2014 Magazine and Annual Report

the next generation

of faculty

passion changes

everything:

EDUCATORCAPSTONE

The University of Alabama College of Education

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THE NEXT GENERATION OF FACULTY

EDUCATOR HALL OF FAME BELSER-PARTON LITERACY CENTER

TURNER HONORS PARENTS DEDICATION TO EDUCATION

MAKING CONNECTIONS AROUND THE WORLD

SERBIAN EXPERIENCE

WESTOVER HONORS FATHER’S CONTRIBUTIONS TO LITERACY

STUDENT PROFILES

ANNUAL REPORT

CAPSTONE EDUCATOR 2014 EDITION

AdministrationPeter S. Hlebowitsh, Ph.D.Dean

Elizabeth “Liza” K. Wilson, Ph.D.Senior Associate Dean

Kathy Shaver Wetzel, Ed.D.Associate Dean for Student Services

David Hardy, Ph.D.Associate Dean for Research and Service

EditorRebecca M. Ballard, Ph.D.rebecca.ballard@ua.edu

ContributorsPeter S. Hlebowitsh Marylee FreemanLisa FowlerDavid MillerCraig ShweryCynthia SunalKathy WetzelMatthew Wood (photography)

Circulation11,000 printed by Mignone Communications

This magazine is a yearly publication of The University of Alabama College of Education 2014©. Opinions found in the magazine are not necessarily the position of The University of Alabama. Reproduction in whole or in part without written permission is prohibited. The University of Alabama is committed to equal opportunity in employment and education and does not discriminate on the basis of race, color, religion, sexual orientation, gender identity/expression, national origin, sex, age, disability, citizenship, or veteran status .

30 03FACULTY IN THE NEWS

35 03ALUMNI IN THE NEWS

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LETTER FROM THE DEAN

The success of our College is a

person-driven phenomenon. No

policy measure and no amount of

resources can replace the power

that good people, inspired by good

ideas, can bring to the College.

We are fortunate to have a group

of staff, students, and faculty that

demonstrates this basic principle

every day. I’ve been struck by

the expertise and goodwill that

has been expressed in the work

of our faculty and staff toward

the fulfillment of the College’s

strategic mission. We are moving

forward in multiple and impressive

ways, bringing improved levels of

research vigor, teaching excellence

and public engagement to our

students and to the citizens of our

state and nation.

This explains why we are especially

excited about the new possibilities

presented to us in the context of

our growth and concomitant hiring

cycle. In the space of a three year

period, the College will likely be

involved in hiring on the scale of

25 new faculty members. Some of

these are new positions and some

obviously replacement positions,

but in each case, the employment

of a new faculty position is an

opportunity to reshape the College

and position it to capture a new

generation of researchers and

educators who will likely take

a different approach toward

research and instruction than their

predecessors.

Part of the repositioning of the

College has to do with the new

teaching realities given to us by

online enrollment demands and

by the enormous online resources

available to enhance both face-

to-face and online teaching

opportunities. Part of it is also

influenced by the strategic mission

of the College, which includes a

college-wide commitment to try

to positively affect literacy and

reading achievement in the State

of Alabama. We want to make a

difference in the lives of school

children and believe that this is a

good way to make a big difference.

And we hope to hire faculty who

will help us with this cause. Another

feature of our repositioning is

to see the service possibilities in

the research that we conduct.

Thus, researchers who carry

intervention strategies, who are

keen to do applied work in schools

settings, who are prepared to

conduct larger scale studies with

generalizable results, and who are

otherwise dedicated to hitting both

the research and service button

simultaneously are precisely the

kind of faculty we would like to

attract to our doors.

A new generation of faculty will be

moving the College forward. Their

success will be predicated on the

good working examples of the staff,

students, and faculty who have

historically moved the College.

Together, we intend to change the

world.

Sincerely,

Peter S. Hlebowitsh

Professor and Dean

The success of our College is a

person-driven phenomenon. No

policy measure and no amount

of resources can replace the power that good people,

inspired by good ideas, can bring to

the College.—Peter Hlebowitsh

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T H E N E X T G E N E R AT I O NO F FAC U LT YA C O S T A | B O Y L E | C A L L A H A N | G A R V E Y | G U Y O T T E | E S C O | L U | R I E C H E L | S O Y L U | W I L L I A M S | Y A Z A N

I n t h e p a s t t w o y e a r s , 1 1 a s s i s t a n t p r o f e s s o r s h av e j o i n e d t h e C o l l e g e o f E d u c a t i o n .

T h e y h av e j o i n e d u s f r o m a l l o v e r t h e c o u n t r y b r i n g i n g t h e i r ex p e r i e n c e a n d e n t h u s i a s m

t o c o n t r i b u t e t o t h e t e a c h i n g , r e s e a r c h , a n d s e r v i c e m i s s i o n s o f T h e U n i v e r s i t y o f

A l a b a m a .

As the cover

photograph

demonstrates,

the College

of Education

has been in an

active hiring

cycle. Over

the past two

years, the COE

has brought

eleven new

tenure track

faculty mem-

bers to its

doors.

They come to

us with doc-

torates from

Big Ten, ACC,

and SEC uni-

versities. They

are a diverse

collection of

scholars, hail-

ing from places

as far-flung as China and Turkey, bringing with them a

deep and wide base of professional experience.

The College of Education is hiring at a time when socie-

tal expectations for faculty are expanding and becoming

increasingly complex. For instance, the strength of a

faculty candidate’s teaching repertoire has always been

L to R: Kelly Guyotte, Junfei Lu, and Firat Soylu (not pictured: Morgan Kiper Riechel) (Department of Educational Studies in Psychology, Research Methodology, and Counseling)

BY PETER HLEBOWITSH

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prominent to the hiring process, but the expecta-

tions for teaching today are linked to a new land-

scape of instructional ideas that often carry techno-

logical applications. The role of web-based support

materials, the development of iPad and other tablet

devices, the use of student response systems and

polling apps, the existence of Cloud apps for file

storage and note taking, and the availability of open

educational resources and various learning analyt-

ics have all changed the teaching/learning equation.

Similarly, understanding just what represents quali-

ty instruction has changed. It is certainly not reduc-

ible to student opinion scores any longer. Instead

factors related to grading rigor, syllabus design,

observational feedback and student response data

all play a synchronous role in understanding teach-

ing quality.

At the same time, the student population enrolled in

the College has undergone a transformation. Stu-

dents at the University of Alabama are unquestion-

ably a more cosmopolitan group today. They come

to campus from a wide range of settings and offer

professors the challenge of dealing with a great

diversity of viewpoints. Students enrolled in classes

today are better representative of class, race and

ethnic differences. They are more likely to be open

about their religious, political, and sexual orien-

tations. The diversity represented in their back-

grounds is necessarily a factor in the instructional

and interactive experience of the classroom.

Changes have also occurred in the positioning of a

faculty member’s research norms. Today the obli-

gation to conduct research is more rigorous today

than it has ever been. At the COE, faculty members

tend to work on applied research problems – the

kind of problems that represent a high theory

investment and a high practice return. Their work

must meet the highest standard of rigor – repre-

L to R: Bedrittin Yazan, Melanie Acosta, and Justin Boyle (not pictured: Cory Callahan) (Department of Curriculum and Instruction)

.....LEARN MORE ABOUT OUR NEW FACULTY

The professor can no longer be the ‘sage on the stage.’ Today the class-

room is necessarily more dynamic and more conversational than in the

past and is inevitably linked to online resources.

sented in frequent and consistent publication in national-

ly-recognized referred journals. The College expects a ten-

ured professor to have attained national stature as a scholar

and this can only be done by having prominent exposure in

the research literature.

This, in nutshell, is the condition inherited by the new gener-

ation of faculty. They must be more technologically savvy,

more instructionally nimble, more student-centered and

more widely published than those who walked in their shoes

a generation ago. The recent group of new professors in the

College unquestionably demonstrates this new sensibility.

The strength of the College is always embodied in its people.

The College has harvested a bumper crop of first-rate scholar

educators.

They are the hope and the promise of the College.

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Elementary Literacy EducationMelanie AcostaPhD, University of Florida

African American education; literacy; teacher education

Melanie’s research expounds on cultural influences on pedagogy and includes an examination of culturally relevant litera-cy instruction in elementary classrooms. She is especially interested in literacy achievement for African American learn-ers and the impact that interdisciplinary collaborations with African American and Ethnic Studies departments might have on teacher language and literacy learning and practice. Her other interests include analyzing the perspectives of novice Afri-can American teachers in relation to their professional development activities prior to 1980.

Secondary Math EducationJustin BoyleEdD, University of Pittsburgh

Mathematics education, reasoning, & proving; developing prospective mathematics teachers’ understanding of proof making

Justin’s research includes a focus on teacher content and pedagogical knowledge needed to teach reasoning and mathematical proving skills. He hopes to extend his research to learn how to better develop teacher knowledge of reasoning and proving through the design and implementation of teacher learning activities. Justin’s main instructional goal is to teach his students how to modify tasks so they can integrate reasoning and proving opportunities throughout their mathematical curriculum.

Secondary Social Science Education Cory CallahanPhD, Auburn University

Social science education; professional teaching knowledge; educative curriculum materials

Cory’s research consists of investigating the potential of using educative curricula to help teachers develop more professional teaching knowledge. He

is also interested in researching ways to effectively incorporate more interpretive assignments for students as a means of providing formative assessment. His teaching methods are strongly based on constructivist pedagogy.

Exercise ScienceMichael EscoPhD, Auburn University

Cardiovascular & autonomic responses to acute & chronic exercise; physiological responses to resistance exercise; strength & conditioning practices & methodology

Michael’s main research interest is to enhance the scientific understanding of how autonomic nervous control of the cardiovascular system changes through exercise training. He hopes this line of work will improve the scientific knowledge base of how to safely and effectively prescribe exercise, monitor athletic training status, and prevent over-training. Michael’s primary teaching mission is to foster comprehension of the significant link between bodily movement and chronic disease.

Higher EducationJason “Jay” GarveyPhD, University of Maryland

LGBTQ students, faculty, staff, and alumni & campus climate; critical/queer approaches to quantitative methods, alumni philanthropy, & fundraising

Jay’s research examines the experiences of diverse individuals in higher education and student affairs with focus on LGBTQ students, faculty, and alumni. Most of Jay’s studies concentrate on

issues related to campus and classroom climate, philanthropy and fundraising for higher education alumni, and critical/queer approaches to quantitative methodologies. Jay’s teaching philosophy emphasizes social justice, reflection and action through relationship development and student self-discovery, utilizing technology and assessment purposefully and innovatively.

Qualitative ResearchKelly GuyottePhD, University of Georgia

Narrative inquiry; visual methods; visual-verbal narrative analysis; practitioner-research

Kelly’s research focuses on narrative inquiry methodology and verbal narrative analysis method. She is especially interested in exploiting the potential of the visual in research. Of particular interest is the visual

Jay Garvey (Department of Educational Leadership, Policy, and Technology Studies)

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journal, a pedagogical tool that fosters reflections through visual and verbal modes of expression, as an alternative to the traditional written research journal. Kelly envisions her research inhabiting both narrative and visual methodological spaces.

Rehabilitation CounselingJunfei LuPhD, University of Iowa

Specialty: Microaggressions & multiculturalism (recovery); spirituality & wellness (recovery); professional ethics

The overall tenet of Junfei’s research is rooted in evidence-based practice designed to improve the intellectual and social conditions of people. Junfei’s research revolves around multiculturalism and evidence-based practice in relation to rehabilitation. Multiculturalism, microaggressions, and spirituality influence the physical and psychological health of individuals with disabilities. Junfei hopes to develop an understanding of microaggressions and spirituality in terms of their mechanisms in influencing individuals’ rehabilitation processes. His evidence-based research points to the validation of several rehabilitation training or counseling components, such as mentoring and cyber-counseling.

Counselor EducationMorgan Kiper RiechelPhD, College of William and Mary

Child & adolescent development;ethical decision-making; empathy development; play therapy

Morgan’s teaching strategy is to match her student’s level of understanding, provide appropriate challenges, convey content effectively, connect on a personal level with her students, and display enthusiasm for learning. Morgan’s research examines a) the importance of play in child and adolescent development and the use of play therapy in the school setting, b) cognitive, moral and empathic development in counselor education students to promote ethical

decision-making, and c) education neuroscience applications to counselor education.

Educational NeuroscienceFirat SoyluPhD, Indiana University, Bloomington

Educational neuroscience, STEM learning & cognition; embodied cognition

Firat has an interdisciplinary background in learning sciences and cognitive science/neuroscience. He is interested in developing translational learning design theories grounded in empirical studies forming computational tools for learning based on these theories and conducting investigations on STEM learning and cognition both through experimental designs and design based research in authentic contexts.

Sport ManagmentDylan WilliamsPhD, Louisiana State University

Social identity theory & diffusion of movement; accounting policies & procedures in franchise valuation; taxation implications in collegiate & professional sport

Dylan’s research interests are connected to the history of conflict between the National Association of Intercollegiate Athletics and the National Collegiate Athletic Association. His research has influenced his teaching philosophy and taught him the significance of bringing “real world” experience into the classroom and the importance of getting students to understand theoretical concepts into practice.

Secondary Language Acquisition & Teaching Bedrettin YazanPhD, University of Maryland

ESL teacher identity; practicum practices of ESL teachers; sociocultural theories in second language acquisition

Bedrettin is formally trained as an EFL teacher and an applied linguistics researcher. His research interests include English as a second language (ESL) teacher identity, practicum practices of ESL teachers and sociocultural theories in second language acquisition. He is also interested in teaching English as an international language, intelligibility in English language teaching, and issues related to non-native English speaking teachers.

Learn more about Jerry Burttram and Elisha Williams on page 31.

L to R: Ford Burttram, Michael Esco, and Dylan Williams (not pictured: Elisha Williams) (Department of Kinesiology)

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2014 EDUCATOR HALL OF FAMEMARIAN LOFTIN, JOE MORTON, M.L. ROBERTS, JR., AND JOYCE SELLERS INDUCTED

ABOUT MARIAN LOFTIN

Marian Loftin’s dedication

to the well-being of children

and youth is apparent in

her lifelong commitment to

advocate for children and

families at the local, state, and

national level.

Marian Accinno grew up in

Birmingham, the oldest of 6

girls, attended The University

of Alabama where she met

and married her college

sweetheart, Jim Loftin. She

spent the first 20 years of

their marriage as mother of

four and classroom teacher,

two “vocations” that she

cherished. Her classroom

experience and her teacher

On October 11, 2014, the College of Education

hosted the inaugural black tie celebration

dedicated to the second class of inductees to the

College’s Educator Hall of Fame. The Educator

Hall of Fame was created in 2012 by the College’s

Board of Advisors under Dean James McLean.

It was founded to recognize alumni who have

made a significant difference in the educational

Family and friends of Marian A. Loftin (pictured center)

lives of others. This award is the highest honor

given by the College and represents a lifetime of

accomplishment. All inductees whether in the role

of administrator, classroom teacher, community

supporter, or researcher have left a lasting legacy

on education. This year, Marian A. Loftin, Joseph

B. Morton, Marcus L. Roberts, Jr., and N. Joyce

Sellers were inducted.

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JOSEPH B. MORTONFormer Alabama state superintendent of education

NONA JOYCE SELLERSFirst female superintendent in Tuscaloosa County School System

MARCUS L. ROBERTS, JR. Leader in the development of teacher education certification in Alabama

MARIAN ACCINNO LOFTINLifelong advocate for the well-being of children

training made her realize family and community

experiences determine the well-being of children

throughout their lives.

When Marian left the classroom, she was employed by

The University of Alabama in External Affairs in the

Dothan Regional Office, then as Assistant Director of

Government Relations in Tuscaloosa and Montgomery.

She returned to Dothan as Executive Director of the

Dothan Area Chamber of Commerce. When appointed

by the Governor to be Director of the State of Alabama

Department of Child Abuse and Neglect Prevention/The

Children’s Trust Fund of Alabama, she left the position

at the Chamber.

Actively involved in child and family concerns, Loftin

served on the founding Board of the Alfred Saliba

Family Services Center in Dothan, the first “one-stop”

for human services in the state. Other counties stepped

up to meet the needs of their communities using that

model. There are now 13 Family Resource Centers

located throughout the state in the Alabama Network

of Family Resource Centers (ANFRC). This network

is receiving national recognition. ANFRC is changing

the very future of Alabama. Marian will tell you

emphatically that any accomplishment of which she has

been a part is due to those with whom she worked.

In 2004, Governor Bob Riley appointed Marian Loftin

to his Task Force to Strengthen Alabama Families. At

the state level, she serves on the Boards of the Alabama

Network of Family Resource Centers and the Children

First Alliance of Alabama. She was the first recipient

of the Alabama Child Champion Lifetime Achievement

Award, which now bears her name.

In 2007, nominated by Governor Riley, Marian

received the National Health and Human Services

Commissioner’s Award for Outstanding Work in

Preventing Child Abuse and Neglect in Alabama. She

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has been named Distinguished Alumna of The University

of Alabama (1988), Outstanding Alumna, Troy

University Dothan (1993) and Distinguished Alumna of

John Carroll Class of 1954 (1999). She is also a member

of the Order of The XXXI and Women of the Capstone at

The University of Alabama.

She and her husband earned the Henry and Julia

Tutwiler Distinguished Service Award and the ODK

Summercell Award from The University of Alabama.

Marian is the widow of Jim Loftin Sr., mother of four and

proud grandmother of six.

ABOUT JOE MORTON

Dr. Joseph B. Morton was born July 20, 1946, in

Birmingham, Alabama. He grew up in Pleasant Grove,

Alabama, and graduated from Hueytown High School.

His first university experience was at Auburn University,

where in 1969 he earned his B.S. in Secondary

Education. After graduating, Joe taught in the Jefferson

County School District. In 1972 he decided to go back

to school. As a graduate research assistant at The

University of Alabama, Joe earned his M.A. in 1973 and

his Ph.D. in 1974 both in Educational Administration.

When Joe was only 27 years old, he became the Sumter

County Board of Education Superintendent, arguably

the youngest person to be a local superintendent of

education in Alabama history. He remained in this

position for four years and then went on to become

the superintendent for the Sylacauga City Board of

Education. In 1995, Joe became the Deputy State

Superintendent of Education for the Instructional

Services of Alabama Department of Education.

On July 13, 2004, Dr. Morton was selected by the

Alabama State Board of Education to be Alabama’s 36th

State Superintendent of Education. He served in this

capacity for seven years. Prior to the appointment as

State Superintendent of Education, Dr. Morton served

for eight years as Deputy State Superintendent of

Education.

As Deputy and State Superintendent of Education, Dr.

Morton guided the creation and implementation of the

Alabama Reading Initiative; the Alabama Math, Science,

and Technology Initiative; the Alabama Connecting

Classrooms, Educators, and Students Statewide

(Distance Education) Initiative; and First Choice (a new

graduation plan for Alabama’s students).

Under Morton’s tenure, Alabama showed significant

academic gains in reading and math assessment scores

with Alabama’s fourth graders scoring at the national

average on the National Assessment of Educational

Progress (NAEP) for the first time in Alabama history.

Alabama is also considered a national leader in student

nutrition during his superintendency. In 2008, Dr.

Morton was given a national award by the State

Educational Technology Directors Association (SETDA):

the “State Policymaker Award.” In 2010, Alabama had

the largest gain in the nation in Advanced Placement

enrollments and students scoring 3-5 on AP exams and

had the third highest gain in the nation on increasing the

high school graduation rate.

Dr. Morton retired as State

Superintendent of Education

on September 1, 2011. On

February 1, 2012, Dr. Morton

became the Chairman and

President of the Business

Education Alliance of Alabama

(BEA). The BEA is dedicated

to seeing Alabama develop

the best prepared workforce

possible to improve Alabama’s

economic future. The BEA

believes that improved

education results in Pre-K

through college can be

achieved by long-term working Family and friends of Joseph B. Morton (pictured center)

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relationships among education, the private sector and

government leaders.

ABOUT M.L. ROBERTS, JR.

The late Dr. Marcus L. Roberts, Jr. grew up in rural

Etowah County on a small farm with parents who

valued education highly. When he graduated from

Altoona High School as valedictorian in 1944, he was

told that Jacksonville State Teacher’s College was

offering a scholarship to any valedictorian. He wanted

to be a teacher since second grade so he accepted the

full scholarship of $25 per term.

Because he distinguished himself at JSU, he had three

job offers upon graduation. His supervisor encouraged

him to take the job at Tuscaloosa High School. In

1947, M.L. began his teaching career and touched

many lives serving as the chair of the Business

Education Department and teaching business and

typing until 1954.

One morning while teaching, an office runner

interrupted his class with a phone call from John

McLure, Dean of the College of Education, who

offered M.L. a job. In 1954, Dr. Roberts was

appointed Registrar and Instructor in the College.

As Registrar, Dr. Roberts registered the first African

American student, Autherine Lucy, while an angry

mob gathered outside Graves Hall in an attempt

to prevent her from attending class. He served as

Acting Head of Curriculum and Instruction (1972-

1973, 1983) and as Acting Dean (1981 -1982). Dr.

Roberts worked closely with the State Department

of Education to enhance

and strengthen teacher

education. He served as

Assistant Dean for Student

Services and Teacher

Certification Officer until

his retirement in 1987.

The honors bestowed on Dr.

Roberts during his career

included the Kappa Delta

Pi Faculty Appreciation

Award, Phi Delta Kappa

Professional Educator of

the Year Award, Alabama

Association of Teacher

Educators’ Distinguished

Service Award, Penny Allen Award (UA), Algernon

Sydney Sullivan Award (UA), the College of Education

Society Outstanding Contribution to Education

Award, the Alabama Association of Rehabilitation

Facilities Community Service Award, and the National

Retired Teachers Association of AARP National

Retired Educator Award for the State of Alabama.

Dr. Roberts was a charter member of Trinity United

Methodist Church (UMC) where he and his wife,

Edith, served in multiple ways. He also served the

Tuscaloosa district as a district lay leader, and

served on the District Board of Trustees, District

Superintendency Committee, and Wesley Foundation

Board of Directors. He also served the UMC North

Alabama Conference. He was honored this year

at the UMC North Alabama Annual Conference

with the Louise Branscomb Barrier Breaker award

recognizing his contributions and leadership in the

UMC community as well as his demonstrated vision,

courage, and willingness to stand for the rights of

women and ethnic minorities.

He was a member of the Tuscaloosa Exchange Club

(President, 1974-1975), the UA Retirees Association,

and the Volunteer Steering Committee of the West

Alabama Easter Seal Rehabilitation Center, the

Alabama Retired Teachers Association, the Tuscaloosa

Retired Teachers Association, and the College of

Education Board of Advisors.

Family and friends of the late M. L. Roberts, Jr.

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ABOUT N. JOYCE SELLERS

The late Nona Joyce Sellers was born in October 5,

1949, in Holt, Alabama. She graduated as valedictorian

from Holt High School in 1968.

Joyce began her career in education in 1974 at Maxwell

Elementary School as a reading teacher. Later that year,

she became a classroom teacher at Hillcrest Junior

and Senior High Schools. In 1982, she became the first

female assistant principal in Tuscaloosa County at

Tuscaloosa High School. In 1986, Joyce became principal

of Holt High School until 1990 when she became

principal at Hillcrest High School. From Hillcrest she

went on to serve as the first female Superintendent of

the Tuscaloosa County School System from 1994 until

her retirement in late 2003.

As superintendent, Joyce oversaw the expansion of

Tuscaloosa schools with the construction of the new

schools: Tuscaloosa County High, Taylorville Primary,

Brookwood Middle, Echols Middle, Davis-Emerson

Middle, Northside High, Northside Middle, and

numerous building additions and renovations. During

this time, Joyce served as an adjunct professor at the

Capstone, helping train and inspire future educational

leaders. She established the Education Excellence

Foundation in 1994, a non-profit organization to benefit

education in Tuscaloosa County.

Joyce was also a source of leadership to much of

Tuscaloosa County. She was a part of numerous

organizations: Leadership Alabama, the Alabama Council

of the National Beta Club, the XXXI Society at UA,

and many others. She also assisted in the Tuscaloosa

Public Library’s Strategic Plan and the Tuscaloosa

County Vision Planning forums. In her dedication to the

Tuscaloosa youth, Joyce served as Curriculum Chair for

Forerunners sponsored by the West Alabama Chamber

of Commerce. She also helped to create programs that

combated drug abuse by young people through Task

Force for Drug Free Schools, and the West Alabama

Drug Conference.

Joyce’s dedication, leadership, and forward thinking has

been recognized through awards and honors bestowed

upon her during her lifetime and after her passing. The

Holt High School Library is named after her; she has

received the Holt High School Lifetime Achievement

Award and was inducted into the Holt High School Hall

of Fame. She received the Kermit Johnson Outstanding

Superintendent Award, the Tombigbee Girl Scout

Council Women Committed to Excellence Award, the

Soroptimist Woman of Distinction Award, the Mollie

Allen Advocate for Children Award from the Tuscaloosa

County council of PTAs, the Northport Citizen of

the Year, the Truman Pierce Leadership Award, the

Betsy Plank Distinguished Achievement Award, and

was named one of the pillars of West Alabama by the

Community Foundation of West Alabama. The N. Joyce

Sellers Award was established by the Alabama State

Department of Education to recognize outstanding

school superintendents each year. Joyce also

received the Capstone Education Society Outstanding

Contribution to Education Award.

Dr. Sellers was a lifelong member

of Holt United Methodist Church

where she served in many capacities.

Dr. Sellers was committed to her

community and worked toward that

ideal each and every day.

Family and friends of the late N. Joyce Sellers

13

TURNER HONORS PARENTS’ DEDICATION

TO EDUCATION

(2014) Dr. Larry Turner bestowed a gift to the College in honor of his parents, William “Bruce” Turner and Lillie Carpenter Turner. Larry’s parents always stressed the importance of education and made it clear to him that he “WILL go to college.” Dr. Turner took his parents’ words to heart and earned his B.S.E. (1974) as well as his M.A. in secondary education (1974) from The University of Alabama before going on to Harvard University and earning his M.Ed. (1988) and Ph.D. (1990) both in administration, planning, and social policy. Neither Bruce nor Lillie had more than a sixth grade education; both were born around the turn of the 20th century and schooling beyond grade school was not readily available. They did, however, understand the importance of a college education and literally pushed all six of their sons in that direction. Five of the six ended up with college degrees, a fact their parents were immensely proud of. As such, it seems Dr. Turner could give no higher tribute to Bruce and Lillie than a donation to the College of Education.

Bruce and Lillie raised their sons on a farm about seven miles from Chatom, Alabama, in rural Washington County. Larry was the youngest, but worked just as hard as his five older brothers. They grew crops, raised livestock, and harvested turpentine from the pine trees. All the boys

grew up working from “daylight to dark” on that farm; sometimes leaving as early as 3:30 AM to get all the chores done. Larry credits this hard work with teaching him all of the skills that have helped him achieve so much. He learned that “the race does not always go to the fastest nor to the smartest but often to the individual that will work hard to achieve success.” Bruce and Lillie taught all their sons that hard work, honesty, and integrity were some of the most important values.

LILLIE CARPENTER AND WILLIAM “BRUCE” TURNER

One of Larry’s fondest memories of his parents is seeing them read. Every morning his dad would get the previous day’s paper from Larry’s uncle and every night after supper, his dad would read the day-old Mobile newspaper from cover to cover. Bruce always knew the news and kept up with political affairs. Larry’s mom would read several women’s magazines, as well as the Bible and Sunday school lessons that she taught to the women’s class on Sundays. Often times, Larry and his mom would cuddle up and she would read to him; this simple act meant so much to Larry.

The Turner family had always been Tide football fans, but Larry was the only one of his brothers to attend The University of Alabama. While he was growing up, Lillie constantly said that Larry would go to The University of Alabama. So when it came time to choose a university, Larry knew he was meant to go to Alabama. He remembers his four years at Alabama fondly: working on the homecoming committee, serving as SGA Senator representing the College of Education, and working with Dean Paul Orr in the College’s Dean’s office were just a few of his activities. In May of 1974, he was named Student of the Year by the National Alumni Association; indeed, he still has the picture of President David Matthews presenting him the award with his mom standing beside him beaming with pride.

After graduating from The University of Alabama, Dr. Turner pursued a career in education. First, as a teacher, and then after earning his second master’s degree and doctorate, a principal at Millry Elementary and High School in Alabama. He eventually became Superintendent of Education in his hometown of Chatom in Washington County before becoming professor and then dean at the University of Mobile.

Bruce and Lillie Turner may not have been famous, well educated, or rich, but they were greatly loved and respected by their children. Bruce was well known by his sons for saying, “I am not leaving you fame or fortune, but I am leaving you a good name. I hope that is important to you.”

LARRY TURNER

Bruce Turner could often be heard saying, “You are known by your name

and reputation far wider than you will ever be known by your face.”

14

It was during Dean Robert L. Hopper’s tenure that the College began supervising student teaching and offering graduate-level courses overseas. Eight students accepted opportunities to student teach in Mexico City at the American-Sponsored Overseas School in 1961. In the following year, additional teacher training sites were located in the Mexican cities of Guadalajara and Monterrey and in Bogota, Colombia.

The number of courses continued to increase during the Bills administration; however, Dean Paul G. Orr established the Office of International Programs in 1972 to provide an international and global dimension to the College’s teacher and administrator preparation programs. The responsibility for developing and administering the overseas components of these programs was assigned to Professor Emeritus Carrel M. Anderson. Since that time, the College has

MAKING CONNECTIONSAROUND THE WORLDThe Office of International Programs is redefining its international leadership role on campus in ways that will reach out to wider global communities. Since 1966, the Office of International Programs (OIP) has been leading the way in international education by focusing its efforts on preparing international educators, mostly in Latin American school sites.

OFFICE OF INTERNATIONAL

PROGRAMS

developed, maintained, and expanded its overseas student teaching program.

Since 1966, the Office of International Programs (OIP) has been leading the way in international education by focusing its efforts on preparing international educators, mostly in Latin American school sites.

The Office is proud of its past record in Latin America and will continue to work with its partners to bring higher levels of quality to the teaching/ learning experience in the abroad programs.

The College of Education can now count hundreds of alumni from its main sites, which include Bogota, Colombia, Bucaramanga, Colombia, Mexico City, Mexico and Asuncion, Paraguay. OIP, however, is widening its sights. This past spring the COE hosted a delegation of Chinese education administrators from Shanghai Normal University Tianhua College of Education. In the summer, the Dean of the College returned the favor and traveled with the Director of OIP to Shanghai for further discussions. The result was a new

15

The Thailand Ministry of Education turned to the College of Education to help strengthen its middle-school science education standards, research and pedagogy.

Six Thai educators arrived in Tuscaloosa for a three-day tour of UA science education facilities, lectures by UA faculty, and classroom observation at two Tuscaloosa-area middle schools. Dr. Dennis Sunal, professor of science education at UA, coordinated the schedule, which included meetings with UA administrators, curriculum workshops, and presentations at the UA Science and Engineering Complex.

Sunal said the Department of Curriculum and Instruction was contacted by Thai officials. The department and the College of Education’s Office of International Programs organized workshops and coordinated speakers and visits to middle schools.

Sunal said visits to Rock Quarry Middle School and Tuscaloosa Magnet School were particularly beneficial in

THAI EDUCATORS STUDY MIDDLE-SCHOOL SCIENCE RESEARCH, PRACTICE AT UA

creating professional development meetings in Thailand.

“They wanted updated research and practice on U.S. middle-school science from us,” Sunal said. “When they go back, they’ll

enhance their national plan for standards and teaching practices. We also asked the Alabama Math Science and Technology Initiative to present events going on in Alabama intermediate school districts and describe how we work with middle school teachers.

“They observed the curriculum in practice in middle schools. They interviewed teachers and the principal. TMS is also an International Baccalaureate school, like some schools in Thailand.”

In a statement from Thailand Ministry of Education, preparing students to be in line with global science trends and changing teachers’ paradigm are goals.

“To achieve benchmarks in the developing country of Thailand, we must learn from experienced teachers, supporting staffs, and executive teams who have successfully helped in integrating science and technology into their society, both from the implementation point of view and from the policy point of view,” the statement read.

working partnership between Tianhua College and the College’s Elementary Education program. Beginning in summer 2016, through to the next two summers, elementary faculty will travel to Tianhua’s home campus to teach various undergraduate teacher education courses. After completing the introductory set of courses taught in the People’s Republic of China, the students at Tianhua College will travel to Tuscaloosa to conclude their studies by spending their senior year on the UA campus.

OIP and COE will also be hosting a second administrative delegation from China’s Nanjing Normal University College of Education in the Spring of 2015.

The target of the Nanjing partnership is adminstrative and principal leadership. Each partnership is interested in developing its graduate programs, exchanging personnel, fostering collaborative research ventures and finding ways to work together and to learn from each other.

Similarly, the Thailand Ministry of Education turned to the College of Education and the Department of Curriculum and Instruction for assistance with their country’s middle-school science education curriculum. (See side story).

OIP is also in discussions with other international partners to offer some of its doctoral degrees and hopes to continue to expand its role and its reach across the world.

16

The Belser-Parton Literacy Center was

established by Birdie Belser of Montgomery

in 1972 to support the operations of a reading

center within the College. It was established

in memory of Birdie’s sister, Danylu Belser, and

Daisy Parton, both of whom were members of

the College’s elementary education faculty. The

Center ran as a reading clinic for almost two

decades, initially directed by Frederick Westover

(see page 17).

The Center supports innovation research about

literacy learning and teaching. Support is given to

individuals seeking to advance literacy or reading

achievement in some tangible way. The Center,

for instance, supports the scholarly endeavors

of litarcy researchers, various clinical outreach

projects, and teacher education efforts in reading

and the language arts.

The teacher development aspect of the Center is

especially important and has several components.

The Center will support research on pre-service

teacher preparation and encourage discussion

of quality programs. It will also support pre-

service teacher education in field-based settings

and include both undergraduate and graduate

students in work with children at the Center.

Experienced teachers will also benefit from

the Center through the work in the school

partnerships created to provide professional

development and pre-service field-based

teaching. Partnerships with the Inservice Center

and local school districts may also provide

opportunities for supporting the career teaching

professional. The idea is for the Center to

provide a unique and empowering stamp on all

of the pre-service and inservice educators that

come through its doors.

The community outreach component of the

Center into the community and will provide

workshops for parents, paraprofessionals,

volunteer tutors, early childhood care providers,

and others. Providing answers to questions

about literacy development and difficulties will

be helpful to parents and can be done through a

web site as well as forums on topics of interest.

After school reading/writing support (tutoring)

and summer programs for literacy enrichment

and support for struggling students will be

incorporated into the Center’s activities.

CAROL DONOVAN, BPLC Director

BELSER-PARTONLITERACY CENTERInnovative Research Supporting Excellent Literacy Teaching and Engaged Learning

“There is much work to

be done to ensure that all

children in Alabama and

across the nation develop

as confident and capable

readers and writers. The

Belser-Parton Literacy

Center supports this

effort by supporting the

expertise of faculty for

conducting innovative

research, linking theory

and practice for enhanced

teaching and learning,

and connecting with and

supporting the larger

community literacy

needs.”

—Carol Donovan

The Belser-Parton Center is dedicated to the cause of making children better readers. Teaching children to read might be the most important thing that an elementary school teacher does. The act of reading grants a student the opportunity to independently venture into various academic-intellectual pursuits. Nothing, frankly, is more predictive of general school success than reading well. —Dean Peter Hlebowitsh

BY CAROL DONOVAN

17

While earning his Ph.D., he invented a tachistoscope that was later acquired by

the Smithsonian Institution to help represent the nation’s heritage in science and

technology from the 1940s.

He provided guidance on the National Committee on Reading Tests for 25

years and was a consultant on reading instruction to school systems in Alabama.

He also served as president of the local American Association of University

Professors chapter and helped advise University of Alabama President on issues

of integration.

Upon retirement, he traveled to Colombia, South America, to direct a reading

program for teachers from the American Schools in Latin America on how to

teach corrective reading and reading improvement. He also conducted testing in

reading performance as a volunteer for VISTA Job Corps in Oregon.

At 92, Dr. Westover published a reading manual for teachers and tutors. When

macular degeneration left him legally blind, he listened to library books on tape.

He won a seniors’ Olympic race at 96. He died in Kansas City, Missouri, at age

103.

Dr. Phyllis Westover’s

generous contribution

has provided over 3,000

books for the BPLC library.

These materials will used by

prospective and practicing

teachers learning to or

improving their teaching

of reading and writing as

well as children attending

reading and writing programs

throughout the year.

Because Phyllis Westover knew of her

father’s love for reading and commitment to

helping others, she honored her father with a

gift to continue his legacy.

For 22 years, Frederick Lowell Westover

directed the reading laboratory (now the

Belser Parton Literacy Center) at The

University of Alabama where he was Professor

of Educational Psychology and taught

statistics.

Born at one and one-half pounds in the winter

of 1900 in Youngstown, Ohio, he was discarded

by the doctor. His grandmother wrapped him

in cloth and placed him in a basket on the lid of

the oven set on low and fed him with an eye-

dropper of milk that she got from his mother.

He grew up in Lowellville, Ohio, surviving

pneumonia three times before he was five and

the Spanish Flu at eighteen.

Despite his

challenges early

in life, he excelled

at school and

frequented the

Lowellville Public

Library, later

working his way

through Hiram

College and

becoming captain of the track team. He met

and married fellow Hiram student Esther

Galley. Beginning his career, he taught math

in a Youngstown Junior High School and later

served as principal at the Burton High School.

Frederick earned his M.A. and Ph.D. from

Columbia University Teachers College in

Psychology and Student Personnel Work.

Loving adventure, he took a job one summer

as a fireman on the Long Island Railroad on

a steam locomotive and also learned to fly a

Piper Cub.

DAUGHTER HONORS FATHER’S LEGACY

DR. FREDERICK WESTOVER AND HIS DAUGHTER PHYLLIS

On September 26th, Dr. Phyllis Westover (1957 graduate) visited the center accompanied by her husband, Lowell Smithson (left), and Dean Peter Hlebowitsh (right).

18

19

SERBIANEXPERIENCEStudents go to Serbia for Fellowship Experiences

Dr. Annie Smith with elementary students in Serbia

(May 2014) The Serbia Fellowship

Experience (SFE) launched its pilot

expedition, introducing 22 UA students

and faculty members to Serbia.

Aaron Brazelton (pictured left), secondary

education major, spearheaded the creation

of the Serbia Fellowship Experience,

an educational and social partnership

between The University of Alabama

Honors College, The University of Novi

Sad, and the municipality of Blace, Serbia.

Student delegates went to Serbia with the

hope that they would create relationships

with the people, culture, and societies.

Delegates began their trip in Belgrade.

They explored cultural and historical

elements of the former Yugoslavia before

being divided into three groups to visit

three cities: Blace, Nic, or Novi Sad. Once

in these cities, each group experienced

cultural immersion through local histories,

scholarly interactions with university-level

projects, and civil society idea exchanges.

The College of Education’s Annie Smith,

clinical assistant professor of educational

psychology, was one of the three faculty

advisors leading the groups. She and

18 delegates went to Blace for a week,

where they stayed with host families.

The delegates ate traditional foods,

learned time-honored Serbian dances,

and toured museums and historical

landmarks. At local schools, the delegates

gave presentations on topics they felt

passionate about. They also met with

municipality leaders and the local sports

federation.

Dr. Smith stated that one of the most fascinating parts of the trip was

the interaction with elementary students. The elementary students

performed traditional dances and songs. At the high school, residents

and delegates taught each other their traditional dances.

Dr. Smith presented a

lecture to teachers and

administrators about the

education structure in

the U.S. and the role of

educational psychology.

The lecture ended with

spirited dialogue about

classroom management

and differences between

Blace and Tuscaloosa. Blace

also functions as a key

partner in the elementary

educational equity project

started between Crestmont

Elementary School in

Tuscaloosa and the Primary School of Blace. The project garners

positive exchanges between the schools’ unique, but similar, challenges

through use of audiovisual technology.

The SFE ended in Belgrade at the U.S. Embassy with the delegates

giving presentations focusing on what they had learned. The delegates’

presentations focused on discussion, demonstrations, and future

applications of their experiences in Serbia.

The pilot run of the SFE proved successful. They plan for this program to

continue with the hopes of expanding partnerships with universities in

Serbia and bringing Serbian university students to the United States for

a similar fellowship.

20

LILLY HALLCLASS OF 2013Teaching students with special needs abroad

Lilly Hall spent her first year-and-a-half at UA trying to decide on a

major. She didn’t like some of the classes, and she wasn’t convinced

some of the majors would yield ideal career opportunities.

But through her experiences in UA’s Honors College, where she took

mentoring classes, Hall found her path through volunteerism. The

Mountain Brook native worked at a camp for children with autism at

Glenwood Autism and Behavioral Center in Birmingham. She became

interested in teaching autistic students, which sparked her interest in

early childhood special education (from birth through age 8).

“With those children, it’s a really critical time in their development,” Hall said. “If you can get in there when they’re 3 or 4, you can make a big impact.”

Hall graduated in May, but not before leaving a sterling example of the

passion needed to teach children with special needs and the importance

in developing strong student relationships.

During Hall’s mentoring class in Honors College, Hall was a mentor

at Matthews Elementary, where she assisted a classmate who started

an art project to teach art because the school lacked funding. She was

also the assistant student director for Al’s Pals, a UA-based mentoring

program, where she was able to create curricula for the after-school

programs at Oakdale Elementary.

Something was missing though. Hall had always wanted to travel and

learn abroad. She took Italian language courses her freshman year

and planned to go to Italy. But after she switched her major to

education, a trip to Italy didn’t fit into her schedule.

The thought of working in Africa appealed to her, due in part to the

idea of fully utilizing time abroad and “not be a tourist.”

“I didn’t want to (be a tourist), pretending like problems don’t exist,”

Hall said. “So I had to do some work to find affordable volunteer

projects.”

Hall was able to build an independent study with her advisor, Dr.

Jim Siders, professor of special education.

“Prior to her departure, she and I agreed she would build the

experience around a Teacher Work Sample process used by our

faculty to organize our undergrad program,” Siders said. “From a

teacher candidate vantage point, this begins with the definition of

the context of the instructional environment, definition of learning

goals, planning of assessments, building of instruction. Once the

plan is created around the needs of the learners, she crafted her

design of instruction, followed with decisions about her delivery,

and closed with a reflection of what she learned and what she

would do differently in the future.”

Stepping outside of her comfort zoneHall isn’t afraid to admit it: she comes from a privileged community

that isn’t very diverse. Her parents, though, always remind her that

Mountain Brook “isn’t the real world.”

“I wanted to see that, always have,” Hall said. “Going into these

schools and getting to spend time, hear about kids’ lives … it’s

opened my eyes to how hard a lot of people’s lives are compared to

how mine was.”

“There are so many other factors that go into how these kids

perform in school, and if we don’t know what they’re going

through, what they like, we can’t reach them,” she added. “Each kid

is going to have to get there a different way.”

Understanding the hardships and challenges of students in

Tuscaloosa didn’t quite fulfill Hall’s ambitions to serve under-

privileged children.

She could have gone to Ghana, but a chance to teach special-needs

students in Tanzania emerged and sealed her decision. All summer,

without all the comforts of life in Alabama, excited Hall. Her

parents, understandably, were supportive but guarded.

“My dad was like, ‘we’ll see if you can go … but I was like, ‘no, I’m

going,’” Hall said. “My mom helped me research safety, and she

knew this was something I needed to do.”

Hall boarded a plane for Tanzania in May 2013. Twenty hours later,

she landed in Tanzania. In pitch-black darkness, she was driven to

her new home. It wasn’t the volunteer home she’d heard about;

rather, a home owned by an African family.

BY DAVID MILLER

21

No one spoke a fair amount of English; she was crowded, hot, and

sleeping under mosquito nets.

“I was miserable,” Hall said. “And my mom didn’t hear from me for

two days to know if I’d made it safe. Luckily, she had gotten in touch

with a program coordinator who told her I’d made it. Still, it was a

tough start to the trip.”

Adapting to a different kind of classroomHall woke up around 5:30am each day and boarded crowded “dala

dalas,” usually a minivan Tanzanians primarily used for taxis.

Finding her school, one of two to which she was assigned, each

morning proved difficult because of the language barrier.

The greater barrier, though, would be in the classroom. Hall had one

class of special-needs students ranging from ages seven to 17. Hall

said at least eight of the students had some form of autism, but all

of the students in the class were classified as “slow learners,” which

made teaching difficult, Hall said.

“That’s what I was told, and I wasn’t sure how that would correlate

to how we would diagnose in America,” Hall said. “Sometimes, it was

hard to tell what their disability was. I had to sit down and ask them.”

Hall said one student was ignored because she’d never speak in

class. In the United States, she would have received speech therapy,

Hall said.

“One girl had a physical disability in her arm, but she was so smart,”

Hall recalled. “It was frustrating. She was in that classroom just

because of that. In America, she’d be in class with the rest of the

students.”

The broad nature of classifying special-needs students was coupled

with little interaction between Tanzanian teachers and Western

volunteers. Hall said that once she arrived at the classroom, the

everyday teacher wouldn’t provide language assistance during her

instruction.

“I thought that was ineffective,” Hall said. “I knew a bit of Swahili, but

not enough to really instruct them. I’d go home, look up words, how

to count. We’d learn different things, like parts of the body, and did

so in English and Swahili.

“I wish I could have spoken more Swahili because I could have

started from the first day implementing things I had learned,” Hall

added. “I can’t teach social skills – a key element of autism – if I can’t

communicate. That was hard to deal with. When the communication

isn’t there and you don’t have all the training … I don’t have speech

therapy experience, so I just stuck to math, because it’s universal.”

Moving onHall is currently a pre-k special education teacher at Loudon

Elementary in Loudon County, just outside Knoxville, Tenn.

The student who asked all of the questions, sometimes at the

annoyance of classmates, and kept Siders “on his toes” as an

instructor, is a student who faculty members would love all of their

teaching candidates to emulate, Siders said.

“Many people mistake special educators as bleeding heart,

sympathetic souls,” Siders said. “Lilly, and most of our students,

have that service mentality, but realize their mission is to minimize

the dependence of the child and the family on special services and

social services. This independence occurs best if special educators

do their preventive work to minimize disabling conditions and foster

independence.

“For some reason, the general population has the impression we

need to keep learners with special learning conditions in special

education classes. Quite the contrary is the prevailing philosophy

which is to intervene early, minimize limitations, and enhance

a child’s life. I have a strong feeling that Lilly made a lifelong

impression on many children’s lives in Tanzania.”

22

Josie stated, “I surprise myself everyday and the more I learn,

the more I understand how I’ve accomplished all that I have . . .

By simply keeping a positive attitude and not making excuses.

Positivity and education are what have allowed me survive and

defy adversity.”

Josie made the choice to excel in school and was an academic scholar

in addition to working full-time. Josie has demonstrated that she

is determined to rise above the circumstances in her life. She has

basically accomplished her status as an honor student on her own. No

one was at home pushing her to study, nor to make good grades. She

has managed to maintain an outstanding academic record out of an

inner drive to succeed. She shared with me that it is her goal to be

successful, so that she can inspire others. She wants to help others in

similar situations.

I have had the privilege of working with Josie this semester. We

meet often to discuss academics and scholarship opportunities. We

share a meal and discuss how things are progressing in her life. I have

encountered many students in my time at the university. However,

I can honestly say that Josie Perry has a drive and a determination

that far surpasses many others. She will be successful someday, and

I feel sorry for anyone who attempts to stand in her way. I am very

impressed with her level of maturity and compassion. She does not

use her circumstances as a means to gain sympathy; rather, she uses it

as a source of strength.

JOSIE PERRY: CLASS OF 2017

One afternoon early in the semester, I

received an email from Rosetta Hawkins,

our staff assistant in elementary

education. She was inquiring about the

possibility of me serving as a mentor to

a sophomore, majoring in elementary

education. It seems this young woman,

Josie Perry, had popped into her office

seeking a mentor. I found this request

unusual and admittedly thought she was

just attempting to satisfy some course

requirement. But, I enjoy mentoring and

assisting students, so I agreed to speak

with her in order to determine if this was

something I wanted to pursue.

Upon meeting Josie, I was immediately

surprised by the confidence with which

she entered my office. She had a strong

posture, excellent eye contact, and

immediately extended her hand as she

introduced herself. However, I had no

idea what I was about to learn. As Josie

spoke, I learned that she was from my

hometown.

Josie shared much about her life. I

quickly learned that she has overcome

many obstacles, and that we have much in

common. Her mother battled substance

abuse and mental illness and her father

was incarcerated for drug abuse. Josie

spent time in foster homes until her

sister was old enough to gain custody of

Josie and bring her to Alabama. I was

in awe of how she has risen above her

circumstances. Because I have had family

members fall victim to the appeal of a

world of drugs, I was especially surprised

at how she has responded to this journey

at such a young age.

I want to be a teacher because teachers were the only inspiration that I had growing

up. They were the adults that I needed in my life to give me guidance. Teachers went

above and beyond to give me hope and I am forever thankful for all of them. From kindergarten to my senior year, teachers

were the reason that I am in college today and I want to be able to pay it forward and do the same for my students in the future.

—Josie Perry

by Lisa Fowler, Assistant Professor

Photographs by Jenny and Sciff Bailey

23

The technology that helps limit distractions while driving can be applied to help individuals with cognitive disabilities transition into the workforce. John Myrick has spent more than three years using Bluetooth technology to coach students with disabilities at CrossingPoints, a UA partnership with Tuscaloosa city and county school systems. The base of his research, part of his dissertation for his doctoral degree in special education and transitional services, is to use positive reinforcement and prompts to instill confidence, often a major hurdle for CrossingPoints students, many of whom have cognitive disabilities, Myrick said. “Providing students with certain prompts, we’re able to eliminate certain behaviors that may hinder them from getting a job and living independently,” Myrick said. CrossingPoints provides transition services for students with disabilities ages 18-21. Students participating in CrossingPoints receive hands-on instruction in vocational/employment aspects of transition during their job placement and specially selected or assigned job sites at the University of Alabama. The students spend up to four hours a day and four days a week in real job settings, while receiving instruction in employment related skills and some functional academics related to independent living skills.

For Myrick, the advent of wireless technology has transformed how he and other CrossingPoints staff members interact with students. Myrick, along with clinical instructor Amy Williamson, have used video modeling to review students’ performances while at more than a dozen job sites across campus. Students are filmed, and they review the footage as a group to help identify improper behavior and correct it. Myrick introduced Bluetooth technology to help simulate the environments during the time they spend in the classroom and at job sites. Myrick had three students participate, two of whom demonstrated a significant decrease in what he termed distracting body language and acts that interrupted others, according to student-reported data.

MYRICK with students at CrossingPoints

“For example, Participant 1 had a baseline mean occurrence of 70.8 interruptions during group conversation, which dropped to 9.6 occurrences during the intervention phase,” Myrick said. “For distracting body language, he had a baseline mean of 64.7 occurrences, which dropped to 6.3 during the intervention phase. This data suggests that the Bluetooth prompting played a significant role in the reduction of the targeted behaviors.” Myrick said each student that was monitored would take an iPad to their respective job site. Myrick and CrossingPoints staff members would call them using Skype and monitor their performance from the CrossingPoints classroom and provide the needed prompts, which allowed the students to correct the behavior and practice the skills immediately. “Research has shown, too, that our students will often forget what they’ve done wrong, so correcting it down the road is pointless,” Myrick said. “This allows us to correct behavior before it gets ingrained. We’re also seeing them perform in certain settings, and that helps us tailor strategies.” Myrick accepted a faculty position in the special education department in the College, where he’ll teach four classes each semester. He’ll also continue his research using Bluetooth technology with CrossingPoints students.

DR. JOHN MYRICK: CLASS OF 2014

BY DAVID MILLER

24

CAROLINE SURRATT: CLASS OF 2018

After receiving a perfect 36 on her ACT, Caroline

Surratt had her choice of majors at The University

of Alabama and she chose to pursue her passion,

special education. Caroline graduated from Harrison

High School and entered UA as a freshman in the

fall of 2014. She received full tuition through the

University Fellows Experience, a program where

only the top 30 students of the Alabama freshman

class are accepted. She has also received the

National Merit Scholarship, which less than one

percent of applicants receive. Caroline was driven

to get a perfect ACT score by her older sister, Emily

who is currently majoring in nursing at the Capstone.

Emily received a 35 on the test, and always

competitive Caroline wanted to score one point

higher and get a perfect score, which she did.

Less than 0.07 percent of people taking the

ACT receive a perfect score, making Caroline’s

accomplishment exceptional, yet instead of bragging

about her achievement, she would much rather tell

people about the accomplishments of her students.

Caroline’s decision to major in special education

Freshman scored a perfect 36 on ACT and is bringing her passion to campus to study special education

came from volunteering as a

student aide at her high school.

Caroline first became interested

in working as a student aide with

special needs students after

becoming friends with Macy

Fritz, a girl with Down Syndrome.

Caroline has since been inspired

by many of the students. She tells

one story about a boy named

Nick, who she taught to do math

with a calculator. After months

of teaching and encouraging, one

day something clicked for Nick

and he was able to do the math

without a calculator. It’s moments

like this that Caroline enjoys

about special education.

“Working with the students

in the special education class

was incredibly rewarding. I

loved seeing the students learn

new skills and make progress

each day. The students in the

class are so genuine and have

the kindest hearts. Working

with them is a joy! I love

the way that students with

intellectual disabilities think,

and I know that they are very

capable although they learn

and process things differently

from typically functioning

students. As a future special

education teacher, I hope that

I will be able to help people

with disabilities reach their full

potentials.”

Ed Geiger, a teacher in the

Moderately Intellectually

Disabled program at Harrison,

has worked extensively with

Caroline. He says that the

students enjoy working with

Caroline because she knows

when to push them to be better.

Geiger credits the use of Smart

Boards in the classroom to

Caroline because she used the

technology to develop her own

lesson plans. “She’s wise beyond

her years, and she never has

an off day. . .she’s following her

heart,” Geiger said. When asked

about Caroline becoming a

teacher, Geiger stated the fact

that she has chosen education

out of all the fields available to

her is a credit to the teaching

profession.

Caroline’s mother, Maria

Surratt, also talks about her

daughter’s decision to go into

special education. “I think one

of the things that really inspires

Caroline to work with kids with

special needs is that she feels

that they can do so much more

than people realize . . . She is

constantly trying to figure out

ways to teach them new things.

When she comes home from

school, one of the first things she

talks about is what her ‘special

friends’ did at school today.”

In the future Caroline hopes

to get a master’s degree from

Alabama and then teach in a

special education classroom.

25

(September 2014) C. Matthew

Little was recognized by Presidents

Barrack Obama and Bill Clinton for

his commitment to AmeriCorps.

Members and supporters of

AmeriCorps gathered at the White

House to celebrate the program’s

20 year anniversary, where Little

was awarded the AmeriCorps

National Leadership Award for his “exemplary commitment

to a lifetime of service.” AmeriCorps is a civil society program

where volunteers engage in community service work with the

goal of helping others and meeting critical needs within the

community. It is often described as the domestic counterpart

of the Peace Corps. Little is a member of the Cohort VII of the

Executive Ed.D. Program in Higher Education Administration;

he is slated to graduate in August 2015.

EXECUTIVE ED.D. STUDENT AWARDED AMERICORPS NATIONAL LEADERSHIP AWARD

David Neder, a Sport Management Master’s student in the Kinesiology Department, is the recipient of the Stadium Managers Association (SMA) Foundation Scholarship for the 2014-2015 academic year. The SMA is a national organization that educates

and provides industry resources to assist professional and collegiate stadium managers in achieving the highest levels of facility administration and operation. As part of the scholarship, David works closely with the SMA Foundation Board of Directors to plan their annual fundraiser. He has also received an internship to assist in the operations of their SMA Seminar that will take place in Los Angeles, California, on February 1, 2015.

Dr. John Vincent, who coordinates the Sport Management Master’s program, recruited David from his administrative position at a YMCA in San Diego, CA, to attend the University of Alabama and intern in the University of Alabama Athletic Department in Event Management and Facilities. He works in Foster Auditorium as the Assistant Facilities Director to assist in preparing the facility for the volleyball and women’s basketball teams that practice and play there.

David, of course, has nothing but gratitude for his scholarship, “I am extremely thankful of receiving the SMA scholarship. Financially, it has given me the opportunity to finish the final year of my Sport Management Master’s program and allowed me to continue to focus on my internship with the Athletic Department…I believe that the knowledge I gain from being a part of the SMA will go a long way in helping me attain a job in intercollegiate athletics after I graduate in May.”

The SMA Foundation provides annual scholarships to both undergraduate and graduate students enrolled in an accredited sport administration/management program. Their scholarship program is meant to provide an opportunity for students enrolled in sport management programs with an emphasis on facility and/or event management to learn more about the profession through networking with leaders in the field in an educational and informal setting. This is the first time a student in the College of Education has received this award.

DAVID NEDER RECEIVES SMA SCHOLARSHIP

STUDENTS IN THE NEWS

Graduate students Jean Swindle (left) and Elle Shaaban-Magaña (right)

pictured with Hill Collins (center).

(October 2014) Award-winning author Dr. Patricia Hill Collins delivered the annual Julie C. Laible Memorial Lecture. Hill Collins, professor of sociology at the University of Maryland, promoted anti-racist education in “Sharpening Intersectionality’s Critical Edge: Implications for Education.”

A brown-bag lunch session was held prior to the lecture to discuss “the connections between race and class and challenge color-blind approaches in what some might argue to be a post-racial society with the election of Barack Obama” from her book, Another Kind of Public Education: Race, Schools, the Media, and Democratic Possibilities.

HILL COLLINS SPEAKS WITH STUDENTS

26

COLLEGE OF EDUCATION2014-15 SCHOLARSHIP RECIPIENTS

1903. James Fitts. Jordan Shelton 1981. Paul Terry. Territa Poole 1982. Merlin Duncan. Laine Williams Thelma

Smith. Ashley Petryszak Yewell Thompson. Janet Bavonese 1984. Rufus Hollingsworth. Kyle Walker 1988. Charles

Fletcher, Jr. & Lucile Fletcher. Rachael Nix 1989. Mark & Marian Berkin. Alexis Judkins . Evan Stiner Guy Gilliland.

Dora Eubanks Sarah Healy. Amanda Brunson . Shonteria Johnson Paul Orr. Juanita McMath . Jean Swindle 1991.

Esther Swenson. Anna Newton 1992. Sally Eisenhower. Gracee Dixon . Jheralynne Foster . Kelsie Frazier . Brady

Robichaud Leeman Joslin. Marsha Simon Mary McKinley. Katherine Dunaway . Ryan Hynes . Allison Reid . Alanna

Rohling 1993 . James Inzer, Jr. Mary Cooper . Linlee Karn 1995. Irene Jones . Teresha Jones . Carrie Myers .

Jennifer Underwood William Sexton. Takisha Durm . Janelle Rowe . Hollly Swain 1996. Rebecca Baggett. Haley

Boyd Mark & Marian Berkin. Hannah Pierce Jim & Ann Hayes. Sarah Fitzpatrick . Mary Gabriel . Jhane’ Mathis

. Taylor Nielson . Megan Payne 1997. Finley-Crews. Ethan McBride George & Betty Shirley . Callie Chambers .

Megan Friedmann 2001. William & Eugenia Battle. Emily Karg Susan Bedsole. Ashton Rigdon Roberta Cammack.

Kathleen Powers Jean Cecil. Demitrius Barksdale Mary & Lee Gregg. Bevin Clark Hazel Nabors. Olivia Montrella

Claude Sanders. Sarah Lynn TCI Companies. Tracy Hinton 2002. Sandra Apolinsky. Melanie Childers . Brittney

Williams . Lynsey Hurley Russell & Mary Cantwell. Undre Phillips . Chance Talley . Tiesha Williams 2003. Thomas

McDonald. Abby Martin 2005. Harold Greer, Sr. Kaitlyn Duren . Emily Jones . Mary Gabriel . Joshua Tubbs George

(May, 2014) Each year, the College of Education recognizes

bright and inspiring students at our annual scholarship banquet.

This recognition is made possible by people who have endowed

scholarships in the College of Education.

In 1903, James Harris Fitts established the first scholarship

at The University of Alabama to recognize the importance of

education by supporting the schooling of teachers. Many more

have followed this path.

These scholarships support teachers, counselors, educational

psychologists, educational researchers, and higher education

administrators.

Many of the scholarships are created to honor a person’s life

work. They are created in the memory of a loved one and in

the hope that the scholarship will help propel the students

forward to realize their dreams and eventually make their own

contributions to elevating someone’s life.

The College of Education offers sincere thanks to the friends

and families of the College who make these personal gifts.

Below (in red) are the names of the benefactors who put their

faith in the College’s upcoming generations of educational

professionals. The years that are italicized and bolded indicate

the year of endowment for the scholarship. The names in

regular typeface are the names of the recipients.

27

& Billie Layton. Katherine Lammers 2006 .

Martha Ann Allen. Emma Moultrie Board

of Advisors. Garrison Pugh . Loren Springer

Daniel Parker. Demitrius Barksdale 2007.

William & Madolyn Clipson. Jhane’ Mathis

Joanne Hodgkins. Tyler Beck . Bayli Boling

. Aaron Brazelton . Olivia Catoe . Rebecca

Chaffee . Megan Davidson . Hannah Davis

. Karie Deerman . Taylor Dixon . Jessica

Dupre . Madison Elmore . Laura Elsesser .

Kelly Feith . Amy Gerald . Michelle Glover

. Kayla Gowens . Jacob Grimes . Rachel

Hill . Emily Layfield . Kathryn Lewis .

Victoria Marts . Antonio McKinney . Tyler

Merriweather . Undre Phillips . Jarvis Smiley

. Hillary Stephens . Mary Stevens . Jamesia

Stevenson . Heather Trawick . Haylie Wilges 2008. Curry Adams. Takisha Durm Stephen & Dorothy Andrasko.

Lacie Garrett Harold Bishop. Teresha Jones Laura & James Condra. Loren Springer Dana & Tony Davis III. Taylor

Krickhahn Kathy Mouron. Callie Chambers . Jennifer Shaw Sandra Ray. Madison Jolley . Makenzie Mann 2009.

Ethel Boshell. Kelsie Owens . Henry O’Mary. Kelsie Owens . Ann & Patience Stevens. Nura Hussein . Floyd Zeigler

& Julia Sutton. Dora Eubanks 2010. Margaret Coleman. Mary Pierce Betty & Edward Englebert. Jordan Shelton

Earl & Ruth Killian. Mallori Davis 2011. Brad Chissom. Territa Poole George Hansberry. Miya Ball Catherine

& George Hansberry. Chasity Carr Retired Faculty. Caroline Jenkins 2012. Brad & Barbara Adams. Tori Rogers

Donald & Suzanne Crump. Gabriel Marrero . Jordan Smith . Charles Edmonds Michael Drummond. Kristal Duval

. Lydia Eubanks . Kelsey Mims . Maria Spano Shelley & Tom Jones. Ellen Bentley James McLean. Marsha Simon

Anna & Harold Paige. Fareed Bordbar . Melanie Childers . Randi Kirkland . Meghan Marie Saculla . Brittney Sheree

Williams 2013. Capstone Education Society. Jesse Turner Tony Cole, Jr. Sarah Brown . Anna Tetzlaff Helen Crow.

Elizabeth Turner Matthew Frazier. Marica Mackey Helen & Pat O’Sullivan. Victoria Baker . Amy Carlson . Chasity

Carr . Teighlor Driver . Lacie Garrett . Brittany Gooch . Ashlee Griffith . Elizabeth Harley . Abigail Hayes . Anna Hodges

. Nura Hussein . Taylor Morgan Vivian Jones . Ebone King . Katherine Lammers . Sarah Lewis . Joseph LouAllen . Cara

Lunceford . Paige McRae . Rachael Nix . Mary Pierce . Garrison Pugh . Ashton Rigdon . Abigail Taylor . Elizabeth Turner .

Lacey Wood Joan & Wray Pearce. Tyler Merriwether Gordon & Anne Rosen. Shelby Carroll . Scheqwanis Copeland .

Evan Johnson

28

BY THE NUMBERS 2014

39,368LIVING ALUMNI

$430Kscholarships

awarded each year

$461Kgifts to the College

in 2013-2014

$13.3M

Gift Impacts to the College

UAEducatorUA_Educator CapstoneEducator ua_educator

Stay in Touch!

Contracts & Grants in 2013

50grants

16+faculty

participants

29

Student & Faculty Numbers

COMPUTERS AND APPLIED TECHNOLOGY ELEMENTARY EDUCATION EARLY CHILDHOOD

EDUCATION ESL/BILINGUAL EDUCATION FOREIGN LANGUAGE EDUCATION (SPANISH,

FRENCH, GERMAN, LATIN) READING SECONDARY EDUCATION (ENGLISH LANGUAGE ARTS,

MATHEMATICS, SCIENCE, SOCIAL SCIENCE) EDUCATIONAL ADMINISTRATION AND LEADERSHIP

HIGHER EDUCATION INSTRUCTIONAL LEADERSHIP INSTRUCTIONAL TECHNOLOGY NURSE

EDUCATORS SOCIAL AND CULTURAL FOUNDATIONS TEACHER LEADER COUNSELING

(CLINICAL MENTAL HEALTH, REHABILITATION, SCHOOL COUNSELING, COUNSELOR

EDUCATION) EDUCATIONAL PSYCHOLOGY EDUCATIONAL RESEARCH SCHOOL PSYCHOLOGY

EXERCISE SCIENCE HUMAN PERFORMANCE SPORT MANAGEMENT SPORT PEDAGOGY MUSIC

EDUCATION COLLABORATIVE TEACHER PROGRAM (K-6, 6-12) EARLY CHILDHOOD SPECIAL

EDUCATION AND EARLY CHILDHOOD DUAL CERTIFICATION (BIRTH-3) GIFTED AND TALENTED

MULTIPLE ABILITIES PROGRAM (DUAL CERTIFICATION IN ELEMENTARY AND SPECIAL

EDUCATION) SEVERE DISABILITIES

ELEMENTARY EDUCATION EARLY CHILDHOOD EDUCATION ESL/BILINGUAL EDUCATION FOREIGN LANGUAGE EDUCATION (SPANISH, FRENCH, GERMAN, LATIN SECONDARY EDUCATION (ENGLISH LANGUAGE ARTS, MATHEMATICS, SCIENCE, SOCIAL SCIENCE EXERCISE SCIENCE HUMAN PERFORMANCE SPORT PEDAGOGY CHORAL MUSIC INSTRUMENTAL MUSIC COLLABORATIVE TEACHER PROGRAM (K-6, 6-12) MULTIPLE ABILITIES PROGRAM (DUAL CERTIFICATION IN ELEMENTARY AND SPECIAL EDUCATION)

13Undergraduate

Majors

31Graduate

Majors

16%

Student Diversity

Teacher Prep Programs

UG 1,978

2014 Enrollment

GR 1,043

19

Student to Faculty Ratio

1

3.435Average undergrad GPA at teacher education program

admission in 2013. According to AACTE, the

US GPA is 3.24.

Best Online Master’s in Counseling Programs

(BestColleges.com, 2014)#8730

Graduate Degrees

Awarded in 2013

7.7PERCENT OF

2012-2013 UA GRADS FROM THE COLLEGE

OF EDUCATION

380Undergraduate

Degrees Awarded in

2013

Tenure/tenure-track FacultyClincal/non-tenure-track Faculty

Sta�

84 7622

Fastest growing major in the

College

EXERCISE SCIENCE

30

Dean Peter Hlebowitsh, Provost Joe Benson, Tuscaloosa County Schools Superintendent Elizabeth Swinford, and Tuscaloosa City Schools Superintendent Paul McKendrick

COLLEGE & SCHOOLPARTNERSHIPSCollege of Education signs partnership agreement with the Tuscaloosa City and County School Systems

(April 2014) The University of Alabama signed a school

partnership agreement with the Tuscaloosa City and County

School Systems.

Hlebowitsh stated, “We don’t need a memorandum of

understanding to do work together, but in the spirit of

friendship, cooperation, and communion, we signed an MOU.”

The value of forming partnerships lies in the education of

children and business of schooling, which do not happen in

isolation. It is when we work

together that we provide the

best practices and resources

for the well being of children,

teachers, leaders, community

members, professionals, and

parents.

With that in mind, the College

of Education faculty have

been increasingly present and

working in the school systems.

UA administrator in residence,

and former superintendent for

the Tuscaloosa City Schools,

Joyce Levey stated, “I have

seen the partnership flourish

this year with more in-depth

communication, purposeful

understanding of the preK-12

systems’ needs assessment

and improved understanding

from the school systems in the

needs of the COE professors

for their research, grants,

and service. We all see this

as growth for faculty and

students. Together through

theory and investigation with

practical application we are

meeting the professional needs

of the COE and system faculty,

developing means and methods

to implement and evaluate

student growth.”

The College of Education

and Tuscaloosa systems

will work together on

writing grants, developing

research infrastructure

in the schools, identifying

mechanisms to improve

instructional and leadership

interventions in the schools,

and maintaining an active

channel of communication for

the development of mutual

undertakings.

Leo Lo, the new head of McLure Library,

hails from Kansas State University where

he was their Research and Development

Librarian. He holds a degree in library

and information studies and a Masters of

Fine Arts degree. He will soon complete

a PhD in sensory analysis and consumer

evaluation.

When asked about his new position at

The University of Alabama Leo said, “One

of the major reasons I chose to come to

UA was the Libraries’ desire to transform

McLure into a 21st century library. As the

concept and functions of libraries evolve

at a rapid speed, I see a lot of potential

in creating an innovative space and

developing user-centered services here.

My vision for McLure Library is to make

it an indispensable partner of the College

of Education. My main goals therefore

are to assess the needs of the faculty and

students of COE and collaborate with

the college to help achieve its vision. I

am very excited by the prospect and I am

looking forward to working closely with

the college.”

LO NAMED NEW HEAD OF MCLURE LIBRARY

31

FACULTY IN THE NEWS

Edwin Ellis, Professor of Special Education

Ellis retired in 2014 after serving as professor

of special education and multiple abilities for

21 years. He has over 38 years in the field of

education. Ellis’ work was instrumental in the

development of the Strategies Intervention

Model, the most widely used, research-based

approach to providing special education to adolescents with

learning disabilities. He has authored nine books, 18 book

chapters, and 24 research reports on learning disabilities and

strategies. He has also served on the International Council for

Learning Disabilities as president, vice president, and secretary.

Margaret King, Professor of Higher Education

King retired in 2014. She had over 30 years of

administrative experiences in student affairs

including coordinator, director, assistant dean,

assistant/ associate vice president, and vice

president. She also served as the Director of

the University’s Leadership Academy. King is

also the founder and an advisory board member to Leadership

University, which is designed to prepare aspiring faculty and

professional staff to assume positions of higher responsibility

within the University and other higher education arenas.

Carol Prickett, Professor of Music Education

Prickett retired in 2014 as professor and director

of the music therapy program. She began the

music therapy program at UA in 1985, having

previously pioneered the music therapy degree

at Georgia College and State University. In 2009,

Prickett received a Lifetime Achievement in

Music Therapy award. In 2007, Prickett was honored to receive

the A&S “Outstanding Commitment to Students” award. She has

received awards for outstanding research as well as for service

from the Southeastern Chapter of the American Music Therapy

Association.

Helga Visscher, Head Librarian

Visscher retired in 2013. She began her career

at the McLure Education Library in 1981

as a Reference Librarian. She was named

Department Head of McLure Library in 2002.

Building upgrades, computer upgrades, realigning

of the journals from paper subscriptions to

online, and adding more computers, including a computer lab

were all projects completed on her watch.

RETIREMENTS IN THE COLLEGE

WILLIAMS AND BURTTRAM JOIN UA ADAPTED ATHLETICS PROGRAM

Elisha Williams

Head Coach Women’s Wheelchair

Basketball

PhD, The University of Alabama

MA, University of Northern British

Columbia

Specialty: exercise science: focusing on

sport performance, wheelchair basketball

and agility, disability management

Coach Williams came to The University of Alabama in 2010

to play on the women’s wheelchair basketball team; she then

moved on to assistant coach for the team. She is a member of

the Canadian Women’s National Wheelchair basketball team

and represented Canada in the 2010 Olympics. Coach Williams

hopes to build upon the success Alabama’s women’s basketball

team has already experienced and cement its powerhouse status

in the women’s collegiate basketball league.

Jerry Burttram

Head Coach Men’s Wheelchair Basketball

BA, University of Alabama

Specialty: wheelchair basketball, adapted

golf, coaching

Coach Burttram played wheelchair

basketball for the University of Wisconsin

in Whitewater. In 1999, the University of

Wisconsin won the National Basketball

Championship and Burttram won Collegiate All American.

Burttram continued playing basketball while he was completing

his degree at The University of Alabama. Before becoming the

UA head coach, Coach Burttram served as assistant coach for

five years to both the men’s and women’s wheelchair basketball

teams. He is also the adapted golf coach. Coach Burttram looks

forward to expanding the University’s adapted sports program to

include other sports.

32

2014 MCCRORY FACULTY EXCELLENCE AWARDS

(May 2014) The 2014 recipients of the McCrory Faculty

Excellence Awards include (from left to right) Jane Newman,

associate professor of gifted education, John Vincent,

professor of sports management, and Vivian Wright,

professor of instructional technology.

The McCrory Award for Teaching

Jane Newman embraces the “human” side of teaching. She

learned at an early age that compassion for students is

critical for reaching students, as is a passion for excellent

teaching. Newman exhibits the instructional ability to

demonstrate the skills or conceptual framework she is

attempting to impart to her students. Since 2006, Newman

has served on 50-plus dissertation committees. She works

closely with her students, one of whom won last year’s

National Association for Gifted Children’s Outstanding

Dissertation. She is also the director of Summer Enrichment

Workshop, a program for K-12 gifted students.

The McCrory Award for Research

John Vincent ‘s research line examines the interaction of

sports, gender, national identity and the media. He is a

leader in examining how newspaper narratives and images

about major international sporting events become arenas

2014 CES EXCELLENCE IN EDUCATION AWARD

(May 2014) The Capstone

Education Society recognizes a

faculty member whose teaching

accomplishments exemplify the

where ideologies linking country and culture are reproduced and

contested in national identity politics. Vincent has collaborated

with colleagues and they have produced research that has direct

relevance to academicians and practitioners in kinesiology,

sociology, communication, management and other fields. Most

recently, he has collaborated with colleagues examining new media

message boards and sports journalists’ perceptions about gay

athletes, as well as female collegiate strength and conditioning

coaches’ perceptions about their profession. Vincent has more than

50 journal and chapter publications.

The McCrory Award for Service

Wright has helped initiate and develop projects such as electronic

portfolios for the preservice teacher and Master Technology

Teacher (MTT). She founded the MTT program more than 14 years

ago. This partnership between university faculty and preservice

and in-service teachers was formed to seek innovative ways to

integrate technology in teaching and learning. Wright has chaired/

co-chaired 28 dissertations. Of the 22 completed, 17 candidates

are on faculty at universities, and the remaining five are in K-12

administrative jobs. Three of these students received the College’s

Most Outstanding Dissertation Award. Wright said she believes

that all service, from mentorship in research to making everyday

processes more efficient, is an integral part of who we are and what

we do each day.

The McCrory Awards are funded from an endowment given to the College of Education from the late Nellie Rose McCrory. Dr. McCrory began her career at Gaston College, where she was a faculty member in the English department and served as department chair from 1989 - 2006. McCrory was the first member of her family to go to college, and she earned her MA and EdD from the Capstone.

highest degree of professional excellence.

Kagendo Mutua (pictured left with her grad

student, Amy Williamson, on the right) was

the 2014 recipient.

Mutua’s enthusiasm for learning and

researching better ways of teaching students

with intellectual disabilities has had quite

an impact on her students. Whether Mutua

is taking on the role of advisor, mentor, or

co-investigator, she exemplifies excellence

and goes above and beyond to make sure

her students understand the material being

taught and can articulate their knowledge in

professional and creative ways. She is always

available to meet with students outside

of class who may have unique needs or

circumstances that hinder their learning. She

is very quick to help find solutions and work

out their problems.

Mutua is an associate professor of severe

and profound disabilities. Her areas of

research include critical issues in transition

programming for youth with significant

disabilities, cross-cultural research on

families and youth with disabilities, and

postcolonial/decolonializing research.

33

James N. Mosely, Jr. passed on July 4, 2014. Mosely served

two years with the Army and was a Master Sergeant in the

National Guard. Over the years, and with his wife’s support,

he earned his PhD in Education from The University of

Alabama. Monk found that his calling was “teaching.” Monk

considered his teaching certificate to be one of the most

cherished achievements. He taught at Holt High School and was

a professor of secondary education in the College of Education,

where he was appointed director of the Southern Association of

Colleges and Schools.

Monk’s wit and humor abounded even in serious situations.

With a humble servant’s heart, Monk was gifted with genuine

love for everyone. He always found a way to meaningfully

connect, encourage and motivate people from all walks of life.

James is survived by his wife, Dorphine “Dot” Mosely, his four

children, six grandchildren, and six great grandchildren.

With a sincere smile and a gentle

demeanor, Professor Jens “Keith”

Chapman provided an awareness of, and

appreciation for, individuals with special

needs for two generations of UA students.

Serving the College in many capacities

from 1994 until his death on November

28, 2014, Dr. Chapman was a passionate

educator, an inspiring storyteller, and a sincere friend. Most of

all, this Southern gentleman was invested in the success of his

students.

Born in Troy, Alabama on June 7, 1946, Keith graduated from

Charles Henderson High School in 1964 and, soon after, joined

the U.S. Marine Corps. After serving his country as a Marine,

Dr. Chapman enrolled in Troy State University and later earned

a Bachelor of Science in history and art history. Keith’s early

career path included such jobs as a short-order cook and chef,

and he even worked a brief stint as a crop duster after earning

his pilot’s license. A near-fatal automobile accident claimed the

vision in one eye, ended Keith’s flying career, and led to many

months of therapy and recuperation. He then decided to pursue

a Master’s degree in special education for the Hearing Impaired

at The University of Alabama. It was during this time that Keith

found his passion for teaching and working with exceptional

students. Continuing his education, Keith earned a Ph.D. in

special education in 1994 and joined the UA family as the

Director of West Alabama Comprehensive Services (WACS),

a collaborative outreach program for adults with severe

disabilities.

After the closing of WACS, Dr. Chapman accepted a tenure

earning appointment as Assistant Professor in the College of

Education in the fall of 1998 and later served as the Department

Chair of Special Education for four years. After stepping down

as Department Chair, Keith found his niche in teaching SPE 300, Survey of Special Education, an introductory course required

of all students in certification programs. He was also solely

responsible for developing and teaching SPE 100, Exceptional Lives in Society, a popular course designed to promote an

appreciation for diversity for freshman and sophomore

students. Keith’s students admired him as a sincere professor

who was passionate about his work, incited their interest

in special education and diversity, and brought his sense of

kindness and genuine love of subject to every lecture.

Dr. Chapman touched and changed the lives of so many and in

many different ways. He often provided financial support for

students in need through such actions as making anonymous

payments for tuition, purchasing textbooks, and paying for

required student testing with his own money. He lived and

taught by example and deed. Keith enjoyed all types of music,

from opera to oldies, reading the classics, traveling to Germany

and studying the language and culture, and communicating in

American Sign Language. He was also a lover of animals and

cared for numerous rescue dogs in his home. Professor Keith

Chapman will be remembered for many things, including his

kindness, his passion for teaching, and his unfailing dedication to

The University of Alabama and its students.

IN MEMORIAM: A PASSIONATE EDUCATOR

Marcus Lafayette (M.L.) Roberts, Jr. passed on July 5, 2014.

He retired from the College of Education in 1987. Dr. Roberts is a 2014 Inductee of the College of Education’s Educator Hall of Fame (see page 8 for his biography).

He is survived by his son Marcus L. Roberts III, and his wife,

Kimberly Roberts; his daughter, Melanie Lynn Roberts O’Rear

and her husband, Dr. Michael R. O’Rear; six grandchildren,

Melissa Roberts Sanders (Curt), Amy Roberts Thomas

(Anthony), Amanda Roberts, Kristina Roberts, M. Ross O’Rear,

Jr., and William Roberts.

A scholarship has been established in his and his wife’s name, the

M.L. and Edith Roberts Endowed Memorial Scholarship. Memorial

gifts may be made to the scholarship payable to: The University

of Alabama, College of Education, PO Box 870231, Tuscaloosa,

AL 35487.

34

Aaron Kuntz and John Petrovic published Citizen Education Around the World: Local Contexts and Global Possibilities. The book gives us an international perspective on citizenship education sanctioned by specific socio-political contexts. Kuntz and Petrovic stated, “The concept of citizenship education speaks to the democratic imperative of education, a

common interest that we both share. To our minds, one primary purpose of education is or should be to educate for democratic engagement. This is certainly something that is lacking in many contemporary societies for a variety of reasons, including apathy, the development of which has its own reasons. But a book about citizenship education in just the US, we thought, would provide too limited a scope to help us understand what it means to be a citizen in this particular age of globalization. So, we asked contributors to philosophically engage with citizenship education even as they grounded their analysis in the everyday practices of citizenship education.”

Petrovic and Kuntz Edit Book about International Citizenship Education

Awards for Commitment to Students

Colleen Geary joined the College

as a GTA and did such a great

job that she was hired as clinical

instructor in exercise science and

also coordinator of basic physical

education program. To aid students

with their program of study, Colleen

developed a website so that

students would have quick access

to important information. Her goal

as an advisor is “to empower students to begin working on

their future goals now, while they are working to complete

their undergraduate degrees.” Colleen also developed a

course that teaches students about preparing professional

documents for interviewing purposes.

Tamara Miles (pictured with her husband, Terry) is an

academic advisor and has been with the College for six

years. She is a favorite in the department with students often

requesting her as an advisor. Tamara

is extremely patient, helpful, and

takes a common sense approach

to both her job and her life.

Tamara’s sense of determination

and commitment to completing

tasks has inspired many of her co-

workers. Her nominator said, “Ms.

Miles has been like a sister to me

and an absolute joy to work with.

I can honestly say that I would not be the advisor that I am

today without her assistance.”

(May 2014) Awarded to Colleen Geary and Tamara Miles, the W. Ross Palmer Service to Students award recognizes a commitment to students that is exceptional.

LEADERSHIP U. WRIGHT AND VINCENT INDUCTED(December 2014)Dr. John Vincent,

Professor of Kinesiology, and

Dr. Vivian Wright, Professor of

Instructional Technology, in the

College of Education were inducted

into Leadership U, which prepares

faculty and staff leaders to face

the challenges and opportunities

in higher education. It broadens

perspectives on how the vision and

mission of the University is realized;

enhances capacity for relationship

building; strengthens skills essential to

effective leadership; sensitizes to the

influence of culture in the academic

setting; and encourages critical

thought about higher education and

UA in a dynamic environment.

Wilcoxon Receives Outstanding Counselor Educator Award

Wilcoxon was awarded the Alabama Association

for Counselor Education and Supervision

(ALACES) for the Southern Association for

Counselor Education and Supervision’s (SACES)

Outstanding Tenured Counselor Educator

Award. The SACES award is to acknowledge

educators who have established an ongoing,

career commitment to Counselor Education. The

award also acknowledges an individual who has

a consistent, productive record of publications and professional

presentations; a record of substantive involvement and leadership

in professional service; and a steady reputation for positive

teaching evaluations and beneficial advising.

35

ALUMNI IN THE NEWS

2014 ALUMNI RECOGNITION AWARDSThe Capstone Education Society recognizes outstanding contributions to education by alumni.

Beginning Teacher Awards

After graduating from the Capstone, Amy

Mitchell (BSE, 2012) began teaching

at Taylorville Primary School, first as a

kindergarten and then as a 1st grade

teacher. Though she excels at teaching

core academic subjects, Amy’s students

are taught much more. Her students come

out of her class knowing that they belong

to a community of learners who succeed

as individuals and as a group. Her class

is always engaged because she varies her

approach and keeps the classroom lively

and dynamic. Amy has quickly established

herself as the go-to person amongst her

co-workers, whether they need help with

technology or lesson advice. Steve Lamon,

principal at Taylorville had only praises for

her, “A principal with a school full of Amy

Mitchells would be a principal without a

lot to do.”

Lauren Woltjen (BSE, 2012) started her

teaching career at Brookwood High School

and later moved to Huntsville Middle

School. Woltjen teaches Algebra, but it

can be said that students learn Algebra at

Huntsville thanks to her. Ms. Woltjen’s

percentage of Algebra proficient students

is currently highest in the Huntsville City

Schools. She also started a competition

Math Team, consisting of 35 students;

they have won multiple awards across

north Alabama. On a normal day, she

arrives at school an hour early to tutor

students and stays late working with her

math team to ensure they are the best.

With a lot of hard work, Woltjen was

able to raise the bar and encourage her

students to meet goals and live up to their

potential.

Harold L. Bishop Leadership Award

James Purcell (EdD, 1997) (pictured on

pg. 36) is the Rhode Island commissioner of

post-secondary education. He is committed

to expanding access to higher education,

especially for the neediest of students. He

has served higher education in six states

at numerous administrative levels and

types of institutions. His career has been

devoted to “paying forward” the education

he feels he was lucky enough to receive

by creating opportunity for the next

generation of students.

Dr. Purcell commented on his time as a

student at UA, “I have found great benefit

in my career from having graduated from

the Higher Education program. Along

with the education gained from dedicated

faculty was the benefit of taking classes

with other professionals who worked in

different capacities at other colleges and

university across the county.”

McLean Excellence in Education Award

Amy Fineburg (PhD, 2010) was assistant

principal at Oak Mountain High School

in Birmingham. While at Oak Mountain,

Fineburg coordinated school efforts,

helping them earn the 2011 National

Blue Ribbon Award. She supervised the

curriculum for over 450 students and

helped organize a successful AP program,

which earned Oak Mountain recognition

as one of the nation’s best high schools.

Fineburg took special interest in helping

struggling students. She developed a

Minority Achievement Initiative to help

the minority student population achieve

higher levels of academic success. She

organized an intervention program for at-

risk students. These students were placed

with specific teachers who built a rapport

with them so that the students might feel

more connected to the school.

Fineburg is a nationally recognized expert

in teaching psychology. She chaired the

national organization for high school

psychology teachers and led revision

efforts for the National Standards for

High School Psychology. She also creates

teachers’ resources for high school

psychology textbooks. She is a member of

the APA’s Board of Education Affairs and

is also the first high school educator to

serve on this board.

Amy Mitchell with Steve Lamon

Lauren Woltjen

Joan Doyle with Amy Fineburg

36

The Rhode Island State Board of Education

has selected Jim Purcell, 1997 graduate, as

Rhode Island’s new commissioner of post-

secondary education. A Rhode Island state

Department of Education spokesman spoke

highly of Purcell saying, “having spent more

than 25 years on the front lines of education

and economic development in five states, Dr.

Purcell’s core belief is that the key to unlocking

the American Dream in every person’s life is

education.” Purcell has a bachelor’s degree in

public administration from Auburn University,

a master’s degree in counseling from the

University of Montevallo and a doctorate in

higher education and administration from The

University of Alabama.

Rhode Island Board of Education Selects Alumnus as Commissioner of Post-Secondary Education

A R N O L D N A M E DU C E A P R E S I D E N TDr. Noelle Arnold is an associate professor in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. Dr. Arnold earned her PhD from UA in 2008.

Arnold has served in several

capacities for UCEA. She served as

2010 UCEA Annual Convention

Co-Chair. She is proud to have been

a Jackson Scholar and continues to

serve as a Jackson Scholar Mentor.

Noelle has been invited three times

to serve on panels on publishing and

scholarship and graduate student

involvement. She has also served

as Plenum Session Rep at Louisiana

State University (her former

institution) and at the University of

Missouri-Columbia.

Currently, Noelle is serving on the

UCEA Executive Committee. She

hopes to continue contributing

to UCEA’s work by exploring

opportunities for advocacy and social

justice. In addition to these efforts,

Noelle is particularly passionate in

advocating for junior scholars and

principals of color by expanding the

notion of diversity to the creation of

spaces and places that are “ready” for

these scholars and principals.

She is exploring the role of urban

principals in health advocacy

and school/community clinics.

She is also engaged in a study on

educational leadership in crisis and

disaster areas. She recently had

two books published on educational

leadership and racism in Pk-12 and

higher education settings. She has

two books in press on spirituality,

leadership and Black education and

the “ordinary theologies” of Black

female principals. Noelle is currently

co-editing the Handbook of Urban

Educational Leadership and is writing

a personnel administration textbook.

Dr. Shirley Salloway Kahn, 1974 graduate,

was named senior vice president for alumni

and external relations at The University

of Alabama at Birmingham. She was also

honored as one of the Twenty Women Who

Make a Difference in the Birmingham area by

the Alabama Media Group. She has been with

UAB since 1978.

KAHN NAMED AS SENIOR VP AT UAB

37

Dr. Ardith Bates, 2002 graduate and

principal of Gladden Middle School

in Chatsworth, Ga., was named

National Distinguished Middle Level

Principal of the Year for 2014 by the

Georgia Association of Middle School

Principals (GAMSP).

Bates was selected because of her

commitment to partnering the school

with outside community organizations.

Her school has received several

prestigious state and national awards.

Bates, who is also set to serve

as president of GAMSP in 2015,

was selected to join the Standing

Committee of Principals for the

National Assessment of Educational

Progress as well. This group of nine

principals travels to Washington, D.C.

to give principals a voice in teacher

assessment and school accountability.

BATES NAMED AS NATIONAL DISTINGUISHED MIDDLE LEVEL PRINCIPAL

Chasidy White,

1999 gradu-

ate, is the first

teacher from

Alabama to be

appointed to

the National Assessment Governing

Board in Washington, DC. White

teaches 8th-grade history and geog-

raphy at Brookwood Middle School

and will continue to do so during her

appointment.

“It’s really not about me,” said White,

“every decision about education

is always about the kids and the

students…The way I look at it is that

this is an opportunity for Alabama

to have a seat at the table. This is the

first time that Alabama has had a

seat on the governing board for the

National Assessment of Educational

Progress. So I look at it as, ‘Wow.

That’s so good for our kids.’”

TUSCALOOSA TEACHER NAMED TO NATIONAL EDUCATION BOARD

Cherron Hoppes, 1999 graduate, has

been named Chief Academic Officer

and VP of Helix Education. Helix

Education is a provider of student life

cycle technologies and services. In her

new role, Hoppes provides thoughtful

leadership for best practices in post-

traditional, online, and competency-

based education models. She leads the

Helix Instructional Design Services

team and develops learning outcomes

HELIX EDUCATION INC. NAMES HOPPES CAO AND VPassessment methodologies.

The CEO of Helix said, “One of our

priorities here at Helix Education is to

keep students engaged and progressing

throughout the education life cycle.

Cherron’s knowledge and ideas will

help us deliver the solutions that keep

students engaged and retained through

graduation, supporting and reinforcing

successful student outcomes.”

Roland Mitchell was named the Jo Ellen Levy Yates Endowed Professor in the School of Education at Louisiana State University in Baton Rouge. He is the first African American to hold an endowed chair in the School of Education at LSU.

Dr. Mitchell was also named Interim Associate Dean of Engagement Research and Graduate Studies in the College of Human Sciences and Education at the university.

Professor Mitchell is a co-editor of Racial Battle Fatigue in Higher Education: Exposing the Myth of

MITCHELL NAMED LSU ENDOWED PROFESSOR AND INTERIM ASSOCIATE DEAN

Post-Racial America (Rowman & Littlefield 2014) and the forthcoming The Crisis of Campus Sexual Violence: Critical Perspectives on Prevention and Response (Routledge, 2015).

Dr. Mitchell is a 2005 Ph.D. graduate of Educational Research program from The University of Alabama.

38

HALL OF FAMEPUT IN PLACEOn September 12th, the College

of Education faculty, staff, Board

of Advisors, and inductees and

families gathered for the Educator

Hall of Fame unveiling in Graves

Hall.

The late Harold Bishop, the late Paul Hubbert, Jayne Meyer, and Jeanice Kirkland were the 2012 inaugural inductees into the Educator Hall of Fame.

The family of the late Dr. Harold Bishop and Ms. Jeanice Kirkland were present. The Educator Hall of Fame honors the accomplishments of distinguished leaders in education.

Judy Merritt,

Alabama’s first female

community college

president, passed

away on October 19, 2014. Merritt had devoted her

entire career to Jefferson State Community College,

beginning in 1965 as a counselor in higher education and

then as president from 1979 until June of 2014. Merritt

attended The University of Alabama where she earned all

three of her degrees from the College of Education: B.S.

(1964), M.A. (1965), and a Ph.D. (1974). She was a fierce

leader and believed that access to education should not

be a barrier for the people in her community. She strongly

believed in the positive difference education makes in a

person’s quality of life.

IN MEMORIAM JUDY MERRITT CLASS OF 1964

ALABAMA’S FIRST FEMALE COMMUNITY COLLEGE PRESIDENT

Angela Bishop Spencer (second from the left) and family and Harold BIshop, III (second from the right) and family representing the late Dr. Harold BIshop

Sr. Assoc. Dean Liza Wilson with Jeanice Kirkland

The University of

West Alabama Board

of Trustees has

elected Dr. Kenneth

“Ken” Howard Tucker as the president, effective January

1, 2015. Tucker has earned two degrees from The

University of Alabama, one from The College of Arts and

Sciences in 1976 and one from The College of Education

in 1991. Before becoming UWA President, Tucker was the

university’s College of Business Dean. In his acceptance

of the position Tucker said, “I will work tirelessly and

collaboratively with the board of trustees, administration,

faculty, staff and the entire UWA community to ensure

that we enjoy every success possible,”

TUCKER NAMED UNIVERSITY OF WEST ALABAMA PRESIDENT

Amanda Cassity (1984 graduate) has received the University

Council for Educational Administration’s 2014 Excellence in

Educational Leadership Award in recognition of her commitment

and support for improved preparation of school administrators.

The award is given to school administrators who have made

substantial contributions to the improvement of administrator

preparation.

CASSITY RECEIVES EXCELLENCE IN EDUCATIONAL

LEADERSHIP AWARD FROM UCEA

39

The Phoebe foundation has

named Dr. Arthur Dunning to

their Board of Directors. Dr.

Dunning is a 1976 graduate

from the College of Education

and is now interim president

at Albany State University.

He is recognized for his work

in international programs,

economic development

initiatives, and innovative

research partnerships. The

Phoebe Foundation is a philanthropic organization in

Albany, Georgia whose mission is to support Phoebe

Putney Memorial Hospital.

ALUMNUS JOINES THE PHOEBE FOUNDATION BOARD

A 1989 graduate, Robert S. Stephens,

Jr. was recently appointed as St.

John’s Head of School in Tampa, Fla.

He has 25 years of teaching and

education administration experience.

As Director of The Heritage School

for eight years, he strengthened

the curriculum, expanded arts and

athletics offerings and secured FCIS

accreditation for the school. The

FCIS has a mission to provide a bilingual education in a diverse

setting in which high academic standards, artistic expression,

technological proficiency, physical fitness and high moral

character are an integral part of the development of each

student.

A member of the Board of Directors of the FCIS since 2009,

Stephens was selected by the Board to Chair the Accreditation

Commission responsible for evaluating all 161 FCIS schools.

On his appointment, Stephens stated, “I am both humbled

and honored to be joining the St. John’s Church and School

community as the next Head of School. I have deep respect

for the history of Episcopal schooling and the tradition of

educational excellence at St. John’s.”

STEPHENS APPOINTED AS ST. JOHN’S HEAD OF SCHOOL

(Feb. 2014) The country’s new “farm bill,” signed into law by President Barack Obama, will cover new ground in how rural community colleges are funded.

For the first time in US history, rural community colleges will receive funding through the US Department of Agriculture following the signing of the Agricultural Act of 2014. The Rural Community College Alliance will play a key leadership role in sparking regional rural development of the country’s more than 600 rural and tribal colleges. More than 14 different federal programs will administer funds, with the hopes of combining revenue streams for a singular purpose: uplift economies in rural areas.

Dr. Stephen Katsinas and graduate students Michael Malley, Lucas Adair, Louis Shedd, and Jonathan Koh from the Education Policy Center presented its latest report Leveraging Federal Funding Streams to Build Rural Economies to the White House Domestic Policy Issues’ Rural Council in Washington DC. The report included surveys of community college leaders and how different funding mechanisms and increased on-campus housing can help grow degree programs to help grow rural economies.

According to the Education Policy Center’s report, the current fiscal strain rural community colleges face is significantly higher than their urban or suburban counterparts. The report contains UA grad Dr. Ryan Hofman’s research from his dissertation study of housing at public community colleges in the US, including a detailed look at Itasca Community College (Minn.) and the positive effect its increased on-campus housing has had on its engineering technology program with Minnesota State University-Mankato. The report also details the success of Mississippi State University’s partnership with the state’s 15 community colleges to maintain the workforce development of early child care and education communities throughout the state.

“Section 6018 of the new Agricultural Act of 2014, for the first time, mentions a set of higher education institutions other than our nation’s great network of land-grant colleges: rural community colleges,” Katsinas explained. “Thus, our report was designed to give ideas about how to implement Section 6018 to officials at USDA and to our friends on Capitol Hill.”

EDUCATION POLICY CENTER: ON THE NEW FARM BILL

40

COLLEGE OF EDUCATION GIFTSOctober 1, 2013- September 30, 2014Adapted AthleticsABC Home MedicalTeddy AlvisArc of Tuscaloosa CountyForrest BrownJerry BurttramCommunity Foundation of

West AlabamaMike EscoAngela GannDarrell HargreavesHearing ConstructionRyan HynesJones Family Charitable

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Bryant ProfessorBeverly DavisStephen DavisConrad Fowler, Jr.Edward HinesThomas Hufstetler, Jr.Hunter Husband, Jr.Charles McKinneyMorgan StanleyKathy MouronMichael MouronPhilip NeelySerena NeelyVincent Schilleci, Jr.Robert SmithSumners/Nelson/

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Practice & Sports Medicine

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C A P S TO N E E D U C AT I O N S O C I E T Y

SUPPORTERSOctober 1, 2013- September 30, 20141928 Circle$1,000 - $4,999Floyd Clark Walter CulliferThe Jurenko Foundation SunTrust BankMargaret Williams

Dean’s Challenge$500-$999Chasie ReynoldsHarvey Blanchard, Jr.Fairee BridgesKathryn CainLaura CondraSylvester Croom, Jr.Toni DrummondDavid HardySally HelmPeter HlebowitshEric MackeyJames McLeanOzzie Newsome, Jr.Wray PearceChasie ReynoldsCarol SchlichterDavid SeeleyMichael Tamucci

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42

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Betty Sue SimmonsThomas SimsLinda SittonVirginia SmartEwell SmithDelora SniderBarbara SnowJanet StaggsKatherine StallingsCarolyn StanleyHugh StegallMary StoneCheryl SundbergPhilip SwicegoodCharlotte TanaraRamona TaricaJoseph Terry, Sr.Maurice TerryCarla ThigpenBetty Hobbs ThomasDaniel Thomas, Jr.George ThomasDianne ThompsonMolly ThompsonCarolyn TippinsVera TisdaleBarbara TollesonSherwell TollesonJohnToppinsNancy TraylorPatricia TreadwayCharlene TrueMary UptainAnna VaccaKimberly VirciglioHelga VisscherLinda VoychehovskiJanie WalkerWilliam WalkerElizabeth WareMichael WatsonMargaret WatsonLinda WebbGeorge WeekleyWayne Wheeler, Jr.Betty WhitePatricia WhiteSarah WhiteButler WhitfieldBrad WidemanAnn WillardLois WilliamsBenjamin WinstonDorothy WintersFranklin WitherspoonAnne WittBetty WomackBarbara WoodKaty WoodallCharles WootenDavid WrightNanette YeagerMegan Zoladz

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Sara E. Able Nola P. Allen Howard N. Anderson Mary S. Anderson Nelda M. Anderson Robert G. Arck James I. Armbruster Celia D. Arrington Patsy W. Bailey Sarah S. Bailey Carolyn C. Barnes Miranda G. Barrier Robert T. Bartee Adrien P. Beaudoin Herman E. Bell Louise C. Benefield Susan A. Bethea Mable A. Bishop Nell S. Blevins R. Clark Boler, Sr. Nannie R. Booth Jene S. Branchen Octavia N. Brasher Imogene B. Brothers Jack R. Brown Lisa L. Brown Betty W. Bullock Paula E. Burch William E. Burkett Doris J. Burkhalter Alan C. Burns, Sr. Roena B. Burns Margaret R. Butler Sandra Jo Cantrell William E. Carmichael Willie O. Carr Charlene R. Cater Curtis A. Cates Clarence R. Causey, Jr. Dana M. Chambers Marianne B. Chappell Bobbye A. Coleman Ernest W. Collins III Joseph H. Compton John K. Conroy Suzanne H. Cook Helen V. Coons Opal P. Couch Sarah A. Courson Claude M. Cranford Jack W. Crocker Susan H. Curry Jane P. Davidson Frances B. Davis Jack D. Davis Mary B. Davis Mary G. Davis Maurice J. Davis Dale B. Dawkins Leon R. Deardorff John P. Deason, Jr. Charles T. Deavours Constance C. Dees

Edith S. Dees Elizabeth R. Denman Margaret E. R. Dollar Dennis R. Donovan Myra Sue B. Doucette Carolyn E. Downey Willie J. Dunn Mary S. Durrett John M. Eades Mary V. Echols Katherine B. Ellis Carolyne B. Fisher Willis T. Ford John Fowler Lynn S. Freeland Joan W. Fuqua Albert Gail Tommy D. Garrigan Linda H. Garrison Mary M. Garvin Margaret J. Gaut Betty D. Gayle Reba K. Gibbs Marie R. Gilbert Thomas V. Gilbert, Jr. Joan B. Gilliam Myrtle W. Glatzer Jimmy R. Glover Cade W. Goodrich Nadine Y. Gordon Odell F. Grady Jacqueline M. Grandia Betty P. Gray Myrtle E. Gray Eleanor L. Green Murry C. Gregg Evelyn B. Griffin Mary Nell Griffin Cornelius M. Gunn Michael J. Haffner Joy Hale Patrick A. Hamel John A. Hammond Robert J. Harper Angelo C. Harris III Bennie F. Harris Charlie Harris, Jr. Sheila R. Harris Gregory W. Heimer Carolinea C. Heintz James H. Henderson Malcolm R. Henderson William H. Henderson Vera N. Hendrix Patricia P. Henley Nancy C. Herndon Olys K. Hildreth William W. Hill Johnnie A. Hitson Susan N. Hockman Charles D. Hollis Gloria E. Holt Thomas H. Hooks, Jr.

G. Kelly Horn Peggy J. Howard James T. Howell Allen R. Hudson Jack E. Hurlbut Rufus A. Hutto Bernice B. Ingram Julia K. Ivey Brooke M. Jackson Kenneth R. Jackson Jim B. James, Jr. Benjamin F. Johnson Carolyn T. Johnson Janet L. Johnston John B. Johnston Mila K. Johnston Ruthelle L. Jones Mary Ann P. Judice Crawford T. Kelley Gloria H. Kelley Anne W. Kelly Nancy H.Kelly Betty L. Kendall Lorene B. Killion Dan L. Kinard Montez H. King Flora M. Kinkead Betty Sue M. Kirkland George M. Kirtland Marvin G. Klutz Susan T. Kocour Judy L. Lampa Lester M. Landers Amy S. Lawson Butch G. D. Lee, Jr. Mildred A. Lee Emily R. Leischuck Brendolyn L. Lewis Ronald S. Liss Sue W. List John M. Locklin Eleanor Longshore, Jr. Pinckney V. Love, Jr. Georgia H. Ludlum Sidney Lyles III Joe W. Maddox Angela K. Madison Dino A. Malogrides Cindy Manderson Linda S. Martin Dan R. Mason Pearlie D. Matthews Billy W. Mayfield Carolyn D. McAdams Agnes H. McBride James W. McCarver Janie E. McCombs Ruth J. McCullum Kandace K. McDaniel Robbie H. McEachern Rebecca M. McElroy Mildred P. McGowan Joanne B. McGowin Ruth M. McKenzie Mary O. McPhaul Mary C. McPherson Bettye W. Meigs

George R. Merlini Jacob E. Mickler, Jr. Mary L. Mickler James H. Mills Jerald W. Mills Henrietta L. Mims Audrey T. Mitchell Linda Mixson Mike Mizerany Mal M. Moore Mary Kathryn L. Moore Sara B. Moore William R. Mordecai Kay T. Morgan Wesley B. Morgan Bertrum J. Morris David K. Morris Monnie A. Morrison Gilbert A. Moseley Norman S. Mosley Herbert A. Mullally Elizabeth L. Neal Arthur C. Neuwirth Helen D. Northam Clarence N. Northcutt Rae W. Nuckols Daily Oatis, Jr. Annie M. W. Owens Claude H. Owens Richard C. Owens Jerry N. Oxford Carroll W. Palmer Ruby M. Palmer Barbara T. Park Sue M. Park Claire P. Parker Dallas T. Parker Judy J. Parker Mary W. Parks Charles W. Parrish Howard J. Pierson Anne H. Pomeroy Kenneth Potter Barbara D. Pruitt Helen N. Puckett Steven E. Ramer Susan L. Raughton Kate M. Reeves John C. Reynolds, Jr. Sam F. Reynolds, Jr. Jane G. Riley James R. Roberts Andre B. Robertson Joseph A. Robertson Nannie M. Robertson Mary S. Rogers Bernard Rosen Wanda Roy Hazel Salter John R. Sartain, Jr. Matthew B. Sartain Fred F. Schlosser John W. Schuster Mary C. Scudder James S. Searcy Dottie R. Sellers Susan B. Sexton

Sara N. L. Sharbutt Francis Shegas N. Wayne Simms Charles R. Smith James T. Smith Deliah E. Snow Sallye O. Snow Natalie G. Sperling Lucy W. Stewart Janet M. Stockstill Sandra V. Stricklen Barbara S. Summers Jean W. Swanson Clara F. Talley Remonia E. Thomas Dorothy B. Thompson Juanita L. Thompson Frances W. Tindell Bettye A. Tolleson Olene R. Trawick Mary S. Trippe Patricia A. Turner Nancy D. Twilley Ruth E. VanBenschoten Patty M. Vick Dot H. Vinyard Cheryl R. Wade Joseph C. Walker Marla B. Warr Charlotte H. Watson June R. Weathers Mary Ann S. Weems John R. Whitaker Suzanna P. Whittaker Stanley W. WigintonDanny E. Wildman Dorothy L. Williams Paula E. Williams Lon R. Wise William E. Wolaver Jethro J. Woodson, Jr. Edna H. Worrell Evelyn G. Wright Rex Wright Sally C. Wright Bobby L. Wyatt Maude D. Yow

IN MEMORIAMJanuary 1, 2013- December 31, 2013

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