project promotes the strengthening of bonds between mothers and their daughters, and the weekly activities give testimony to the power that such relationships can have on children’s school performance and overall self-esteem. MAI’s mission “to promote and strengthen the development of children and families” is realized through the creation and implementation of specialized co- and extra-curricular programs for early learners.

MAI is committed to working with WinstonSalem/Forsyth County Schools in communities that have traditionally been underserved, thus the selection of Kimberly Park Elementary School. In 2006, the Maya Angelou Institute for the Improvement of Child and Family Education (MAI) ”adopted” Kimberly Park Elementary School for the implementation of a program designed to help children succeed in school. This project was designed for MAI and WSSU faculty and staff to work with the school’s administration, parents, and girls to “challenge each student to utilize her own unique talents to achieve and succeed.” During discussions with several mothers of seven- and eight-year-old girls attending Kimberly Park, many of them said that they dreaded and feared the frequent 26

estrangement that often occurs during the daughter’s adolescence as mothers lose their “little girls” to peer groups. In fact, some mothers were already feeling this disconnect with their daughters and, coupled with their daughters’ hormonal and other bodily changes, many of the mothers were alarmed.

Their main concern was the possibility of a daughter becoming pregnant and dropping out of school at a young age. This, they feared, would result in their daughters likely never learning the skills required to become productive adults. Dr. Amber Baker, Kimberly Park’s principal and WSSU alumna, agreed to support a project for fourth-grade girls and their mothers with the primary purpose of teaching the necessary skills to strengthen the mother-daughter bond.

To achieve this goal, MAI in collaboration with WSSU’s School of Education and Human Performance, Kimberly Park Elementary School, the Guilford County Department of Social Services, and the Cooperative Extension Service of Forsyth County created a three-pronged program designed to promote and develop trusting, supportive and empowering relationships between these girls and their mothers. The mothers and daughters have engaged in a series of activities designed to strengthen those bonds. The positive results, however, yielded other unanticipated outcomes.

Mothers and daughters have participated each week in structured, low-impact physical fitness activities, strengthening both their bodies and relationships with one another. They also created and maintained an urban community garden on the grounds of Kimberly Park Elementary School, thus promoting cooperation, as well as community building.

Healthy foods from the garden were a bonus!

The garden produced over thirty-five pounds of fruits and vegetables that were distributed throughout the Kimberly Park neighborhood, as well as to the Winston-Salem Samaritan Soup Kitchen. Mothers and daughters also collected several bins of women’s and children’s clothing from Kimberly Park’s parents, students, and staff, which they donated to the Rescue Mission of Winston-Salem, an organization that was excited to witness the daughters “giving back” to their community. Together, mothers and daughters also participated in a curriculumbased support group designed to heal and strengthen the mother-daughter bond. continued on page 28

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The garden produced over thirtyfive pounds of fruits and vegetables that were distributed throughout the Kimberly Park neighborhood...

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At its closing ceremony on October 27 in WSSU’s Thompson Student Center Red Room, the Mothers and Daughters: 2gether We CAN! Project recognized the accomplishments of each mother and daughter pair and congratulated them on their successes with the garden, giving back to the community, improving school performance, and strengthening the mother-daughter bond. The girls were delighted to watch the media presentation chronicling their various activities and enjoyed interacting with one another and listening attentively to a delightful poem read by one of the mothers (who is part of the North Carolina Association of Black Storytellers). She was “excited that there was a community garden in my neighborhood.” However, it was the look on the mothers’ faces and their reactions that attested to the real benefits of the program – immense pride in their daughters and in their relationships.

One mother noted, “Because of the weekly sessions, it has been easier to communicate with her [daughter].” Another said she hoped the project would become a standard program at the school because both she and her daughter looked forward to meeting on Thursday afternoons. The outstanding success of the program is measured by improved interpersonal communication and closeness between mother and daughter during a notoriously difficult stage for many mother-daughter relationships. n

Top image: Da ughte rs par ticipating

B ot tom right: M othe rs and

B ot tom image: M s . J amilla

in we e kly session with M s . M a e

daughte rs at a school eve nt .

S he ppe rson with a group of daughte rs in the progra m .

G o det te , S upe r visor, G uilford

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Co unt y D e pa r tme nt of S ocial

Inset: D r. B eth Day- H airston with

S e r vices , a nd program social worke r.

t wo of the daughte rs in the program .

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WINSTON-SALEM STATE UNIVERSITY hosts

WINSTON-SALEM PREPARATORY ACADEMY (WSPA) IN SUMMER ENRICHMENT PROGRAM Dr. Beth Day-Hairston, Professor and Program Coordinator, Special Education

Aren’t college teacher education programs in the business of preparing teachers?

So then, why is WSSU’s teacher

education program in the business of helping to sponsor a school? Great question! WSSU prepares teachers and, in this role, is also engaged in a partnership with WinstonSalem/Forsyth County Schools (WSFCS) in the operation of Winston-Salem Preparatory Academy (WSPA).

This unique partnership began in 2004-05 between WSSU, the local school district, the Bill and Melinda Gates Foundation, and the Thurgood Marshall College Fund. It resulted in the establishment of WSPA, which is now completing its seventh year of operation. WSPA’s primary mission is to prepare students to enter college via a caring and nurturing learning environment that enables all students to achieve academic excellence through personalized instruction, an integrated curriculum, and leadership opportunities throughout the community.

One such opportunity occurred this summer, when WSPA and WSSU engaged WSPA students in a rigorous academic experience on the WSSU campus. All rising ninth graders at WSPA were invited to attend a oneweek Summer Enrichment Program designed to engage students in an intense high school mathematics and science experience and help them make a successful transition from middle school to high school. Each morning from 9:00 a.m. to noon, students participated in enriching, hands-on experiences that went well beyond the basics of each subject area. This year’s theme “Planting the Seeds: Watch Your Future Grow” – taken from lessons taught through W I N S T O N - S A L E M

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Paul Fleischman’s novel Seedfolks – provided the springboard for lessons teachers created in biology, ecology, and algebra I. These lessons were then applied to authentic situations, where teachers also integrated themes of diversity and community, as depicted throughout Fleishman’s novel, and critical thinking.

Using a unique style of rap, students learned math and science as they conducted biology experiments and worked out algebra I equations. WSPA principal Richard Watts described the program as an “opportunity for each ninth grader to learn the importance of rigor, relevance, and relationship, which are the keystones to success. It also gave the students the occasion to get to know each other in another academic setting and carry that relationship building back to WSPA for the fall semester.”

On the last day of the Enrichment Program, teachers, parents, and students gathered for the closing program.

Adrian Payne, a rising ninth grader, had been selected to give remarks. He noted, “This week I learned to accept challenges and do the work required. I U N I V E R S I T Y

also learned that without effort, there is no success, but with effort, you can make a huge difference in what you accomplish.”

Mrs. Judy Felder, a retired WinstonSalem/Forsyth County Schools science teacher, encouraged her students to “trust yourself and stay focused on the goal.” Felder and WSSU science instructor Sandra Ingram had taught lessons focused on genetics, ecology and biology. During the ceremony, each student planted seeds, which Mrs. Felder said should serve as a reminder for students to nurture themselves as they would their plants.

Students in Ms. Brigitte Wilks’ math class had created a series of authentic algebra I lessons during the summer.

Using the theme of a restaurant, which the class had created, they demonstrated the use of equations to calculate weight, fat grams, exercise routines, and low fat foods that they would serve patrons. Wilks, who is a WSSU alumna, also used real-life family travels and the human wave to teach linear equations and define slope. During the celebration ceremony, students demonstrated their understanding of equations by performing a “math-rap.”

The names of students with perfect attendance and punctuality records were entered into a drawing for a TI-84 graphing calculator; Al-Nisa Lassiter was the proud winner.

The WSSU-WSFCS-WSPA partnership is funded in part through a grant from the Bill and Melinda Gates Foundation and the Thurgood Marshall College Fund. n

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REHABILITATION COUNSELING CANDIDATES Dr. Yolanda Edwards, Program Coordinator, Rehabilitation Counseling As the master’s degree candidates in Rehabilitation Counseling made plans to exit the program and assume their positions in the professional world, they recounted some of their experiences in the program and reflected on how their participation in the program had shaped their lives.

When Chanda Armstrong thought about her career, she felt a strong desire to help others who were being neglected and underserved. “I wanted to be in a profession that emphasizes self-sufficiency and employment opportunities for individuals with disabilities,” she said. After realizing that she did not want to pursue a career in private practice as she had originally planned, she began working in the public sector with Vocational Rehabilitation (VR). Chanda is currently a vocational rehabilitation counselor at the Roxboro VR office.

Chanda said she has received numerous benefits since starting the Master of Science in Rehabilitation Counseling (MSRC) program in spring 2010. As a VR employee, she was awarded funding through MSRC’s rural Rehabilitation Service Administration (RSA) grant (funded by the United States Department of Education). Chanda says this assistance has allowed her to achieve both professional and educational goals that otherwise may not have been possible. Her program of study and her employment at VR have helped her develop a stronger awareness of the rehabilitation counseling background. “I have come to understand how important rehabilitation services are and how instrumental they are in establishing rights and services for individuals with disabilities.” Being a student has also afforded Chanda the opportunity to attend professional conferences, which have provided networking opportunities with other professionals, as well as the chance to gain valuable professional perspectives and insight about the rehabilitation profession.

Chanda’s practicum involved working on a new caseload of school transition. She said this experience has taken her out of her comfort zone, but she welcomes the challenge and looks forward to learning more about the developmentally disabled

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population. “One thing that I have learned doing my practicum is that when working with adolescents, you have to have patience and work hard to establish their trust to build a therapeutic relationship,” she noted.

After her graduation in spring 2012, Chanda plans to obtain Certified Rehabilitation Counseling (CRC) and Licensed Professional Counselor (LPC) licensure. Away from the classroom, her hobbies include listening to music for relaxation, shopping, going to church and volunteering in her spare time to assist at-risk children.

Greg Henderson chose the rehabilitation counseling program so he could gain a more holistic approach to providing needed support to individuals in need or in crisis. “My career goals include having my own counseling agency, becoming trained in multiple therapeutic applications, and teaching at an institution of higher education. Since starting the Rehab Counseling program, I have gained a new perspective regarding people with disabilities and how we react or respond to their disabilities. I have also been made aware of the perceptions that govern others’ thoughts and actions toward people with disabilities. What I consider most important is the perception that many ‘normal people’ have toward individuals with disabilities in the workplace.”

Greg completed his practicum at WSSU’s counseling center.

“The opportunity to work here is exciting and compelling. It is almost unbelievable when one understands the power and empowering nature of words when used appropriately,” Greg noted as he reflected on his interaction with students who come to the counseling center. He reflected on how his attendance at professional conferences has expanded his learning: “I have attended two conferences and have found them to be both beneficial and informative. I encourage all students to attend as many conferences and/or workshops as possible.

They are very rich in content and very valuable.”

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Greg’s research interest is on the use of reality therapy for individuals with substance addiction. “After studying multiple therapy methods, it became evident very quickly that the reality therapy counseling model was, for me, an excellent application. I have high regard for the concept of ‘making choices,’ and I am interested in the impact of choice on people with substance addiction and the devastation of substance addiction on adolescents and adults.

My hobbies and interests include spiritual fellowship, leadership study, counseling, training people, working out, archery, shooting pool, reading, and traveling.”

relevant coursework provided have both enabled me to make the transition from a confused undergrad to a budding professional a joy. When I am not researching or studying for my classes, I enjoy spending time with my friends and community! I also love to read and am a big fan of memoirs and biographies. Sushi is, by far, one of my favorite treats, and I love being outside! I also enjoy theology and getting into a good debate on tough issues surrounding faith and its importance to people. A few of my favorite theologians include Tim Keller, D.A. Carson, and Jonathan Edwards.

Rachel Hargis is completing her second semester in the Rehabilitation Counseling program. She described her reason for choosing this program of study: I graduated from NC State University in May of 2008 with degrees in Psychology and Social Work. I loved both disciplines equally and wanted to find a field that happily married the two. In addition, I was interested specifically in rehabilitation, as I had experienced benefits from the profession. I M arla Torre nce am a recovered C5-C6 quadriplegic, 201 1 M S RC Research and knew I wanted to do something that allowed me to work with people who have experienced similar injuries. All this led to a quest to find the ideal job that melded all these passions together. Much to my surprise while researching schools, I ran across the rehabilitation counseling degree. I was elated and, from there, applied and was accepted to the program! I am looking to graduating in the Spring of 2012 and will be working with school-age clients, as I have just been awarded the Rehabilitation Services Administration Transition Grant. I also have a special interest in working in a multicultural setting, specifically with the Muslim population and, perhaps some time down the road, moving to the Middle East/Central Asia area and using my skills and talents to serve the people there.

So far, the program has been an absolute delight. It has been interesting to see, in the first few classes I have taken, the history of the rehabilitation counseling field and how an understanding of the history helps undergird the techniques and skills I am learning currently. I look forward to starting my practicum this fall and putting what I have learned in the classroom into practice. Becoming a professional can be daunting at times, but the genuine faculty and

Yasmin Gay graduated in June 2009, with a Master of Science degree in Rehabilitation Counseling. She is provisionally licensed by the State of North Carolina as a Licensed Clinical Addictions Specialist and is a Certified Criminal Justice Addictions Professional. Yasmin is employed with Addictions Recovery Care Association, known as ARCA, which is a residential substance abuse treatment facility providing services for adult men and women. She described some of the benefits of pursuing her degree in this field:

Day

I chose to pursue a master’s degree in Rehabilitation Counseling because I believed it would provide a foundation for me to grow professionally and personally. In essence, the program afforded me the opportunity of understanding the challenges and barriers faced daily by individuals who have cognitive, physical, emotional, and mental disabilities. The experiences I was able to gain from the rehabilitation program offered at Winston-Salem State University are priceless. I was able to participate in a professional conference held by the North Carolina Professional Association for Rehabilitation Counselors, where I met other students in rehabilitation programs across the state of North Carolina and learned a great deal about confidentiality, ethical and legal responsibilities, and other perspectives of counseling.

Now, as an educated agent of change, I am able to utilize the experiences and knowledge obtained from the program, and I have learned to apply my knowledge and skills not only in my professional life but also through serving my community. I am an active member of Swing Phi Swing Social Fellowship, Inc., whose mission includes community service, continued on page 32

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academic excellence, and heightening community and cultural consciousness. I am also a member of Chi Sigma Iota, which I consider to be an honor. In terms of my personal life, I enjoy spending time with my husband, Yasin Gay, and our four-year-old son, Nigel, along with other family members. I am a faithful member of Praise Assembly Christian Center in Kernersville, NC. As a veteran himself, December graduate Christopher Tillman is excited to begin his new position as a Vocational Rehabilitation Specialist with the Veterans’ Administration in Salisbury, NC. After working in a community support role where jobs were being cut for those without advanced degrees, Chris decided to pursue the master’s degree program in Rehabilitation Counseling. Another deciding factor was that he could receive funding for his education through the Rehabilitation Services Administration (RSA) grant scholarships that the program makes available to qualifying students.

Since graduating, Chris says he has learned that rehabilitation counselors wear a myriad of hats and, with proper training, can be effective in each of these roles. Of the WSSU program, Chris says, “After time spent in the military, I thought I knew myself, but I did not. The program forced me to really take a look at myself and how I view others. The holistic approach really helped to shape me and helped me to see the diverse world we live in.”

Attendance at professional conferences was essential for Chris to keep in touch with others in the field, as he resided in Statesville and was a distance learning student. “The professional conferences were eye-opening and they really helped me to see how the field worked to improve not only the lives of our clients, but those of the counselors.” He also applauded the value of his field experiences. “My practicum and internship experiences were the ‘hammer’ that really helped to bring all the classroom work together. Specifically, working at the different sites forced me to use my skills to not only work with clients, but also in my day-to-day working with co-workers at the sites.”

Away from the office, Chris enjoys spending time with his family. He is married and has a four-year-old son. He also spends time reading and writing. When asked about his favorite memory from his time in the MSRC program, Chris responded, “My favorite memory from the program was being firmly re-directed by Mrs. Lowery when I came to a ‘sticking point’ during my practicum experience. From that point on, I really knew she cared.”

May 2010 MSRC graduate Ramsey Rogers Springs says she has a lot going on in her life. In addition to her work as a Vocational Specialist at Goodwill Industries, Ramsey is also 34 32

a newlywed, and she says she is enjoying every minute of it.

With a passion for people, Ramsey decided that a degree in Rehabilitation Counseling would prepare her to assist individuals with disabilities in achieving their vocational and personal goals. As Ramsey put it, “Within this one field, I would be able to impact, interact with, and inspire numerous individuals in a multitude of diverse capacities.” During her time as an MSRC student, Ramsey was part of a research team that studied the differences between transition services provided in rural and urban areas. The team’s findings were presented at the National Association of Multicultural Rehabilitation Concerns (NAMRC) conference in Memphis, Tennessee.

After a successful presentation, they were also invited to submit the manuscript to a rehabilitation journal.

After graduating, Ramsey quickly learned that the value of his field experience went well beyond simply meeting academic requirements but was also vital when seeking employment.

“Many employers want to hire people who have both the experience and the educational qualifications in order to ensure they can provide consumers/clients with the best possible care. . . . My internship supervisor was absolutely wonderful – she taught me a lot, and the knowledge I gained through her will never be forgotten.”

Among Ramsey’s favorite memories of being in the program was her pleasant surprise at being nominated as the Rehabilitation Counseling Student of the Year. She also shares what a memorable experience it was for her to attend a North Carolina Vocational Evaluation and Work Adjustment (NCVEWAA) conference, where one of WSSU’s faculty members gave a presentation. “I was able to hear my professor speak and give a presentation somewhere other than within a classroom setting.”

Ramsey says that her time in the MSRC program has proved to be a valuable and rewarding experience, one that has had a lasting impact on both her life and her career. “My educational experience and opportunities surpassed any expectations that I had, and I can honestly say that I was taught well, challenged constantly, encouraged always, and prepared fully to enter the rehabilitation field.”

The culminating experience for MSRC candidates is the internship that must be conducted in a community agency.

Candidates must also complete a research project in which they apply what they have learned to a real-world problem.

During the university’s Research Day, which is held each semester, candidates have the opportunity to share their research procedures and findings with fellow candidates, faculty and staff, and members of the larger community. n

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Elementary Education headlines

K imbe rly B ody

Kimberly Body, a fall 2011 Elementary Education graduate, is now a second grade teacher at Spring Valley Elementary in Durham, NC. This year, she was selected by her principal as the grade-level chair. Kim’s leadership at her school is a continuation of her stellar leadership as a student and her aspirations to become a teacher leader. She states, “While I love the teaching profession, I am seeking a role at the administrative level with the North Carolina Department of Public Instruction. I am currently pursuing my M.Ed. in Educational Technology and Online Instruction, and I am set to finish in August.”

Kimberly has applied for two education technology-related positions with a state agency. As requested, she is keeping her department at WSSU aware of her whereabouts and accomplishments. In a recent email to three of her WSSU professors, Kim wrote, “Thank you for believing in me during my matriculation at WSSU. It means the world to me! After I finish my master’s, I am looking to obtain my Ed.D. . . . Again thank you for everything.

Each one of you individually has definitely made an impact in my life!” n

200 Days 36.1

– the percentage

to 2012 PRESIDENTIAL ELECTION (From April 20, 2012)

of children in poverty of the total population in the United States (from Hunger in America)

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77.9% North Carolina cohort high school graduation rate

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Corporate Sponsors and Donors 2008-December 31, 2011 CORPORATE SPONSORS Z. Smith Reynolds Foundation American Honda Foundation Sport Dimensions Inc. North Carolina Motorsports Association N.C. Mutual Life Insurance

School of Education and Human Performance Ms. Saundra Pridgen Amos

DONORS

Ms. Vertis Armstrong

The School of Education and Human Performance gratefully acknowledges the donors who made financial contributions to the school between 20082011. We appreciate the generous support of our alumni and friends. We have made every effort to ensure the accuracy of this donor list. Please contact 336-750-2184 if you are aware of any omissions or corrections or if you have questions or concerns about the list.

Ms. Ida R. Bailey Mr. Michael Bailey Ms. Delores C. Bailey Mr. Leslie Baker Ms. Remona Mackins Banner Ms. Barbara Barnes Ms. Dorothy Ann Battle Ms. Norma Baynes Mrs. Edna Gwynn Bazemore Mr. James Beatty Dr. Edwin D. Bell Mr. Henderson Benjamin Ms. Betty I. Bennett Dr. Carolynn B. Berry Mrs. Ruby Wiggins Bethel Mr. Lawrence D. Billups Mrs. Dollie Settle Bishop Ms. Shirley L Borders

CRACKING THE CODE Dr. Denise Johnson, Associate Professor, Department of Educational Leadership, Counseling, and Professional Studies, and Program Coordinator, Master of Arts in Teaching (Middle Grades Education) Who doesn’t like a good challenge? Cryptograms provide such a challenge, especially for elementary school students in mathematics. Cryptograms represent a good way to help students think critically and solve math problems. Val Young, third grade teacher at Ashley International Baccalaureate Elementary School in Winston-Salem, applied this reasoning in her efforts to get students to solve complex mathematics problems. Because of her previous experiences with cryptograms, Ms. Young thought her students would be challenged by exploring secret messages embedded in mathematics problems. She also saw the use of cryptograms as a way to engage her students in problem-solving and allow them to work collaboratively to find solutions. She suspected – and rightfully so – that students who distinguished themselves as code breakers might be considered more “cool.” Each day, during morning math warm-ups, she provided different secret messages for her students to decode. They enjoyed finding the secret messages but – more important and as Ms. Young had hoped – they developed a stronger background in number sense.

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their prior experiences with cryptograms, she explained how they could use these same skills to decode messages. They got excited when she mentioned how “cool” it would be to send secret messages to a friend in such a way that no one else would be able to decipher the message unless they had the “code breaker.” She informed them they would have to work as partners to solve the problem and come up with a way to “crack the code.”

Students were divided into small groups, where they hurriedly began decoding the secret message on the handout, which consisted of a Standard Chart and a Code-Maker Chart. Ms. Young moved about the room to listen as students compared the two charts and to observe their thinking processes in making the comparisons. When some students struggled, she reminded them about the importance of using all the resources they had been provided and challenged them to think about what they were going to do with that information.

After several minutes of work, one of the cooperative teams yelled out the secret message: “No Test on Friday.” Ms. Young asked them to explain how they had arrived at the answer.

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Corporate Sponsors and Donors 2008-December 31, 2011 Ms. Ruth Shackleford Bowen

Ms. Rose Williams Chavis

Dr. Patricia Douville-Ricker

Mr. Donnell Bowie

Mrs. Harris Clara

Ms. Celesta J. Dudley

Mrs. Minnie Harris Boyd

Mr. Gilbert J. Clark

Ms. Autumn Patrice Duke

Ms. Thurlia W. Brandon

Ms. Dorothy Sidberry Clark

Ms. Winnie Little Dula

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on the Standard Chart and the Code-Maker Chart and identified how the numeric patterns corresponded to letters of the alphabet. Once they had found one answer, they continued to apply the pattern until they had “cracked the code.” Ms. Young then had them explore how they thought the person who devised the code had determined what the numeric pattern would be. Students then worked to find the relationship between the two numbers that matched a particular alphabet.

They had to think about how to find the number matches and how their strategies had unlocked the process for finding the correct number and letter association.

Student-to-student conversation and teacher probing allowed students to realize that the decoding rule required them to begin with a letter on the Code-Maker Chart, subtract a number – which they had to discover, and find the appropriate letter on the Standards Chart. After they completed the decoding, they were then asked to create their own coded messages for their classmates to crack. After some students struggled, Ms. Young reassembled them to clarify their task, after offering them a strategy and a starting point for establishing a new code. Once sure that they understood the directions, she reminded them that the first step was for them to write out their own message and then create the code for it.

In their groups, students constantly reminded each other that S CI H W N O S T OO L N O- S F A EL DE UMC S AT TA I O T E N UA N N IDV E H RU SMI A TN Y

they had to use the Code-Maker chart to convert the message to a secret code. Some groups wrote the message and then assigned the appropriate coded number; other groups completed both steps simultaneously.

Students enjoyed the project and were intrigued about developing secret messages that only their friends could decode.

From the teacher’s reflection on the activity and watching a videotape of what had occurred, she concluded that social interaction played a significant role in students’ thinking and problem-solving processes. They had to work together to find the pattern and the number-letter associations. Students also worked on developing secret codes for their classmates to decipher during morning work. This authentic context allowed students to envision themselves as secret agents in a highly secretive agency sending messages to others in the field.

Through peer interaction, they were able to recognize beginning algebraic patterns, which led to greater understanding about cryptograms and development of number sense. This activity corroborates the importance of collaborative learning, teaching in an authentic context, and allowing students to solve their own problems. n

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E D U C E R E

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WE REMEMBER DEENA WILSON Master Sergeant Siamrath Kumnog, Adjunct Faculty, Department of Military Science

Ms. Deena Wilson, a 21-year-old junior Exercise Science major from Fayetteville, NC, died September 9, 2011 from natural causes. Deena was an outstanding member of our SROTC program. She will always be remembered for being down to earth, compassionate, and involved in her school and the military. Since high school, she was very involved in JROTC, which helped maintain her hard work ethic and outstanding reputation among her peers. Deena had been enrolled in the WinstonSalem State SROTC for three years and stayed dedicated through every endeavor. She was a very kind young lady, who never gave up on anything she tried to accomplish, even when it was something really difficult, like taking a Physical Training test at 0600 in the morning in outdoor temperatures of 26 degrees. She participated in every Field Training Exercise, Color Guard Ceremony, and recruiting event we had – without missing a beat. She marched through every mission assigned – without a wince. Through it all, she showed and displayed superior performance and that she had what it takes to become an Army officer. She displayed spunk and charisma in everything she sought to accomplish. She continually showed dedicated leadership by inspiring others around her to finish every mission strong. Without a doubt in our minds, she was a student who will always be remembered, not only for what she did to help build relationships and strengthen the WSSU ROTC program, but also for her exceptional, warm, friendly, and kind spirit that will forever touch all of the cadres and students. Deena Wilson will always be missed and loved.

Dr. Michelle Bernita Releford The School of Education and Human Performance acknowledges the many contributions of Dr. Michelle Bernita Releford, who served as Dean of University College. Dr. Releford died November 8, 2011 in Georgia. Her belief in education as a key to success was manifested in her own life and in her work with students. She was creative, talented, candid, humorous, caring, and spirited. SEHP faculty, staff, and students have benefited from her creativity, vision, and optimism. She held great hope for the students of WinstonSalem State University and worked selflessly in helping them realize their dreams. Her contribution to the weeklong “Ramdition” orientation program engendered pride and respect among freshmen as they assumed their roles as college students. Her leadership of this initiative engaged a number of SEHP faculty and staff, who valued this as a wonderful opportunity to connect with new students. SEHP acknowledges the great legacy Dr. Releford has left at WSSU and extends appreciation for the personal way she touched our lives.

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E D U CE R E Maga z i n e Winston -S ale m State U nive rsit y S chool of Educ ation and H uman Pe r formance 6 01 S . M ar tin Luthe 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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