p.18 Makerspace p.22 Thinking p.26 Priming the
Magic Inside the Box Pipeline
transformfall2018
Innovating the way we teach, learn, engage and inspire
cover story
Better
Together
Setting out to prove
that collaboration can
change the future
p.8
transform MAKERSPACE MAGIC
fall 2018 What better place to ideate than UNCG’s SELF
Design Studio? See feature story, page 18.
School of Education
The University of North Carolina at Greensboro “We encourage our students to be imaginative
PO Box 26170 and trust the process. We have no idea what
Greensboro, NC 27402-6170 they will come up with, and that’s the beauty of
this project — it fosters innovative ideas that
Dean of the School of Education come from a place of compassion and the desire
Randy Penfield to make a change.”
— Scott Young, Dean’s Fellow of Innovation
Public Communications Specialist
Rosalie Catanoso “We are re-envisioning what schools of
education can be as far as hubs of innovation.
Editor Yes, we are preparing professionals across
Andrea Spencer a wide range of important fields. But with
the challenges facing education in the 21st
Art Direction & Design century, we are thinking about how we can train
Lyda Adams Carpen up individuals to think of things through an
innovative lens that helps us solve problems.”
Contributing Writers — Dean Randy Penfield
Shelley Ibarra
Betsi Robinson
Andrea Spencer
Contributing Photographers
Chris English
Clayton English
—
4,500 copies of this public document were
printed at a cost of $8,305 or $1.85 per copy.
transform
Innovating the way
we teach, learn,
engage and inspire
3 ideas innovations
Research, teaching and community partnerships
8 cover story
BETTER TOGETHER
School’s in session at the Moss Street Partnership School
18 feature
MAKING SPACE
Step inside the SELF Design Studio
22 feature
THINKING INSIDE THE BOX
Innovation kickboxes bring ideas to life
26 feature
PRIMING THE PIPELINE
Two signature programs tackle decline
in teacher enrollment
30 impact&inspiration
Alumni and donor news
transform 2018 1
message from the dean
Randy Penfield, PhD
On the day we received official approval to develop At UNCG, our academic programs and community-based
the Moss Street Partnership School, I remember initiatives must move the needle on issues that threaten our
thinking: This is going to be transformative — both for the schools and communities across the country. That is, and always
community and for UNCG. It is going to be a phenomenal has been, our measure of success. As a result, UNCG is a nation-
amount of work, but the impact will be extraordinary. ally leading model for how a school of education can have a large
impact on the region, much in the way that we intend with the
Now, in our second issue of Transform, I am pleased to intro- Moss Street partnership.
duce you to the Moss Street community (page 8), the focus of our Our kind of local and national impact is extremely rare, and
cover feature — a story that will evolve in exciting ways over the consider the outcomes: Research that shines a light on the very best
coming months and years as UNCG cultivates a school and uni- ways to teach, learn and advance. An outstanding educator work-
versitywide partnership. “Better Together,” along with the other force — many of our students benefit from more than 1,000 hours
inspiring stories in this issue, showcase our commitment to impact of experience before they graduate and are exceptionally prepared.
and innovation. How can we serve, how can we partner and how Partnerships that help us tackle the most challenging issues in
can we learn from one another? These questions drive our work education and implement innovative solutions. And at the core, a
each day and unite the stories in the following pages. commitment to an equitable approach that serves everyone — one
Take the residents of Moss Street in Reidsville, North Carolina. child, one family, one community at a time.
This hard- working and devoted community cares deeply for its In this issue, you’ll discover how we are addressing the needs
children and families. Through circumstances outside of their of high-poverty schools, solving the problem of a decreasing teach-
control, they face massive challenges of resources, health care, er pipeline, training educators to use an innovative and empathetic
education and social supports — challenges that have existed for lens — and much more. The School of Education is on an exciting
generations. They are immensely passionate and knowledgeable road of challenge and possibility. For 100 years, we’ve been a center
about what their community needs to overcome these challenges. of excellence in education, but what excites me most is that our
Learning from them will be the foundation of our work. story is just beginning. We invite you to join us on the journey.
2 UNCG School of Education
ideas innovations
$11 million in economic impact to NC Piedmont Triad* OSTVAANTDIIONGN
Services to the community, active research, and student Recent Rankings
scholarships and assistantships in the 2016-17 academic year & Points of Pride
260K $6.9M 5th
hours Counseling Education
$6.9 million for research and Development Program
conducted in 2017-18 ranked 5th in the U.S.
U.S. News & World Report
260,000 community service hours $4M
provided by students and faculty* Top 10
School of Education ranked
$2.4M among the top 10 regional
schools in the nation
$4 million in instruction and U.S. News & World Report
services to the community*
Top 20
in the nation for Masters in
Measurement and Assessment
Top Masters in Education
$2.4 million in scholarships, tuition 466 degrees $23.8M
waivers and graduate assistantships awarded $23.8 million portfolio of
sponsored research funding
Economic impact data reflects 2016-17 * transform 2018 3
Scholarship and research data reflects 2017-18
The truth can be hard to find
Staying informed means navigating a barrage of news sources. Civic online
reasoning helps students develop the ability to assess what they read and see.
Associate Dean of Research Troy Sadler and civic online reasoning. Sadler finds ways to incorporate
Associate Professor Wayne Journell share current issues, including debates about climate change,
an interest in helping learners become better genetically modified organisms and vaccines, into science
prepared to civically engage with news, curriculum — all while thinking critically and assessing the
including “Fake News.” Sadler defines the integrity of news sources.
phrase as “the manipulation of information to intentionally “The classroom is the place where kids start to think
promote a particular perspective.” about complex issues and it should also be a place where
To help students distinguish between fact and fiction as they get the support they need to become better at deal-
well as better understand sources, Journell suggests teach- ing with those issues,” Sadler says. He’s developing an
ing them critical online reasoning skills. In his teaching and instrument to assess socio-scientific reasoning. “With the
>> instrument, students
are given a complicat-
A sample exercise research, Journell focuses on training his ed scenario and are
developed to help students — future teachers — how to grapple asked to talk about a
learners cultivate online with political issues in the classroom. In his few of the challenging
reasoning skills. Secondary Social Studies courses, Journell issues they find within
a news source. After
uses the Stanford Online History Education they have reviewed
it and identified the
Group and Stanford University Professor issues, socio-scientific
rubrics look at their
Sam Wineburg’s research on civic education ability to evaluate
information.”
to help students judge the credibility of sources.
One important
“Across samples of thousands of students, researchers piece of guidance: Resist looking at the same sources every
time and blocking out information that doesn’t align with
have found that students have poor online reasoning skills,” your perspective. Journell suggests spending time reading
sources laterally — looking at several connected sources
Journell says. “Therefore, civic online reasoning is a critical instead of always relying on the same source. With this
approach, students can avoid putting themselves in echo
societal issue that is fundamental to our democracy.” chambers, or ideological bubbles, where they see only what
they want to see.
Journell is publishing a book that bridges the gap “It can be extremely challenging for students to navigate
through the abundance of sources out there,” Sadler says.
between civic education and social studies education and “The most important thing we can do is equip students
with the skills they need to think critically about traditional,
focuses less on a traditional media literacy and more on online and social media sources.” Sadler and Journell plan
to collaborate on more projects and tools that empower
students and teachers to civically engage with information.
4 UNCG School of Education
ideas innovations
SELF-INJURY DECODED: Freshman Cohort 2011 2015
SETTING UP CHILDREN FOR EMOTIONAL SUCCESS 2008 45.0%
T he rate of freshmen who self-injure increases 50%
with each incoming UNCG cohort. Self-injury
is increasing among UNCG students and across 45%
the nation. Professor Kelly Wester and Associate
Professor Carrie Wachter Morris lead a research 40%
% Confirmed Engaged in NSSI 35%
effort to help students correctly cope with their emotions 30% 28.0%
to prevent nonsuicidal self-injury (NSSI) — a subject often 25%
overlooked in the classroom curriculum. According to Wester 19.4%
12.6%
and Wachter Morris, teachers, parents and counselors can take 20% 16.0%
15%
steps to prevent NSSI and to help students better identify and
manage their emotions starting at an early age. 10%
The first step to self-injury prevention is teaching children 5% 2.6%
about emotion regulation in elementary school. “The idea of 0%
tying emotion regulation to lower grades and thinking about • •Lifetime
it as a prevention strategy is a shift for a Current
According to Wester, lot of people,” Wachter Morris says. “Part SOURCE: Wester, K. L., Trepal, H. C., & King, K. (2017). Nonsuicidal self-injury:
there is a large of it is helping the kids own what they’re Increased prevalence in engagement. Suicide and Life-Threatening Behaviors.
misconception about feeling — sad, angry, frustrated, alone —
self-injury. instead of labeling it for them.” As a community, we need to band together to help young peo-
As students advance to middle and ple who may be self-injuring. Education about what self-injury
is and the proper ways to react are critical so that individuals
“Self-injury is high school, parents, teachers and counsel- feel comfortable enough to reach out for help.
misunderstood as a ors should continue talking about emo- This year, Wester and Wachter Morris, along with alumna
tions. “It is important to be willing to have Laura Shannonhouse ‘13, will head to a Georgia high school to
train teachers and school counselors how to properly react to
pathological behavior, a conversation with a child or student in a crisis or at-risk behavior, including self-injuring. This training
when it needs to way that’s not blaming them for their be- will lay the groundwork for exploring additional prevention
be understood as havior,” Wachter Morris says. “Instead of strategies at UNCG and other educational settings. “Figuring
a maladaptive shutting them down, ask them, ‘How are out how we help kids and their families cope with self-injury is
behavior that fosters you currently dealing with your feelings?’ critical, but the main goal is to help kids grow up to be success-
resiliency.” while also acknowledging that they may ful and mentally healthy,” Wachter Morris says.
be dealing with really big emotions.”
Wester and Wachter Morris encourage
parents and teachers to build bridges with their children before
issues arise. “Connect with your child or student multiple times
before self-injury is an issue so they know that you’re a source of
safety and someone they can communicate with if they’re worried Wester and Wachter Morris equip graduate counseling students
with the knowledge and skills they will need to pursue careers as
about themselves or a friend,” Wachter Morris says. clinical mental health counselors, couple and family counselors, and
school counselors. In addition, they hold workshops, training sessions
At UNCG, making sure that students are aware of the re- and individual consultations to train school counselors, mental health
counselors, teachers, school administrators and nurses in various
sources available for those dealing with self-injury is a priority. aspects of self-directed violence behaviors (including self-injury) and
mental health. The pair have worked together for the past 3 ½ years
“March 1 is Self-injury Awareness Day. It is important to on groundbreaking self-injury research, including intervention tech-
niques and prevention methods.
bring awareness to this at Student Orientation to start the con-
transform 2018 5
versation surrounding self-injury and to let students know that,
first, we know what self-injury is, and second, you’re more than
welcome to use any of the available services and resources here
at UNCG,” Wester says.
ideas innovations
STEM equity have longevity — those kinds of factors. I help them de-
termine which aspects of the program can live on so that
Investment in STEM (Science, Technology, Engineering the effort doesn’t completely disappear when the funding
goes away.”
and Math) programming now reaches the billions. But STEM education transcends critical issues in today’s
world and is applicable to many areas — national defense,
is this effort working, and is the programming reaching energy, food, sustainability, health care. According to
Boyce, we need more technical professionals who have
everyone it needs to impact? the advanced degrees and skill sets that STEM careers
demand. Just as important is broadening participation.
Ayesha Boyce’s evaluation Ayesha Boyce, assistant “When you lose African-Americans, women, Latinos
professor of Program Evaluation and other important groups, you lose perspectives,”
Boyce says. “Different backgrounds lead to creative solu-
work to ensure equity in Methodology, shines a light on tions and help us to be as innovative as possible. That’s
why I am passionate about this work.”
STEM programs has included these questions to help schools There’s an important distinction here worth empha-
partnering with the following and organizations ensure their sizing. “Sometimes our efforts to broaden participation
organizations and universities: STEM programming is equitable are misguided because program creators are focused on
and sustainable. With an fixing the participant rather than the program itself.”
Boyce recommends an anti-deficit approach. “Instead of
National Institutes of Health expertise in assessment, Boyce asking, ‘How can we make them better?’ we should look
U.S. Department of Education evaluates National Science at what might need adjusting within the field itself and
Science and Technology Centers Foundation-funded university how can we create a space where a variety of people can
Centers for Chemical Innovation programs and U.S. Department thrive and make an impact.”
of Education-funded K-12 One example of this potential pitfall: Research shows
under-represented minorities — particularly students
Network for Computational programs. whose parents didn’t go to college — tend to not perform
Nanotechnology Nodes “We can’t just throw money as well in classes like chemistry, a gatekeeper course for
anyone interested in a STEM career. In a project for NC
UNCG’s STAMPS (Science, at our efforts to fuel STEM Central University, Boyce helped the Chemistry Depart-
Technology and Math education,” Boyce says. “We have ment understand how to better prepare all students to
Preparation Scholarships) to evaluate the implementation, pass the course, and not just pass, but pass in a mean-
Program effectiveness and outcomes.” ingful way to ensure they are mastering the content. To-
gether, Boyce and the project PI Darlene Taylor looked at
University of Illinois-Urbana’s Boyce uses a specific lens, what some students were missing and how to make sure
program to train the next one of access and cultural that level of preparation can be present in the curriculum.
generation of engineers responsiveness. “We have to do “Typically, researchers and program developers are
more than discern whether or not trained to think about issues of equity and cultural
responsiveness, just like I am not completely proficient
not the program is working well. in STEM,” Boyce says. “But, together we can figure out
ways to improve the field and help change assumptions
We must also ask, ‘For whom is most have about what a scientist looks like or where he
or she comes from. Again, it goes back to innovation. We
it working well?’ ” It’s not as simple as head counting by just can’t be wholly innovative without leveraging many
different perspectives.”
racial background and declaring your program diverse
and equitable. Boyce’s work helps program managers
and funders think about each participant’s experience in
the program and his or her trajectory forward. Using a
mix of qualitative and quantitative methods — pre- and
post-assessments, surveys and interviews, for example —
she gains an in-depth understanding of a program from a
variety of angles.
“I look at how the students have changed, how the
institution has changed, how they can mentor students
to get the most out of the program, how the program can
6 UNCG School of Education
Read about UNCG’s SELF INNOVATION TO THE I-CORPS
Design Studio where students,
faculty and local teachers can Afive-year, $500,000 grant from the National Science Foundation
experiment with activities that will enable UNCG and North Carolina A&T State University
lead to innovative thinking. to set up an Innovation Corps site in Greensboro. I-Corps will
support local entrepreneurs in the STEM fields, helping scientists
Story, page 18. and engineers bring their research projects to the marketplace. “This is one of
the biggest impacts for UNCG and A&T — in terms of developing startups
as well as an entrepreneurial culture — we’ve seen in a while,” says Justin
Streuli, an I-Corps coordinator along with Staton Noel, director of the Office
of Innovation Commercialization at UNCG.
Taylor Mabe, a UNCG Ph.D. student at the Joint School of Nanoscience
and Nanoengineering, and Jianjun Wei, an associate professor at UNCG,
plan to use I-Corps to support development of a portable biosensor for dis-
ease diagnostics. In addition to building their business skills, Mabe says the
program will help them determine which diagnostic tests they should focus
on when preparing the device to be commercialized.
REFORMS IN SIGNED LANGUAGE ASSESSMENT
In the last 10 years, a movement to create valid computer-based
assessments has played a vital role in helping educators and parents
identify early interventions for children who are Deaf and hard of
hearing (DHH).
“We are able to provide schools with profiles
of where a child’s language is,” says Jonathan Faculty work in
Henner, an assistant professor of Professions in the Department
Deafness (PID) in the Department of Specialized of Specialized
Education Services (SES). Education
Henner calls teachers “the first line of therapy” Services supports
for language deprivation. “Our assessments help recent reforms to
provide teachers — and parents — the tools they
need to intervene appropriately.” more accurately
Most DHH children will experience some degree assess language
of language deprivation, which occurs when they deprivation
lack complete access to both direct and incidental challenging
language in their environment — home, commu- academic success.
nity and school. Language deprivation can lead to
language disfluency as well as an array of cognitive
and behavioral challenges and disorders, all of which impact children’s
academic outcomes.
Henner works with Claudia Pagliaro, and doctoral graduate students
Taylor Hallenbeck and Sulaiman Adeoye — all of PID/SES — to determine
to what extent language deprivation may affect mathematics proficiency, in
particular.
“Educators need to understand where a child is linguistically to teach
them academic concepts in any subject. You want to use language that
a child understands,” Pagliaro says. “Jon’s work is one more piece of
information necessary for teachers to provide the best education possible so
Deaf and hard-of-hearing kids can have more opportunities to succeed and
to reach their full potential.”
transform 2018 7
cover
story
Better
UNCG and Rockingham County Schools set out to
prove that collaboration can change the future of
high-poverty, low-performing schools — and
perhaps even the communities that surround them.
together
Nine-year-old Kaiden reads scriptures better
than some of the adults at her church.
“Reading is her thing. It has been since she
was 3,” says her aunt, Jacqueline Chestnut. So is
math — and drawing, dancing, basketball, playing
the recorder and singing in the choir.
“We have to keep her busy,” Jacqueline adds,
chuckling.
Last year, when Kaiden was a third-grader
at Moss Street Elementary in Reidsville, North
Carolina, she demonstrated another talent: acting.
The discovery came to light after a surprising dip in
her report card. Jacqueline and her mother, who co-
parent Kaiden, followed up with the school.
“I met with the teacher, and she told me that
Kaiden was having trouble reading,” Jacqueline
says. “I didn’t understand that because of what I
see her read each day. She’s a couple of grade levels
ahead, she participates in an online summer reading
program through NC State, she’s a regular reader at
our church. It just didn’t make sense.”
When Jacqueline explained this, the teacher
turned to her student. “Kaiden,” she said. “Have you
been hiding something from me?”
8 UNCG School of Education
fditrahesyt
at Moss Street
—Partnership School
8 - 2 7- 2 0 1 8
transform 2018 9
fditrahesyt ‘
at Moss Street
Partner—ship School
8-27-2018
1 0 UNCG School of Education
420 A smile spread across the girl’s face, then she giggled.
“She was pretending,” her aunt explains. “Trying to hide what she knows in
Target enrollment order to fit in.”
Jacqueline had a talk with her niece. “We impressed upon her the importance of
400 sharing knowledge. We told her, ‘Don’t pretend you don’t know something to fit in.
Instead, encourage your classmates to improve their own reading.’ ”
Current enrollment The teacher assigned Kaiden a task: Work with your friends when they need a
little assistance.
While the UNC System tasked “So it’s OK for me to help?” Kaiden asked, her smile returning. For the
multiple universities with developing remainder of the school year, she didn’t hide her abilities and she grew as a leader.
lab schools, UNCG’s Moss Street “These are the kinds of kids we have at Moss Street,” says Sarah French, parent
Partnership School is the to first-grade “spitfire” Ava. “We have an unfair reputation. People will say, ‘You
don’t want your kids to go to Moss Street.’ But this is a really great school that just
largest of all needs a little help. The kids here just want to learn and the parents just want them to
nine schools have great opportunities to do that.”
— a reflection of UNCG’s vision to Learning from each other
support an entire school rather than
instituting a single program. M oss Street Elementary earned a School Performance Grade of D in
2016-17. About 50 percent of the students perform on grade level.
‘‘March1,2018 Through a comprehensive collaboration between UNCG and
As superintendent of schools, Rockingham County Schools (RCS), the university officially “adopted”
it’s my duty to make sure what they now call the Moss Street Partnership School (MSPS). After a yearlong
that my No. 1 concern before planning process, UNCG gained approval for jurisdiction and supervision over
anybody else in this entire the school from Aug. 1, 2018 through June 30, 2023, unless UNCG or RCS elects to
school district is the children. terminate the agreement early or extend it.
It’s with my heart and soul The idea stems from a law passed by the North Carolina General Assembly,
that I feel like, (with) a requiring at least nine universities with teacher-education programs within the
positive vote here tonight, you UNC system to open laboratory schools in low-performing areas. UNCG selected
will be forever changing the Moss Street.
lives of children to infinity, “This hard-working and devoted community cares deeply for its children and
because changing one life families,” says School of Education Dean Randy Penfield. “Through circumstances
will change the lives of the outside of their control, they face massive challenges of resources, health care,
children that they have.” education and social supports — challenges that have existed for generations. They
— Superintendent Rodney Shotwell, are immensely passionate and knowledgeable about what their community needs to
Moss Street Partnership School overcome these challenges. Learning from them will be the foundation of our work.”
board member, on the school For UNCG, partnership is essential.
board’s approval “You can’t go in and do things to a school. You have to work alongside the
community,” Penfield says.
This matters greatly to parents like Sarah French. She admits that when she first
learned about a potential partnership with UNCG, she panicked. “My husband and I
prayed a lot about it. I didn’t know what it was or what it would mean for my child.”
She describes Ava as smart, genuine and a people lover who’s a little beyond her
years, academically and with her vocabulary.
“When she came home from her second day of kindergarten, her daughter Ava
said, ‘Mama, my teachers are like my family. It feels like home.’ This is why we are so
passionate about Moss Street: Here, the school and the community are one. When you
find a place this special, you don’t leave.”
A lifelong Reidsville resident, Sarah grew up going to Moss Street in the early
‘90s. Like today, the school was nurturing and tightly knit. “I remember teachers
being amazing, and it really did feel like family. We all grew up together. My teachers
had been my sisters’ teachers. We went to school with the teachers’ kids. We met our
transform 2018 1 1
Most of Reidsville is How we handle transition
still segregated. It’s makes all the difference:
easy to tiptoe around
that, but the situation A former student’s perspective
is real. We have an on change at Moss Street
obligation to help
Jacqueline Chestnut is an adjunct faculty
‘‘those who are less member at North Carolina A&T State
fortunate and to have University. A “techie,” she worked at General
high expectations Motors for 11 years, where she was handpicked
for their ability to to teach her fellow employees in GM’s Teacher
succeed.” Education Program, a partnership the company
— Jacqueline Chestnut forged with Purdue University. Now she’s an Aggie,
where she teaches Industrial Systems Engineering
1 2 UNCG School of Education and Applied Engineering Technology.
But before Jacqueline was all of those things, she
was a kindergarten student at Moss Street Elementary.
Her experience differed from Sarah French’s, who
attended in the ‘90s. For Jacqueline, it was the mid-
‘60s, a time of segregation and difficult transition.
During kindergarten, first and second grades,
Jacqueline felt the strong, supportive arm of teachers
around her. Rigorous lessons. High expectations.
If her first three years challenged her in all the
right ways, the following years brought a different
kind of challenge. Desegregation changed everything.
For Jacqueline, school was never the same. Where
there had been African-American women and men in
teaching roles, now white teachers were “doing what
the government had ordered them to do.” Teachers
and students struggled to understand one another,
and the transition took its toll.
“I started to go inward after that,” Jacqueline
says. “I didn’t know anything more about them than
they knew about us. I didn’t feel there was a very
high expectation of me, and that bothered me.”
Young Jacqueline loved to learn. Her mother
advocated for the education of all seven of her
children. “She served on the PTA and was on us
all the time to do our reading, math and spelling,”
Jacqueline recalls. “She stayed home with the first
five, and for the last two, took a job with my father
at the Fieldcrest mill.” For most of Jacqueline’s
childhood, they took baths in a round wash tub
and used an outhouse. Many resources we consider
standard in the American household proved scarce.
“My mother pushed education as a means to get
away from that kind of life. She and my father
teachers out for dinner. It’s hard to describe the bond we had.”
Last year, Ava had Mrs. Stephenson for kindergarten — Sarah’s
same caring teacher from first grade all those years ago.
“It hasn’t changed much since I went there,” Sarah says. “There are
the friendliest faces in the world at Moss Street. We were afraid we’d
lose that sense of community once UNCG entered into the picture.”
Sarah also worried about the timeline: approval for the magnet
school in March 2018 and a new school year beginning in August,
wanted us to be successful, and Moss Street was my with all of the necessary
head start.” planning and hiring in a few
Even so, the move to desegregate traumatized short months. (Teachers and
students like Jacqueline. “The rigor before deseg- administrators could re-apply
regation was strong to ensure that we got what we for their positions or move to
needed and could be another position with RCS.)
successful. For the Plus, state law required that
transition that Moss every student fill out a simple
Street is undergoing registration form to continue
now, I want to make attending, which meant a
sure that kids don’t go concentrated PR effort to ensure
through culture shock, every family was informed.
like we did all those “This was a lot to
years ago. It’s a dif- implement in a very short
ferent situation now, amount of time,” Sarah says.
Jacqueline Chestnut but not far removed Ava French “But UNCG made sure 100
because you are still percent of the way that we were
dealing with the have-nots, the kids who are hungry, involved.”
who don’t have enough clothing or school supplies.” To share ideas about the school’s needs and manage the registration
When the partnership with UNCG received process, UNCG established a community council: a combination of
approval, Jacqueline got to work to learn all about it parents, faith leaders, business people, Chamber of Commerce members,
and to share what she learned with her community politicians and retired teachers. Christina O’Connor, co-director of MSPS
members. She attended every meeting she could, and along with Carl Lashley, serves as the main point person from the School
when she had a class to teach, she sent her 75-year- of Education.
old mother, who took copious notes. O’Connor is a former elementary school teacher and principal who
“It became clear to me that UNCG is there currently serves as the director of Professional Education Preparation,
because they want to be and that the teachers they Policy & Accountability at UNCG. Lashley is a UNCG professor and a
hire would be highly qualified and understand what former principal and school administrator whose experience includes
it means to work with students who may have very establishing several charter schools.
little but sincerely want to learn.” O’Connor opened her door to questions and concerns from the
The strongest lightbulb moment: “They planned community. Despite their many hesitations, there came a turning point
to have counselors, nurses and social workers involved for Sarah French and her husband, Brenson. Something O’Connor said
to help the kids through the transition and with any instantly put them at ease. “She told us, ‘We’re not going to look at
issues they are facing. Four special education teach- classrooms as a whole, but each child individually.’ “
ers as well. That really meant something to me.” Where at times Ava, a high achiever, had been bored, she would
Jacqueline quickly became one of the most now be consistently challenged and able to move at the pace she wants.
effective ambassadors reaching families with “If she’s ahead, we’ll make sure she stays ahead and continues to
that message. “I was committed to helping them push forward,” O’Connor told the Frenches.
register their children so that they wouldn’t miss this
opportunity. We’re family-oriented here. We look after
each other’s kids. Plus, we’ve lost a lot of industry Pictured, left: Parents, UNCG staff and Moss Street community members canvassed
neighborhoods throughout the summer to make sure families knew all about the
here. This is important. There is a trickle-down effect.” Moss Street Partnership School and how to register.
transform 2018 1 3
“Christina answered every single question we had,” Sarah Brittany Pratt ’09
says. “I saw that community is a huge priority for UNCG. They
really care.” “We’re learning from this community and letting that
The more Ava and her parents learned about the new vision inform our practice in teacher education and preparation,” Dean
for their school, the more excited they became. Ava beamed when Penfield says. “We’re constantly looking at how we can improve
she talked about year-round dance, music and art, for example. the educational experience for students in high-poverty, low-
“I’m so excited I can pursue my passion at school,” she says, performing schools. What we learn by partnering with Moss
sounding less like a first-grader and more like a college student. Street will tell us a great deal about how we can help improve
While Sarah speaks enthusiastically about what Moss Street the American educational system overall.”
has meant to her and her family, now she believes even more in UNCG has many resources to contribute. The list of
what it can be. “The reality is that our kids — not just Moss Street possibilities is as comprehensive as the university itself. Any
but all public-school kids — deserve more than they are getting. UNCG program potentially could become a Moss Street
The educational system as a whole should be more.” program, making the public elementary school experience unlike
any other in the nation. Here is what that looks like currently:
What does “more” look like at Moss Street?
World-class educators
After approval of its proposal, UNCG picked up Moss Two student interns for each teacher and increased access
Street students and parents by the busload and
brought them to campus for the Science Everywhere to professional development
festival, a community event in which children explore Hands-on learning activities in every subject
exhibits and dozens of hands-on activities — a taste of what they A makerspace, modeled after UNCG’s own SELF Design
would experience in their own school in just a matter of months.
“That event was the buzz at school for a long time after,” Studio (read more on page 18)
French says. “They got to not just see but do science experiments. A STEM focus that leverages UNCG’s national leadership
That’s what education should be about.”
O’Connor then organized a pep rally at Moss Street, where in science education
she made an exciting announcement: “UNCG loves Moss Street A year-round arts program featuring art, music, theatre
so much that we’re adopting you. We’re family now.” She
led the students in cheers and handed out registration forms and dance as well as involvement by students and
for the 2018-19 school year, along with UNCG mascot masks faculty in the College of Visual and Performing Arts
and Moss Street Partnership School T-shirts. The shirts read Kinesiology student interns to support physical education
“#BetterTogether — a theme that has permeated the partnership More modern classrooms, including access to technology
from Day One. and education involving digital literacy
Service-learning opportunities that teach students how to
1 4 UNCG School of Education contribute to their communities
Among other possibilities: Bryan School-led financial literacy
classes for parents and a health center, where students can
the I’m confident in putting
my faith in teachers.
fdirasytat Moss StreetWe’re investing in high-
quality teachers and in
Partner—ship School their ability to implement
high-quality teaching
‘‘8-27-2018 practices.”
— Christina O’Connor, co-director,
Christina O’Connor Moss Street Partnership School
receive immunizations and baseline care from UNCG students “We are changing lives — one child at a time, one family at
and faculty in counseling, social work and nursing. time, one community at a time,” Penfield says.
UNCG’s approach is a nationally leading model for how
Driven by impact, not dollars a school of education can have a large impact on the region.
That model includes: Instituting rigorous training and field
Such powerful and comprehensive integrations into placements for students. Creating new approaches for helping
the learning experience are possible because UNCG is children from diverse backgrounds learn and succeed, and
managing the entire school, not just one aspect of it. implementing these approaches in schools throughout the
Whereas other universities set up a “school within a region. Inventing better ways to identify children who are at
school” — an office, program or co-principal inside an existing risk of facing academic or emotional challenges so they can
school — Moss Street Partnership School is its own district, receive needed help as early as possible. Developing services
wholly operated by UNCG. Any and all university departments and programs that provide support to individuals faced with
that have research, programming and people to contribute can traumatic life challenges such as poverty, domestic violence and
enhance teacher support and student learning at Moss Street. mental illness. And then putting all of this into practice, right
“A school within a school can be complex and make it here in North Carolina.
difficult to be effective,” O’Connor says. “Especially when some “UNCG’s work in these areas is unlocking the door to
students get the benefit of an enhanced learning environment, opportunity and success for generations to come and is a
while others do not. We want to improve the learning experience powerful force in the long-term vitality of our region and state,”
for every student, not just some.” Penfield says. “Partnerships with school districts, community
Another distinction: This is not a charter school, susceptible organizations and state agencies serve as the bridge from the
to some of the pitfalls of a for-profit institution. With a focus classroom to the transformative impact the university can have.”
on a community with many low-income families, the School of
Education is driven not by dollars, but by impact. Putting our faith in teachers
“We’re looking to move the needle on issues that threaten
our schools and communities across the nation,” Penfield says. The five-year goal of the Moss Street Partnership School
Big issues — like poverty, dwindling public school budgets, is to raise the school’s rating to a B, with 80 percent
competition for resources, the need for high-quality teachers of students passing state tests. It’s ambitious, but the
and educational leaders. The good news? UNCG grapples with grade will be just one of many positive outcomes. The
these kinds of challenges every day. The School of Education’s vision: Moss Street is where children have opportunities to learn,
core purpose is to change lives through education and related grow, hope, dream and change their lives — and where teachers
social services. For nearly 100 years, the school has served as are highly prepared, supported and trusted.
a center of excellence in education, and its impact today is “Typically, schools operate top-down: You should be on
stronger than ever. this page on this day,” O’Connor explains. “At Moss Street, we’re
transform 2018 1 5
‘‘We’re not relying on the Q&A
ways we’ve always done with Principal Tina Chestnut
things. We’re blending
traditional ways of teaching What makes this school shine?
while developing new ways The students. They are some of the smartest, most
of teaching and learning as respectful, committed students that I’ve ever worked
we go. I’m grateful that the with. They have a strong will to learn.
university has opened my
eyes to that.” What challenges does Moss Street face?
— Tina Chestnut, principal We have a common weakness that you find in a lot of
lower socioeconomic schools: a lack of resources and
1 6 UUNNCCGG SScchhooooll ooff EEdduuccaattiioonn a lack of understanding about how to meet students’
needs. That’s where UNCG will make a huge difference
because we can work work with counselors, social
workers, teachers — all kinds of knowledgeable
and caring people — to meet the academic, social,
behavioral and emotional needs of our children. To
have that level of access on a day-to-day basis is a
great opportunity for our students and our community.
Resources like that, including professional development
opportunities for our teachers, are hard to find and
that’s why children fall through cracks. The focus
becomes so intent on the academic piece that you lose
grounding in other critical areas.
What is one of your best memories from when you
were a student at Moss Street?
First grade with Miss Gracie Graves. I remember
storytime with Miss Graves. I can see her in her rocking
chair reading stories to us as we were gathered around
her on the carpet. I think about that anytime I am in an
elementary school classroom and I see teachers reading
stories to their primary-age students.
What are your thoughts about public schools
partnering with universities?
I believe in collaborations. When I served as principal
here previously, I was only able to be here for one
year due to my husband’s job. But during that
year, we developed a strong focus on community
involvement and formed several partnerships to that
end. Businesses like Reidsville Nissan sponsored
Tokens of Appreciation to recognize our kindergarten
teacher-led. We hire the best teachers we can find and we tell them,
‘We believe in your expertise and professionalism’ and we place the
curriculum in their hands.”
A team-based approach, where teachers work together and make
decisions together, builds a culture of collaboration and confidence.
Brittany Pratt, a School of Education alumna and a Moss Street
teacher for five years, appreciates a collaborative environment in which
teachers are a part of the planning process and have the foundation they
need to succeed.
students, including awarding four students with “UNCG does an amazing job of preparing prospective teachers
brand new bicycles. Employees from Equity Meats
volunteered their time in the cafeteria to assist with to go into the field,” she says. “Through professional development,
duty-free lunch for teachers one Friday a month.
Senior Citizens of Reidsville volunteered in our front partnering with colleagues, and working with interns and student
office, where we had been downsized. Reidsville
Ministerial Alliance sponsored a Trunk-or-Treat teachers, I’m learning a lot and
event. So I believe in forging partnerships within
the community. One of the biggest selling points growing in my profession.”
in our partnership with UNCG is that the university
wants to meet not only our students’ needs, but our “I’m confident in putting
community’s needs.
my faith in teachers,” O’Connor
UNCG is not just your partner, but your employer.
What is that like? says. “We’re investing in
As an educator having taught alongside UNCG
graduates, I know how well UNCG informs and high-quality educators and
prepares teachers. Knowing what UNCG brings to
education and all of the research that the School of in their ability to implement
Education conducts, I am 100 percent confident that
Moss Street is in good hands and I am in good hands. high-quality teaching practices.
When it came time to select a principal, UNCG hired They understand ‘experience
long-time area educational leader Tina Chestnut ’95. In
her 20 years of serving as an educator, Chestnut has matters,’ ‘learning is social’ and
taught math and science on the middle and high school
levels in Guilford and Rockingham counties, served as other guiding principles.”
assistant principal at Dalton L. McMichael High School, and
principal at John W. Dillard Elementary School, Moss Street Teacher-librarian
Elementary School and Bessemer Elementary School. Heather Kelley Heather Kelley, also an
“We are thrilled to have a leader for the Moss Street alumna, collaborates with
Partnership School who brings so much local insight,
experience and expertise to these students and their her colleagues to augment
families,” says Chancellor Franklin D. Gilliam Jr. “Tina
has proven herself in the classroom, as an administrator Heather Kelley ’06 classroom instruction and
and in the community, and I am confident she is the right enhance the learning experience
person for this vital job.”
for students. From Kelley’s
A lifelong Reidsville resident, Chestnut attended Moss
Street Elementary School from 1978-84. perspective, the “new” Moss Street school brings exciting opportunities
to round out the curriculum in ways that contribute to a student’s
identity and development — through a full-time arts program, for
example, and hands-on learning experiences.
Principal Tina Chestnut believes the shift in mindset — that a
school can be teacher- and learner-led — is the most difficult part of her
job. “We’re not relying on the ways we’ve always done things. We’re
blending traditional ways of teaching while developing new ways of
teaching and learning as we go. I’m grateful that the university has
opened my eyes to that.”
Sister-in-law to Jacqueline, Chestnut is a former Moss Street
student, a UNCG alumna and a respected educational leader most
recently from Bessemer Elementary, where she was principal. She’s
excited about what she can bring to the partnership.
So is Sarah French.
“In five years, I think we will be looking back and saying, ‘This
worked. Moss Street is a great school, our kids are succeeding and we
helped start that,’ ” Sarah says.
“With this partnership, we have an extension of the community feel
that I love so much about Moss Street. That bond now includes UNCG.
They’re a part of our community, and there’s nowhere else I would
rather my kids be.”
transform 2018 1 7
feature story
MAKING SPACE for hands-on learning / experimentation and exploration / innovative
thinking / learning how to fail and discovering how to succeed
Tanya Coakley smiles as she watches her son demonstrate the SELF Design Studio. Now in its fifth year, the makerspace features all
mechanics of the robot he’s just built. The machine’s arms rise kinds of emerging technologies and tools — including 3-D printers,
up. Its eyes open and close — and Tanya’s own eyes widen. circuitry creation tools, green screens, laser engravers, a 360-degree
The best part: The robot stars as the central character in a story Sean camera — as well as traditional art supplies.
wrote, and he developed both in just a few days. “This is a place where you can come in, experiment, try some-
Hands-on learning experiences like these happen all the time in thing out and learn the process of failure because that is what
the university’s unique makerspace, the SELF Design Studio. ultimately leads to innovative thinking,” says Assistant Director Matt
UNCG’s makerspace primarily helps education students Fisher. “We want you to come in here not exactly knowing what
(pre-service teachers who soon will be leading a classroom full time) you’re after. It’s OK not to know. Discovery is the whole point.”
discover how to incorporate meaningful activities into the curricu- For the pre-service and in-service teachers who step inside the
lum. In a given week, however, a variety of users visit the space. The studio, it’s a chance to walk in the shoes of their students and learn in
School of Education opens the design studio’s doors to departments the same way that they ultimately will teach their own class.
across campus and to local school teachers and students. Workshops “I think our students have become much more willing to exper-
feature coding, 3-D printing, video game design, augmented reality iment and have felt more empowered since we’ve established the
and collaborations such as the Young Writers’ Camp, where Sean and SELF Design Studio,” says Lori Sands, director.
other local students combined morning writing sessions with robotics Meaning matters. This is not just technology for technology’s
in the afternoons to bring their stories to life. sake or play for play’s sake. The studio draws on Gardner’s theory of
“I love the makerspace idea because it integrates writing with multiple intelligences, which differentiates human intelligence into
something that my son really loves — robotics,” Tanya says. “Phys- specific modalities rather than seeing intelligence as dominated by a
ically making something from his story is such a fun way for him to single ability. The SELF Design Studio is a place where every kind of
focus on reading and writing. This camp has given him the ability to learner benefits from experimentation and exploration, learning how
express what he’s written and read in a different way.” to fail and discovering how to succeed — tools we all need to make a
That’s just the beginning of the possibilities in a space like the positive impact in our classrooms, our jobs and our communities.
1 8 UNCG School of Education
MADE TO BE Teaching Through Technology (or WITH THE MAKERS IN
INNOVATIVE T4), leverages emerging technology T4 GRANT: RESIDENCE
to enhance teaching and learning.
Makerspaces are a growing part of “It’s not all about specific > UNCG installed a tailor-made Each semester, several UNCG
school environments, and UNCG is cutting-edge technology because makerspace — a technology students serve as “makers in
ahead of the curve with the SELF that changes,” says Christina workshop based on the theory that we residence.” During their weekly
Design Studio. Very few universities O’Connor, director of Professional learn by making — at each school. volunteer hours, they learn to use
have makerspaces and of those, Education Preparation, Policy & a variety of makerspace tools and
only a handful are within a school of Accountability. “It’s about how > UNCG students serve as content mentor other pre-service teachers.
education. Plus, in keeping with the we can use technology to better experts for classroom teachers in the High school students serve as
school’s philosophy of caring and prepare teachers so that students partner schools to further learning volunteers during the summer.
impact, UNCG puts its makerspace become more creative and more through technology.
to good use not just within the innovative, and learn by doing.” Gabe Cox, a Weaver Academy
university, but across the region. > UNCG hosts a summer Maker Camp freshman pictured, far left,
With the support of a for kids, utilizing the SELF Design volunteers in the makerspace. “I like
$7.7 million grant from the U.S. Studio space. High school students to build robots, and helping people
Department of Education, UNCG come in as camp counselors, and can be fun too,” he says. “The kids
teams up with seven public schools teachers learn how to better integrate learn how to use software and robots
in Guilford and Forsyth counties. technology into their classrooms. to make their story come alive.”
The project, called Transforming
What does UNCG gain from the transform 2018 1 9
partnerships? “A hands-on training
ground for its teacher candidates,”
O’Connor says. “And a tool to recruit
future STEM teachers.”
WELCOME ONE, 1
WELCOME ALL
HIGH-TECH EQUIPMENT
to the maker movement FOR HANDS-ON LEARNING:
The SELF Design Studio is now a site for departments across A sampling of what you’ll find in UNCG’s makerspace and
campus to be innovative. An instrumental piece of capstone how students and teachers have put the tools to use
Innovation Kickbox projects (see page 22), students used the
space to develop tools that revolutionize school counseling WHAT HOW
and library services. The Department of Specialized
Education Services made tactile maps of the university to 3-D modeling/printing Produce a video about a book you’ve
serve the Deaf and blind. Interior Architecture students read and use augmented reality tools
helped the School of Education develop considerations Handheld 3-D printing, such as that trigger the video to play when you
— such as seating, types of tools, etc. — for designing a 3Doodler pens hold an iPad over the book.
makerspace in a school environment. And this semester, Self
Design Studio staff are partnering with the Bryan School of Laser engraving/cutting hardware and Use the laser engraver to create
Business and Economics students to develop prototypes for software manipulatives that bring lessons to
solving wicked problems — a problem that is difficult or life.
impossible to solve because of incomplete, contradictory and Graphic design programs including
changing requirements that are often difficult to recognize. Photoshop, Illustrator, InDesign, etc. Build a sculpture out of found treasures
>> to reflect your thoughts on what you
Paper craft, paper cutting systems and just read.
Creating doesn’t just engage minds; paper circuitry
Read “Peak” by Roland Smith, then take
IT BUILDS COMMUNITIES Sculpture/modeling a virtual tour of Mount Everest with
Google Expeditions.
Makerspaces establish a space for people of all ages to learn Sewing and embroidering
new technologies and tools that lead to innovative thinking Develop a program that uses the
and problem solving. Some of the greatest opportunities Media production supports such as 360-degree camera to show students
about these spaces is community building and collaboration green screen filming, stop-motion a variety of workplace environments
— groups of people working together in a single space, animation and movie editing (hospital, small office setting, etc.).
and applying their own strengths and perspectives for the
betterment of the whole product. Google Expeditions class set, which Create anything you can imagine with
>> allows teachers to take an entire class the 3Doodler handheld 3-D printing
on a virtual field trip to places around pen, which spits out plastic in any
TACKLING TECHNOLOGY TOGETHER the world shape and form you choose.
UNCG education students share what they learn in the Robotics Make a talking poster to share at a
makerspace with teachers in the field — a great collaboration presentation.
that combines the experience of in-service teachers with the Electricity and circuits
pre-service teachers’ understanding of new technologies. Assist ESL students and English
>> Inventors kits language learner with language
development using green screen, iPad
THE SELF DESIGN STUDIO is supported by an endowment Computer coding and programming apps, Scratch computer programs
and more.
from the Sara Smith Self Foundation. To make a gift, please contact LEGO StoryStarter and More to Math kits
Terri Jackson at 336.256.0496 or [email protected].
iPads
2 0 UNCG School of Education
A variety of apps, including Book
Creators, iMovie and HP Reveal
3
SELF = Student Education
Learning Factory
1. & 2.
At left, summer campers view the 3-D printing of a narwhal.
Below, a close-up of the narwhal as it is printed.
3.
James Lui, 10, attends The Academy at Lincoln. In the
makerspace, he built a locker that spins and opens the lock
2 ‘‘by itself. “It doesn’t need a human to do it,” he says. “You
get to be creative here and you get to build stuff that you
never really tried before.”
Go in and explore and see what’s
possible. Make whatever you want.
Take a risk. We are there to support
you. It’s important that our teacher
candidates learn the process of failure
so they can pass it on to their future
students. We don’t give kids today
enough time to fail, and failure is really
the only way you learn how to succeed.
That’s why we have a sign on the door
that says, ‘It’s OK to mess up.’ ”
— Matt Fisher, assistant director of the
SELF Design Studio, pictured below
transform 2018 2 1
feature story
Thinking inside the box
UNCG leverages Adobe’s Kickbox creation to bring faculty and student ideas to life
The saying goes that to be innovative, we should think What is in a kickbox, and
outside the box. Imagine the looks on students’ faces where did the idea come from?
when handed a small, red cardboard package and told
that innovation actually is inside the box. Adobe Systems developed the program
Spearheaded by the Impact Through Innovation to drive innovation from within its
(ITI) initiative, the Innovation Kickbox is a step-by-step organization. The Adobe Kickbox contains
kit designed to improve and accelerate the process of bringing an idea everything employees — from senior
to fruition. ITI supports faculty projects with guidance, resources and executives to entry-level programmers —
small amounts of seed money. The Kickbox — fast becoming part of the need to generate, prototype and test a
course curriculum at the graduate, and soon, undergraduate level — offers new idea.
students the same support in an easy-to-follow format. Inside UNCG’s box, students
Great things happen when we take the intimidation out of moving find instruction cards with 5 Steps to
from idea to reality. Carrie Wachter Morris and Lisa O’Connor introduced Innovation, a jump drive with resources,
Innovation Kickboxes in their Counseling and Educational Development a $300 Visa gift card to fund their idea,
and Library and Information Studies graduate capstone courses. The pens, Post-It note pads, coffee and even a
resulting projects were inspiring. An interactive audiobook for students chocolate bar. When ideas are ready for
who have limited interactions with peers and teachers due to verbal skills presentation, students use a template for
impairment. An art experience to bring awareness to historical collections making a concise and compelling pitch
in the library. A zombie-themed board game to teach middle- and high- that, according to Young, allows them to
school students skills to cope with stress, trauma and reporting abuse. The “skip the fluff.”
latter will be sold on the Teachers Pay Teachers website. “We took Adobe’s lead, but we made
“Regardless of whether you think of yourself as creative and a few revisions that make sense for the
innovative, you will come up with something,” says Scott Young, Dean’s School of Education,” Young says. “We ask,
Fellow of Innovation and prior chair of the Counseling and Educational ‘Whose life do you want to change? What
Development Department. “This kind of project aligns with the culture difference do you want to make?’ ”
here. Our faculty have so many specialized skills and our students are The Innovation Kickbox brings to life
passionate about creating positive change. They find interesting ways to the School of Education’s commitment to
bring value to the world.” learning that changes lives.
2 2 UNCG School of Education
PrePaid Visa card — Step-by-step
to be used on anything a instruction cards —
participant would like or a five-level curriculum
need without ever having
to justify it or fill out an that simplifies the
innovation process
expense report preatsJrhutoeijmucoirriuppciradednnesreitayvtstoeiangwlgouintidhge
Customer interview
Paonsdt-nitonteopteasd bCeehacvoatelociurtoystklleeeanetowcepwehbuoaaascnlrlogdnl—oateithneeegdn guide for conducting
discoveries with
targeted end users
Kickbox project Kictpkorbpeoorvgoxardsalauucmncaodt’trs’eesfivcttoaharlerude
pfrtaeofcsivuehelnet-tlympamtisinotauunktdeegeuppnioitdtswceahelinernfdseusl
transform 2018 2 3
Innovation in action insttdeZuercodsaomeicpgnbtintinivseegedeHsbmtikoogoiahlttlreis—odancgahaalmn e
When Genevieve Dubroof, Brooke Kearney and FACULTY INNOVATIONS
Mary-Katherine Scheppegrell — students
in Carrie Wachter Morris’ school counseling In the last two years, Impact Through Innovation has funded a variety
master’s capstone course — opened the kickbox for of impactful, faculty-led projects, including:
the first time, they were stumped. What could they Christine Murray’s “See the Triumph” (in partnership with a
accomplish with the mismatch of materials inside? Little
did they know, in just 15 weeks, they would seamlessly colleague from East Carolina University) — a program that enables
present to faculty and peers a captivating idea: to use interpersonal violence survivors to share their stories and resources.
virtual-reality glasses in conjunction with an online Noah Lenstra’s health initiatives aimed at bringing wellness programs
interactive adventure that would help prospective to rural, small libraries.
college students find the right school without having to John Willse’s work to make assessment services more readily
embark on a campus visit that costs time and money. available to the organizations that need them to ensure program
“Students have a hard time narrowing down which effectiveness and sustainability.
college they should attend,” Dubroof says. “We wanted Claudia Pagliaro’s assessment tool to determine the levels of math
to help them not only find a good fit, but also experience understanding for Deaf and hard of hearing students — a product
colleges before even stepping foot on campus.” that has garnered attention around the world by people seeking
A program called Twine, they discovered, makes it training and access to the tool.
possible to produce a list of recommended colleges based
on a set of questions focusing on a student’s preferences
for academics, campus life, location and so on. Virtual-
reality glasses, the group then determined, would allow
students to see the recommended campuses along with
a day-in-the-life of a student at that particular campus.
Genius.
PDieScactIunonr’tnsetodYFv,oearultilngiooghwn,t,of Kicking around your “why”
Scott Young first learned about Innovation
Kickbox while brainstorming ways he
could help students discover the reason behind their
passion for education and counseling. He leads Impact
Through Innovation — an initiative focused on
supporting faculty, and now students, in cultivating
inventive solutions to practical problems that educational
institutions face. “The kickbox forces you to hone in on
your ‘why.’ When you spend time getting clear about
why you care about the thing you’re trying to change,
you can face the inevitable hurdles to innovation that
pop up along the way,” Scott Young says.
“Our vision is to be a leader among schools of
education as it pertains to fostering the conversion of
knowledge into life-changing programs, services and
products,” Dean Randy Penfield says. “Impact Through
Innovation, and the Innovation Kickbox, are crucial parts
of that.”
Justin T. Streuli, director of the North Carolina
Entrepreneurship Center, works with ITI. “Education
is an area ripe for disruption,” he says. “UNCG can be
influential in shaping the future of this field.”
2 4 UNCG School of Education
When Morgan Ritchie-Baum ‘18, left,
volunteered at the Greensboro Public
Library Central Branch, she noticed that
some people struggle with technology
basics — using a mouse, logging into a
computer or printing a document. “It is a
vulnerable thing to ask for help. The people
who come into the library have no reason
to trust a stranger like myself, but I wanted
to bridge the technological divide so that
the library could be a lifeline for every
community member,” Ritchie-Baum says.
Along came the Innovation Kickbox. During
her master’s capstone class in Library
and Information Studies, Ritchie-Baum
developed a project focused on helping
people who experience technological
challenges in the library. Her idea: to
create a network of resources that connect
central, urban libraries and their patrons to
a variety of community services. Ritchie-
Baum is now an employee in the main
computer area at the Greensboro Public
Library Central Branch.
Virtual reality glasses allow prospective college students to view college campuses before making a decision. THE IMPACT THROUGH
INNOVATION TEAM
Matthew Rascoff, associate vice provost
for digital education and innovation,
Duke University
W. Noah Reynolds, Coleman Entrepreneur
in Residence, Bryan School of Business
and Economics
Susan M. Safran ‘77, founder, CPR
Consultants Inc.
Justin T. Streuli, director, North Carolina
Entrepreneurship Center
J. Scott Young, Dean’s Fellow of
Innovation, UNCG School of Education
Colleen MacDonald Wright, program
specialist in counseling and educational
development, UNCG School of
Education
transform 2018 2 5
feature story
Priming the pipeline }
Two signature programs tackle decline in teacher enrollment
When state lawmakers moved to dismantle the North Carolina Teach-
ing Fellows program in 2011, leaders of UNCG’s School of Education
knew they must act quickly to fill the void that decision would create
in the state’s pipeline of well-equipped teachers.
For more than two decades, the Fellows program had produced
a robust cohort of highly prepared educators for jobs in state classrooms. Many stayed
in teaching well beyond the four-year commitment they made to work in North Carolina
schools in exchange for generous scholarships.
As expected, enrollment in teacher preparation programs across the state dropped
precipitously in the following years — reportedly by as much as 30 percent. Even top pro-
grams like UNCG’s couldn’t recruit enough students to meet the growing need.
“We heard rumblings that the state was going to defund the Fellows program and
that is exactly what happened. Fortunately, UNCG had the foresight to understand the
importance of a program like this,” says Jennifer Stephens, then assistant director of School
of Education Advising.
“Because I, myself, was a North Carolina Teaching Fellow, it was a program that was
very near and dear to my heart. I saw the positive impact it had on me as an educator and
the way that played out in the classroom with my own students.”
Not only did School of Education leaders decide to create their own Fellows program
with existing private funds, they designed it to be more robust. The program now includes
early internships, integrated seminars led by award-winning faculty, travel abroad,
networking events with local, state and national leaders in the field, and opportunities for
community engagement and leadership development.
“We wanted to design a program that would be even more attractive to today’s tra-
ditional students,” recalls Jewell Cooper, associate dean of Academic Affairs and Student
Services.
“We listened to our Teaching Fellows when they were here on campus, when the state
program was still alive. They wanted to be out working in schools earlier, they wanted the
chance to travel abroad, they wanted to be within a community of others so they could
network and have that bonding experience.”
In the spring of 2015, North Carolina graduated the last of its North Carolina Teaching
2 6 UNCG School of Education
UNCG Teacher Education
Fellow graduate
Shameeka Wilson,’18
at Balfour Elementary
School in Asheboro
Fellows. In response, the following fall, the School of Education wel- “So we tell the students up-front, when they come in as
freshmen, we believe you can do that and we will treat you in
comed its first cohort of UNCG Teacher Education Fellows to campus. this professional way as somebody who can do that.”
Shameeka Wilson, who recently started work as a resource
“The program is unique because it grabs them teacher at Balfour Elementary School in Asheboro, was among
from that first semester and treats them like that first cohort of UNCG Fellows to graduate in May. She calls
professionals from the beginning. Almost to a the program “a life-changing opportunity.”
person, our students want to go into teaching “I’ll be the first to tell you I don’t come from a wealthy
because they want to positively impact the lives background. My mother was a single mom of four children. She
of young people. They see themselves as leaders looked at me and said, ‘Shameeka, I love you, but you are going
and want to transform their communities,” says to have to figure out a way to pay for college on your own,’ ”
Jennifer Stephens, program director. says Wilson, a community college student from Wilmington
who worked full time at two fast-food restaurants to make ends
meet before transferring to UNCG.
transform 2018 2 7
“The Fellows program afforded me the opportunity to service-learning experiences
reach my dream to become a teacher. If I had not had that op- and seminars related to current
portunity, I cannot tell you if I would have actually graduated.” topics in the profession.
UNCG Fellows, who must be North Carolina residents
with strong academic records, receive a $20,000 scholarship The Haggai Academy fills a
over four years. The program can support up to 44 students, specific need, Cooper explains.
freshmen to seniors, Cooper says, adding: “Our long-term
goal is to support scholarships and programming for 80 to “We are speaking to older
100 Teacher Education Fellows because this is such a strong students who may not have
vehicle for continuing the pipeline of teacher recruitment had the opportunity to attend
and development.” college immediately after high
So strong that the School of Education used its Fellows school, or students who may
model to design a second new teacher training program have earned degrees in other
aimed at bolstering enrollment. The much-anticipated Haggai content areas but decided now
Academy launched this fall. teaching is where they want to
Funded by a $2.3 million gift from the Tom Haggai and be,” she says.
Associates Foundation, this signature program provides
financial and professional support for selected nontraditional “We also want to offer a
students who want to become elementary or special education pathway to veterans or people
teachers. Older undergraduates, graduate students who who have just left active duty.
intend to teach, veterans and lateral-entry teachers who want So often this population has
to move from the private sector to the classroom are eligible leadership skills and content
for scholarships ranging in value from $3,500 to $5,000 a year. area skills, and they already
Additional opportunities include access to a wide range of co- have degrees, but they want
curricular activities, including mentoring, leadership training, to be prepared as teachers. We
have an effective office here for
2 8 UNCG School of Education veterans on campus, and we
enjoy collaborating with them.”
Enrollment in teacher prep programs across the state
continues to be a problem for myriad reasons, among them
chronically low pay, increased demands, fewer resources,
classroom management issues, and a lack of professional
support and respect.
“It is reported that we need about 10,000
teachers a year, but colleges and universities
in North Carolina are only producing 3,000-
4,000 graduates a year who plan to go into
teaching. For this reason, school districts go
out-of-state to recruit teachers,” Cooper says.
“We are working hard to find other mechanisms
to reduce the barriers for students entering,” Cooper
adds. “The Fellows program has aided us with the initial
growth we had, and the Haggai Academy will help us
continue to ease the barriers to teacher education entry.”
The Fellows program is funded through the Marian
Franklin Scholarship, the Jacqueline W. & Jack H. Varner
The first cohort of UNCG Scholarship, the J. Barnwell &
Teacher Education Fellows Mary Blair Allison Scholarship
graduated in May 2018. and the Sarah Cole Jordan
Pictured at left is Qua’-Shaun Endowment. As new
Henning ’18 who now has a endowment and scholarship
position with Teach for America. dollars are contributed, the
School of Education will
continue to add more students
and activities, according to
Terri Jackson, senior director
of development.
“The Jordan Endowment
put the icing on a very nice
cake. If you really want the
students to have the expe-
rience that sets this program apart, it has been the Jordans THE CALL TO TEACH
who have made that happen,” Jackson explains. “Their funds Sometimes dreams sneak up on us and capture our hearts when
we least expect it. Take Shameeka Wilson: Though she never set
provide for the international travel, the mentoring program, out to be a teacher — or to earn more than a bachelor’s degree
— she felt God calling her to do something more.
the things that round out the holistic, wraparound approach She recalled a little boy from her community. Born without
an auditory nerve, he communicated using American Sign
that prepares a teacher for the classroom.” Language. Wilson felt a spark; it was time to answer her calling.
She pursued a degree in the Professions in Deafness: K-12 Deaf
Most students enter the School of Education as juniors and and Hard of Hearing Teacher Preparation program. Inspired
by what she learned, she then enrolled in the MEd program
seniors. Fellows are brought into the fold much earlier, which in Teacher Education and Higher Education with a focus on
Teachers of English to Speakers of Other Languages.
increases their rate of retention. Throughout her time at UNCG, she gained a family:
friendships with Teacher Education Fellows, professors and
“If we can engage a student as a freshman with a mentor, members of the Greensboro Deaf community. And thanks to
scholarship funding, Wilson participated in international study
a robust curriculum, a cohort group and these extra experi- abroad experiences. From there, her passion grew. Now her
dreams include teaching abroad, earning a PhD in applied
ences on top of tuition assistance, that’s what really makes a linguistics and advocating for bilingual-bicultural instruction.
“I love that UNCG’s program cares about all students, so
pipeline,” Jackson adds. “We think we’ve got the formula here much so that they have their own program that specializes in
producing effective teachers of the Deaf.”
for keeping someone engaged in the profession.”
transform 2018 2 9
Qua’-Shaun Henning, a first-generation college student
from Raleigh, stood alongside Wilson in the first cohort of
Fellows to graduate. Just days earlier, he had returned from
student teaching in Oulu, Finland.
“I always knew I was going to become a teacher. That is
my passion. Everybody else was telling me something else —
that I could be a businessman and make more money, that I
have a lot of skills and talents and shouldn’t limit myself to
teaching,” recalls Henning, who now has a position with Teach
for America.
“But I know I can make a lifelong difference with my edu-
cation degree, and that has always been my biggest goal.”
Graduates like Henning embody the “servant leader”
attitude that UNCG seeks to instill in its Fellows, Cooper says.
“Teaching is a service profession. In providing that
service, we are also leaders. We take service to the community
to heart,” she says. “The teaching profession is one in which
we do not expect to become wealthy. In many ways being a
servant leader is a moral act — it is just the right thing to do
for our community members, and especially for our nation’s
children.”
impact&inspiration
The gratification UNCG School of Education, which provides a way for them
of giving to contribute to students’ educations and make a difference in
their lives. The Shifflers see the impact they are making in the
Ron Shiffler ’70 and his wife, Barbara, are kin- handwritten thank-you notes filled with words of appreciation
dred spirits — they met in Atlanta when Ron from recipients.
took his first teaching position as a statistics “You have no idea how dear that is, to get those notes,”
professor at Georgia State University. Barbara Barbara says. “It is so gratifying.”
comes from an accounting background, and worked in finance Gratifying to read about students’ goals for the future.
at the time. They’re numbers people, always thinking about Gratifying because higher education is so important to the Shif-
investments and returns. flers, personally and professionally.
As a newly married couple, the greatest return they hoped
for was having children. They began their new life together in From student to alumnus to donor
Kentucky, where Ron joined the faculty at the University of
Louisville. A Pennsylvania native, Ron attended UNCG as a math major.
In the midst of settling into a new city and trying to start He lived in residence halls to be more involved on campus,
a family, Ron and Barbara encountered some difficulties. “We experiencing a nurturing and supportive community that
kept trying and trying. We had artificial insemination 24 times remains a source of fond memories. He dedicated his career to
and in vitro twice. It went on for years,” Barbara says. “It was higher education, working as a professor in Atlanta and Louis-
really distressing.” ville and later becoming a dean at Western Carolina University,
Two fertility doctors told Barbara that their difficulties where he could be closer to his father. Ron’s mother passed
may be stress-induced; she was, after all, working on her away in 1992, and when his father died in 1999, he and Barbara
dissertation at the University of Kentucky. With that in mind, established the Robert and Lois Shiffler Scholarship as a tribute
Barbara decided to try a six-week class in quilting as a relax- to Ron’s parents. Ron moved on to be a dean at Georgia South-
ing activity. She calls it a “forehead-slapping moment” — she ern in 2002 and then a dean at Queens University in Charlotte
had discovered her calling. Two years later, she quit her job in in 2012 before retiring a few years ago.
finance and didn’t look back. When the time came to rework their will, the couple
“I just love it,” Barbara says. “I’d rather quilt than eat.” thought, Why leave it in the will? Why not give it now, and see what
Ron and Barbara never could have children, but it hasn’t happens with it?
stopped them from leading fulfilling, joyous and generous “I’m a finance person,” Barbara says, “So I look at an
lives. Beyond quilting, Barbara still plays guitar since her father investment and I think: What’s the return? Giving to UNCG is
taught her as a child. She and Ron run 5Ks, and dote on two an investment, and we’re giving part of an education.”
beautiful rescue Labs. “You don’t have to give a million dollars,” Ron adds. “If
With no children to include in their will, Ron and Barbara you’re proud of your school, give a dollar. $20, $50, anything.”
established the Robert and Lois Shiffler Scholarship with the
The Shifflers awarded their first scholarship in 2000.
3 0 UNCG School of Education
“Here are all our recipients,” Ron says, pulling out a meticu-
lously organized binder from a shelf in his home office.
“He made a spreadsheet,” Barbara says, laughing. “That’s
what happens when nerds become donors.”
This year’s Shiffler Scholarship recipient, Caroline Bolin,
will graduate in 2020 with two degrees: a bachelor of arts in
communication studies and a bachelor of science in the pro-
fession of ASL interpreting. Caroline was a Gray Hall Honors
Fellow during her sophomore year, a Lloyd International
Honors College Artist in Residence her junior year, and she studied make an impact!
abroad in Italy last summer. A senior managing consultant at the UNCG
Speaking Center, she is active in the Wesley Luther Campus Ministry. Donors give for a variety of reasons. They are
Barbara finds Caroline’s letter in the binder and reads it aloud. proud alumni. They believe in education and the
work we’re doing. They want to make an impact
“Thank you for establishing this scholarship. After graduating from that means a great deal to them and to today’s
UNCG, I plan to begin my career as a certified sign language interpret- students. What inspires you?
er. I look forward to interpreting for a variety of settings, including the
public-school system. I’m exceptionally grateful that I was accepted as CONTACT TERRI JACKSON OORNLGIINVEE
a recipient of the Robert and Lois Shiffler Scholarship, and I’m not sure
if I can put into words just how much I appreciate this support. As I Senior Director of Development soe.uncg.edu/alumni/giving/
continue toward my goal, I will do so with confidence that comes from [email protected]
knowing that there are people who believe in me, and are willing to QUICK. EASY. SECURE.
help me in my current and future endeavors.” 336.256.0496
“We get choked up when we read these things,” Barbara says. “This
is our return on investment.”
transform 2018 3 1
honor rollschool of education
We extend our deepest appreciation to alumni, friends, 2017-2018 Mrs. Mary-Lois Howell Leith
parents, faculty and staff whose generosity allows students Mr. Ned McMillan III
to pursue their dreams in class, across the globe, and with COOK SOCIETY MEMBERS Mrs. Elizabeth Merrill and
the support of outstanding technology and resources.
Mrs. Karen M. Armstrong and Dr. James G. Merrill
GIVING SOCIETY SPOTLIGHT: Mr. Thomas L. Armstrong Mrs. Evelyn Bruton Monroe and
DONORS MAKING A DIFFERENCE
Ms. Judy Arnette Dr. John L. Monroe
The John H. Cook Society recognizes donors who make Mrs. Margaret Allen Barclay and Mrs. Jo Ann Payne Norris
annual gifts of $1,000 or more to support the mission of Dr. Randy Penfield and Dr. Kara Penfield
the School of Education and any of the school’s funds. Mr. Edward S. Barclay Dr. Donna Cox Peters and Mr. Rick L. Peters
Membership in the Cook Society includes invitations to Mrs. Amy R. Benedict and Pilot Club of Greensboro
receptions, a speaker series, and special behind-the-scenes events Mrs. Sally Pinnix and Mr. John L. Pinnix
— the Dean’s Dinner for student scholarship recipients and their Mr. Jeffrey Benedict Dr. Barbara Ann Israel and
SOE Champions. Dr. Jean S. Camp
Dr. James Vinson Carmichael Jr. Dr. Richard Pipan
This impactful group of donors give for a variety of reasons: Some Mr. Randolph N. Carver Mrs. Carrie Davis Ponder and
are proud alumni who want to help pave a path for those who Dr. Craig Cashwell and Dr. Tammy Cashwell
follow them. Some honor an inspirational educator who made Mrs. Tamara Simon Clarida and Dr. Reginald Ponder
a difference in their lives. Others simply understand the power Dr. Leslie M. Rainey and
of education and of our work in the School of Education. What Dr. Brian Clarida
inspires you? Join the Cook Society — give online https://soe.uncg. Mrs. Betty Cone and Mr. Benjamin Cone Dr. Steven K. Rainey
edu/giving/ or call 336.256.0496. Mrs. Pat Roos Cross and Mr. Pete Cross Mrs. Mary Francis Sayre and
Mrs. Gail Broadway Curry and
The Cook Society is named in honor of the first dean of the Mr. Stevan Sayre
School of Education, John H. Cook (1918-1941) — classroom Mr. Wayne Curry Mr. Smith W. Self and Miss Rebekah M. Self
teacher, principal, superintendent, women’s rights advocate, and Mrs. Katherine Bland Davis and Sara Smith Self Foundation
supporter of teacher benefits and tenure. For more information Mr. and Mrs. Robert N. Shelton
about the Cook Society, please visit https://soe.uncg.edu/giving/ Mr. Robert W. Davis Mrs. Barbara Shiffler and
cook-society/ or contact Terri Jackson at [email protected]. Mrs. Carolyn Davis and Mr. George Davis
Dr. Mary Catharine Eberhart and Dr. Ronald E. Shiffler
3 2 UNCG School of Education Dr. Paula Myrick Short and Dr. Rick J. Short
Dr. John A. Eberhart Dr. Dale Schunk
Dr. Colleen Mayme Fairbanks and Mrs. Patricia Whitley Sickles
Mrs. Sandy Margolis Smiley and
Mr. Paul Knowlton
Dr. Rebecca Hobgood Felton Dr. Gary R. Smiley
Mrs. Patricia Helgesen Fesperman Ms. Kathelene McCarty Smith
Dr. Diane L. Frost and Mr. Steve J. Frost Dr. Robert D. Street
Dr. Stavroula E. Kostaki Gailey Mrs. Judy Blackwelder Talbert and
Dr. Katherine Howard Glenn
Miss Patricia A. Glover Mr. John B. Talbert
Dr. Janie Goodman and Dr. Joshua Goodman Mrs. Nancy Teague and
Mrs. Izoria Sheppard Gordon
Mrs. Jennifer Smith Hooks and Mr. Tommy L. Teague
Mrs. Joan Morrison Tolley and
Mr. Jacob T. Hooks
Ms. Nina Israel and Mr. Stephen Israel Dr. Jerry R. Tolley Sr.
Mrs. Diana Harmon Jackson and Mrs. Carolyn Uprichard and
Dr. Donald Jackson Dr. Edward Uprichard
Mrs. Lynn Johnson and Mr. David L. Johnson Mrs. Joanne Reece Williams
Mrs. Celia Gomedela Jolley and Dr. Mary Arnold Williamson
Dr. Karen K. Wixson and Mr. Wiley Massingill
Mr. David Styles Jolley Mrs. Linda A. Wooten and Mr. Billy J. Wooten
Mrs. Linda Johnson Jones and Dr. Monette Weaver Wood
Dr. Sara Young and Dr. Scott Young
Mr. Kevin R. Jones
Mrs. Sarah Cole Jordan and List is current as of June 30, 2018.
The Honorable Robert Jordan III
aWteleaallsht aovnee.
THE SCHOOL OF
EDUCATION IS ON
A MISSION:
To honor 1,000 inspirational
educators through a $1 million
endowment that will create
the Inspirational Educators
Endowed Scholarship.
Join us!
LEARN MORE AND
MAKE YOUR GIFT TODAY
https://soe.uncg.edu/
inspirational-educators/
336.256.0496
[email protected]
One person who made all the difference. Nominate your inspirational educator
An educator who believed in you and invested with a gift of $1,000, which will give
in your future. When you think back, who is that you Cook Society status and benefits.
person and what kind of impact did they make on Whether you make an individual gift
or join together with family members
your life? Imagine saying thank you with a gift that or friends, this prestigious scholar-
ship program will help attract more
allows you to make your own impact in their name. of the best and brightest students to
UNCG and to the field of education.
transform 2018 3 3
Non-Profit Org.
US Postage Paid
Greensboro, NC
Permit 30
School of Education Building
PO Box 26170
Greensboro, NC 27402-6170
Twitter @UNCGSchoolofEdu
Facebook UNCG School of Education
Instagra @UNCGSchoolofEdu
“I DO WHAT I DO BECAUSE
I GOT A CHANCE.”
As 2018 School of Education commencement speaker, Shameeka
Wilson delivered a powerful message. She shared with her fellow
graduates the story of a young girl who was sexually abused. At age
13, the girl became pregnant by her abuser. Despite all odds, she
raised her child and worked hard to eventually get through school
and earn her degree. She became a teacher — and encouraged
her daughter to follow her dreams.
At that moment, Wilson pointed to a woman in the audience.
“That girl is my mother — and I want to thank her.”
A standing ovation erupted for mother and daughter, with few
dry eyes in the house.
Wilson, standing in front of her fellow graduates, demonstrated
the power of a dream — especially one deferred. Both she and her
mother value the impact of an outstanding education.
“I can accept a parameter,” Wilson says. “But I refuse to
accept a limitation.”
Shameeka Wilson ’18 is a proud alumna of the first graduating cohort
of the UNCG Teacher Education Fellows program (see page 26) and
currently teaches with Asheboro City Schools.
3 4 UNCG School of Education