TRANSFORMING LIVES

HOWDY FROM THE DEANWhat a year we’ve had at the College of Education and Human Development! Our enrollment has once again reached a new height with over 7,000 students. We also broke ground on a new human clinical research facility – the first of its kind at Texas A&M.

We hired a multitude of new faculty including leading experts in mathematics, science education, sport management, adult education, school psychology, teacher preparation, higher education, special education, and health education. We also said goodbye to some very dear colleagues who have had a lasting impact on our students and programs as well as within their fields.

This year, we continue our legacy of preparing leaders in education and health. We are acutely aware of the challenges facing educators and administrators in our state. Last year, the Texas Education Agency once again released seven teacher shortage areas for Texas including bilingual education/English as a second language, mathematics, science, and special education. It’s a trend we are seeing across the nation as fewer and fewer students are entering the teaching profession.

At Texas A&M, we are doing our part to address these shortage areas and keep children across the state and nation interested and active in these high-need fields. But the College of Education and Human Development does more than prepare teachers, we prepare leaders in many fields.

We are committed to having each of our graduates enter the workforce having experienced transformational learning opportunities. Whether that’s a prestigious internship at a Fortune 500 company, a year-long clinical teaching placement in urban Houston, or a life-changing global experience, we are supporting our students as they lead and transform lives.

In this issue of Transforming Lives, you’ll meet our new faculty, be inspired by stories of our amazing students, and meet donors that are partnering with us to ensure that the College of Education and Human Development can continue our life-changing work well into the future.

Meet an expert who is training educators across our university and the world to have a lasting impact on how students learn online. Discover how one faculty partnership is opening our students’ minds to new ideas, challenges, and opportunities for collaborations across disciplines.

One of the most inspiring aspects of writing an annual report is to reflect on all we have accomplished in a year. We have been busy! It has been a phenomenal privilege for me to serve the college as Dean. I look forward to where we head next…

Best wishes and Gig ‘em,

JOYCE ALEXANDERPROFESSOR AND DEAN, RETA HAYNES ENDOWED CHAIR

2

SUPPLYING LEADERS WITH EXPERIENCE

We’ve got Aggies working in 756 school districts, all 20 regions, and 211 counties across the state.

<26

26-100

>100

3

In 2015, the Texas Education Agency released seven teacher shortage areas

for the state including bilingual education/English as a second

language, mathematics, science, and special education.

At the national level, the average number of enrolled students in teacher education programs is declining, but Texas A&M is staying strong.

For the past five years, we have averaged nearly 1,800 enrolled students each year.

We are also #1 in producing individuals with teacher certifications among public higher education institutions in the state. And those shortage areas?

We are #1 in math and science certifications, #2 in bilingual education, and #3 in special education.

In the College of Education and Human Development, we’re working hard to keep schools in Texas filled with qualified, passionate educators.

Each year, we place nearly 450 students in clinical settings deep in the Rio Grande Valley, across the plains of West, and throughout the piney woods of the East.

With more than 10,000 former students currently working in Texas public schools as teachers, school counselors, principals, coaches, and senior administrators, our hard work reaches every corner of our state.

In This Issue ofTransforming Lives

Laying the Groundwork for Success ............4

Improving Content Area Reading Comprehension ..........................................7

Global Perspectives ...................................10

Quality Matters When Improving Online Student Learning ......................................13

Infoaboutkids.org: Accessible Research and Knowledge for Parents, Teachers, and Researchers ........................................16

Annual Report ..........................................18

Taking the Lead .........................................30

2016-17 CEHD Event Calendar .................39

Parting Shot ..............................................40

A collaboration between professors from four colleges, including the College of Education

and Human Development, is hoping to make a difference in the future of the STEM fields – science, technology, engineering and

mathematics. The project is part of a $1 million grant from the National Science Foundation,

building on the national Maker’s Movement. 124 students from Neal Elementary in 3rd, 4th and 5th grade classes participated during the fall semester.

LEARN MORE AT TX.AG/NEALELEMENTARY

Increasing Passions for Science

4

YOUR THIRD GRADER SHOWS YOU HIS SCIENCE HOMEWORK.

It asks, “Why do we get scabs?” You stumble for a moment. You haven’t thought about this for a long time! What are those things called…plates, no platelets? Don’t they have something to do with scabs? You search your brain some more. What were those things called that clean out the dirt? Oh yes, macrophages. Using these two important terms from the academic language of science, you begin to piece together a reasonable explanation for him.

LAYING GROUNDWORK FOR SUCCESSBuilding a Model for Academic Language in PK-3

5

But what happens when your child is bilingual and the science problem is not in the language spoken at home? A lack of an ‘academic language’, or the language needed by students to do their work, may be a contributing factor in the achievement gap for English language learners across the state and nation especially in STEM fields.

Scholars at the Center for Research and Development in Dual Language and Literacy Acquisition believe one of the first steps starts with training educators to work with these students specifically.

“Today almost everything revolves around STEM related projects. These subjects require us to understand academic language and students must have strong academic foundations in order to be able to learn more sophisticated instruction,” Dr. Rafael Lara-Alecio, director of the center said.

Working with teachers and administrators in the Aldine Independent School District in Houston, these researchers are developing a model to improve the English literacy development for English language learners through structured professional development for bilingual educators.

Led by Dr. Lara-Alecio, the team developed a set of curriculum for selected teachers along with bi-weekly training sessions after school. The sessions focused on lesson plan structure and guidance on how to implement the curriculum with their students.

“We provided the teachers with a set curriculum and trained them to use effective strategies to help students learn the academic language in English through virtual professional development,” said Dr. Lara-Alecio. “By infusing scientific concepts into the lesson, students will have the opportunity to learn the academic language needed to succeed in the classroom while they are improving their English language skills.”

“We saw that in order for students to improve their comprehension, K-2 students must go from learning to read, to reading to learn by the

fourth grade in order to properly catch up with their English-speaking peers,” said Dr. Fuhui Tong. “Third grade is seen as a transition year for students.”

The importance of this research may extend further back into early childhood education. Dr. Tong adds that English language learners need about five to seven years to properly develop and acquire academic language.

The researchers used both standardized tests and district-developed tests to evaluate the effectiveness of their model.

Initial findings of the project show the critical need for reaching these students at an early age.

“We found that the intervention was successful. The students who completed our program scored significantly higher in the areas of vocabulary, decoding skills, content reading, and in science achievement than those who had not participated,” said Dr. Beverly Irby, co-director of the center.

The Bilingual Education Program at CEHD was recognized as a Bright

Spot in Hispanic Education by the White House Initiative on Educational

Excellence for Hispanics.

The program addresses educational achievement gaps for bilingual

students and has helped graduate and certify over 200 bilingual educators

every year.

LEARN MORE AT LDN.TAMU.EDU

6

Students in the selected classrooms also outperformed the control students on tests of oral reading fluency, science assessment, district science benchmark tests, and district benchmark tests in reading.

“For teachers participating in the project, they felt the strategies were very effective in engaging and motivating their students,” said Dr. Tong. “They continued using the strategies they learned even after the project was completed and shared them with other teachers in the district.”

Experts from the Center for Research and Development in Dual Language and Literacy Acquisition and the Educational Research Center teamed up this summer to offer a special Summer Leadership Institute for administrators and educators from bilingual campuses across Texas.

Principal Ash Kirk attended the workshop with a team of educators from Black Elementary from Aldine Independent School District in Houston.

“Sometimes teachers don’t know how to approach students that have linguistic differences so they need to be educated in those teaching strategies,” stated Kirk.

“Looking at cultural differences is a very important thing, especially in our district. I think it was also beneficial to have that dialogue not only with teachers but also with administrators,” added teacher Alicia Joseph-Lewis. “The shortage of bilingual teachers has affected us in the sense of classroom sizes are growing for the students and because of that there is an uneven student-to-teacher ratio.”

Among other outcomes, the 4-day institute provided participants with tools to positively impact culturally and linguistically responsive pedagogy on bilingual campuses; develop effective communication and engagement plans for families, communities, and teachers; and build individual leadership capacity, mindfulness, and emotional intelligence through effective and strategic reflection, conflict engagement, and management.

LEARN MORE AT ELRC.TAMU.EDU/SLI

SPREADING THE IMPACT OF OUR RESEARCH

7

Improving Content Area Reading Comprehension (SWELL)

IMPROVING CONTENT

AREA READING COMPREHENSION

DR. KAY WIJEKUMAR KNOWS THE SOLUTION TO THE NATION’S LITERACY PROBLEMS STARTS WITH OUR ELEMENTARY STUDENTS.

For over 15 years, she has been developing and researching a program to help children improve their content area reading comprehension performance on standardized tests and writing. Now, as director of the Center for Urban School Partnerships, she is continuing these efforts for

English language learners in elementary and middle schools.

“If we don’t get them early enough in elementary and middle school, by the time they get to high school it’s very hard to remediate and get them to have these skills,” explained Dr. Wijekumar. “The sooner we can put them on a very positive academic pathway, the bigger impact we will have on their lives.”

Dr. Kay Wijekumar guides a young student through her web-based

tutoring system.

8

The results of her hard work have illustrated that students who used her program have outperformed other children by over one-half a grade level on standardized tests and a 75% grade level increase on writing main ideas.

In 2000, Dr. Wijekumar began working with a professor at Pennsylvania State University to develop

a web-based tutoring system to provide one-on-one instruction to a large number of students. The project, known as the Intelligent Tutoring for the Structure Strategy (ITSS), was designed to improve reading comprehension in STEM fields and social sciences for students in fourth through eighth grade – a time when students are expected to read and process information on their own in every area of the curriculum.

The focus on this age group is important because of what is called the fourth grade slump where students suddenly experience a huge drop in their reading comprehension. Research shows this happens because some students are unable to process, understand, and remember the content area text.

Teaching students to recognize the underlying text structure, or how the information within a written text is organized, can help students focus and monitor their comprehension as they read. For example, it helps them recall key concepts and relationships like the difference between “mass” and “matter.”

“These kids just need a leg up. They don’t have a reading disability; they just need the background knowledge and the ability to read well to gain that knowledge.”

The program features an animated guide that presents modeling, practice, assessment, scaffolding, and feedback to learners. Students learn how to find signaling words - or key concepts - used by the authors, classify the text structure, summarize the text, and then recall the text.

“At the end of the day, if students can put information into their brain in an organized manner, they can take it out and associate it in an organized manner,” explained Dr. Wijekumar.

Students who have used Dr. Wijekumar’s program have outperformed other children by over one-half a grade level on standardized tests and a

75% grade level increase on writing main ideas.

9

Reading comprehension is even more of an issue for English language learners. In response to an increase in the number of English language learners in their classrooms, many of the teachers who participated in the project reached out to Dr. Wijekumar and her team for a similar program to specifically help Spanish speaking students succeed. That program is now available.

The program includes two adaptations: Spanish Scaffolding and English Hybrid. Spanish Scaffolding presents materials in both English and Spanish. English Hybrid gives students the option of getting help in Spanish.

“Our most recent research study shows almost double the effects of what we found with our English speaking students,” said Dr. Wijekumar. “The only place we found a problem was in a couple of schools where the textbook and teachers were giving instruction that contradicted our program.”

Because of those concerns, Dr. Wijekumar and her team have made adjustments to the lessons and types of support for both students and teachers. “We’ve revised our professional development for the teachers so that we know all of the teachers will be on the same page as us.”

More than 900 students in Texas and New Mexico have been involved in the research, and teachers of those students are reporting success across the board.

“There are many teachers who tell us that the kids remember things a whole lot longer, they’re so much better at it and their confidence has gone up,” said Dr. Wijekumar.

“The sooner we can put them on

a very positive academic pathway, the bigger impact

we will have on their lives.”

10

GLOBAL PERSPECTIVES

Mike and Judy Sandlin with a group of students in London.

11

WHEN IT COMES TO ADVANCING TEACHING AND LEARNING AT TEXAS A&M, DRS. MIKE AND JUDY SANDLIN HAVE CREATED A UNIQUE PARTNERSHIP.

Mike is a health education professor in the Department of Health and Kinesiology while Judy is a professor of human resource development in the Department of Educational Administration and Human Resource Development. Despite their affiliations with different departments, the Sandlins come together on one common goal – providing the best experiences for their students.

Their collaborations in global education have given dozens of students the chance to expand their learning opportunities. Those students also experience an environment most others do not – a husband and wife duo with a passion for their students and a passion for enriching their students’ lives.

12

The Sandlins’ passion for global education started three years ago after meetings were held in each department in the college. Faculty talked about opportunities to give undergraduates more global experiences and the possible funding available for those opportunities. Three weeks later, Judy took a trip to Italy with her sister’s high school study abroad students.

“As soon as I got back, I knew we had to do this. That next spring break we took 51 students to Germany, Austria, and Switzerland,” explained Judy.

Together, the Sandlins lead an online summer global education course that ends with a trip to Italy.

The course is actually two courses: HLTH 236 and EHRD 408. Students enroll in the courses separately and complete them as they would any other online course. Mike and Judy combine the classes before the trip by creating team building activities and discussions to help students establish a bond similar to the bond students that meet face-to-face have before the trip overseas.

Many of these activities involve discussions on world views, values, and how students feel about other people and other cultures. “When you force them to write out their feelings and their experiences, they learn from each other and learn a lot about themselves,” said Judy.

Because the students come from such different disciplines, Mike and Judy include lectures and activities before the trip related to both health and human resource

development to expose all of their students to the current issues and unique challenges of each field. During the trip, they plan excursions around these topics to further expose the students to issues including hospital administration and working conditions in the countries they visit.

“Interestingly, throughout the trips we’ve taken, we’ve had health students come to my department to start master’s degrees in human resource development and human resource development students go to Mike’s department to pursue degrees in health care administration,” notes Judy.

After three years and multiple global education trips, the Sandlins have no plans to stop. For them, the opportunities for their students are well worth the work.

“There are times we ask ourselves if we’re going to keep doing this because it’s a lot of work. But then, we see their faces and how much they’ve changed after experiencing other cultures. Interacting with other people in these other countries totally changes their world view,” explained Mike.

“One of the things I emphasize in my classes is to become a lifelong learner. I can’t teach them everything they need to know. I can give them tools, but, once they are working somewhere, they’re going to have to learn things on their own,” Judy added.

“Most of the time I go in and have a lot of energy and try to ask them questions. I tell them that I come in every day expecting to learn something from them just like they expect to learn something from me,” said Mike.

“These experiences have made our students more open to challenging

themselves to get out of their comfort zone and go places they wouldn’t

have before,” said Judy.

Judy and Mike with Jerry, a Holocaust survivor, and Sara,a tour guide in Prague.

13

QUALITY MATTERSWHEN IMPROVING ONLINE STUDENT LEARNING

Our commitment to quality instruction is going global.

Dr. René Quiroz and the Virtual Instructor Certification Program has trained over 300

teachers from all over the nation and world:

ARIZONACALIFORNIA

CHINA GEORGIA

INDIALOUISIANAMALAYSIAMICHIGAN

PENNSYLVANIAQATAR

SINGAPORE SOUTH CAROLINA

TAIWANTENNESSEE

TEXASVIRGINIA

14

WITH OVER 5 MILLION STUDENTS ACROSS THE NATION ENROLLING IN AT LEAST ONE DISTANCE EDUCATION COURSE, ONLINE LEARNING IS QUICKLY BECOMING THE NEW NORMAL.

The college is helping educators in Texas and across the world improve the online learning experience through an innovative online training course called the Virtual Instructor Certificate Program (VICP).

VICP teaches educators how to design, develop, and manage online courses for multiple age groups using a rubric of tested guidelines and standards. Under the direction of Director Dr. René Quiroz, VICP is helping educators create state-of-the-art learning opportunities.

“We teach educators fundamental elements of design,” said Dr. Quiroz. “We also teach the concept of alignment through the use of a set rubric and the

use of standards and guidelines to grade projects as the course continues.”

All of the design standards offered through the six-week course are consistent with essential standards of the Quality Matters rubric, a national set of standards on quality instruction. Dr. Quiroz’s own research shows that the design of online courses often plays a key role in student learning.

“It is important to recognize that education is changing and that students are changing too,” Dr. Quiroz said. “As faculty members, it helps to present our lessons at a higher quality, because it gives the student more confidence in the course and assures them that they will learn valuable information.”

VICP now offers about six sessions a year and reaches educators who are incorporating online instruction all over the state and even countries across the world including China, Taiwan, Qatar, and India.

College faculty participated in an online learning institute this summer conducted by Dr. Quiroz.

15

“At Texas A&M, there is a strong movement to encourage educators to design courses using best practices,” she said. “We get inquiries from anyone looking to teach online from graduate students to faculty members. The course itself has evolved, and we receive participants from all over the world.”

The program is structured to provide guidelines for higher education, K-12, and continuing education courses. Dr. Quiroz asks specific questions to course designers in advance in order to craft a blueprint of the needs and goals of the designers in each session.

Dr. Quiroz conducted research in 2014 showing that there are many difficulties that instructors face on all levels, whether in K-12 or higher education.

“We found out that overall the course was effective in helping educators apply these skills towards their courses.”

Dr. Gwendolyn Webb-Hassan is an associate professor in public school administration who recently participated in VICP training.

“This course has opened my eyes to the importance of universal design as it relates to the use of videos as well as the systematic and systemic efforts that can be made to enliven an online course. I have learned a plethora of strategies to improve my efforts to make my course work come alive for my students.”

Dr. René Quiroz addresses a group of faculty during the summer institute.

16

INFOABOUTKIDS.ORG: accessible research and knowledge for parents,

teachers, and researchers

IT’S MIDNIGHT AND YOUR CHILD IS SLEEP WALKING AGAIN.

Instead of scouring through pages and blog posts from every corner of the internet, child behavior experts from across the nation have created a one-stop shop for vetted research and information for parents, teachers, and researchers.

The website, infoaboutkids.org, is the brainchild of a multidivisional group from the American Psychological Association, including Dr. Connie Fournier, clinical professor of special education.

“We started because there was so much bad information out there. Parents and the public are genuinely interested and want to know good information. We wanted to make sure there is some place parents can go to that is safe, vetted, and reliable,” explained Dr. Fournier.

The site is funded by a grant from the Committee on Divisional and APA Relations (CODAPAR) and was created by the Consortium for Science-Based Information on Children, Youth, and Families. After three years of research and vetting hundreds of websites, the group launched the site in March 2016.

The site is intended to provide scientifically-accepted information on healthy child development and the related risks and challenges on that development. It also highlights proven approaches to promote healthy development among children and families who are at risk for, or have, identified conditions.

Dr. Fournier at her desk in Harrington Tower on campus.

17

Every site featured has been evaluated by at least two members of the advisory board to meet specific guidelines including accuracy, impartiality, and proficiency of science- or evidence-based information. The website is updated quarterly to make sure all of the included sites are active and accessible. The creators also take recommendations from the public and add sites that have been vetted and meet the group’s guidelines.

“We were concerned with trying to find good information for parents and teachers, not just experts in the field,” she noted. “We know there are a lot of sites out there that are indecipherable to someone not in the field because of the technical language.”

The website focuses on healthy development in four areas: body, mind, emotion, and relationships. Links in the body section focus on health, physical development milestones, and common health conditions. The mind section focuses on the development of thinking, language, problem-solving, learning problems, and school-related topics. Users searching the emotions section can find information related to how children develop emotional well-being while the relationships section refers to how family and peer relationships develop at home, in schools, and in the community.

“The more you know, the more you can support good mental health practices and prevention and keep your kids healthy,” explained Dr. Fournier.

STUDENT’S NON-PROFIT SHINES LIGHT ON WOMEN WITH SPECIAL NEEDS

Lillian Townsend, an interdisciplinary studies major, is changing the lives of girls across Texas through the Miss Magnificent Pageantry. The program is dedicated to promoting the self-esteem, confidence, and communication skills of individuals with special needs.

“The look on their faces when they get a trophy is priceless,” explained Townsend. “I’ve seen these kids get bullied and picked on until they were in tears, so for them to have this whole day all about them is a big boost.”

Since the first pageant in 2013, Townsend has held eight others in Dallas, San Antonio, College Station and Louisiana. The most recent was held on April 17 at the Brazos Center in Bryan. Townsend and her team hope to expand the pageants to all 48 continental states.

LEARN MORE AT TX.AG/MAGNIFICENT

18

10694

17

AN

NU

AL

STAT

S ENROLLMENT NUMBERS

FACULTY NUMBERS

FALL 2014 FALL 2015 FALL 2016

undergraduate

masters

doctoral

academic professional

tenure-track

tenured

RANKINGS

Best Public Education School Best Public Online Graduate Education Program

*U.S. News and World Report

Special Education Program

64%

213

Tenured and Tenured Track Faculty have Research Funding

#28 #37 #18

Total Full Time Faculty

5,299

5,731 5,745

828947 1,011

629 612 566

19

WE OFFER....

UndergradPrograms19

Undergrad

MastersPrograms29

Masters

DoctoralPrograms23

MinorsPrograms7

Doctoral

Minor

NEW RESEARCH GRANTS

CEHD FACULTY SUBMITTED OR PUBLISHED

17State

Grants

23PrivateGrants

11FederalGrants

51Total New

Grant Awards

166

RESEARCH PROPOSALS BOOKS

26

PUBLICATIONS

364

ANNUAL BUDGETED DOLLARS

2013 2014 2015

13,2

49,0

34 20,0

33,1

91

22,6

34,1

17

20

Dr. Robert “Bob” Walker ’58 was among 11 other Aggies selected as the 2016 recipients of the highest honor bestowed upon a former student of Texas A&M University, the Distinguished Alumnus Award.

Dr. June Scobee Rodgers ’83 was named an Aggie Trailblazer by the Texas A&M Foundation.

Danielle Sanders, community health and nutrition double major, is one of the 2015 Buck Weirus Spirit Award winners. The Buck Weirus Spirit Award honors up to 55 students each year who demonstrate high involvement, create positive experiences throughout the Aggie community, impact student life at Texas A&M, and enhance the Aggie spirit.

Deanna Kennedy, former student and now assistant professor of kinesiology, and Luke Lyons, graduate student in curriculum and instruction, were selected to receive the 2016 Distinguished Graduate Student Award for Excellence in Doctoral Research. Drew Pickett, a doctoral student in kinesiology, was also selected to receive the 2016 Distinguished Graduate Student Award for Excellence in Teaching from the Association of Former Students.

Three CEHD students were honored as Maroon Coats by the Texas A&M Foundation: Margaret Malone ’16, Georgia Grace Osteen ’17, and Student Body President Hannah Wimberly ’17.

Ecaroh Jackson, interdisciplinary studies major, was selected to be a University Scholar for the Class of 2019. She will serve as an ambassador for the Texas A&M University Honors Program for the next 3 years.

38 CEHD students were recognized by the Office of the Commandant of the Corps of Cadets for achieving high academic excellence with a GPA of 3.5 or higher last spring.

Are you a former student? Let us know what you are up to at TRANSFORM.TAMU.EDU/CONTACT

On April 8, 2016, Gavin Suel, a freshman kinesiology major, was named the mascot corporal in the Corps of Cadets – the primary caretaker of the “First Lady of Aggieland.” This marks the second time in three years that a CEHD student has been honored with this responsibility.

“The previous mascot corporals are heroes to me. To be selected, I felt so unqualified and so humbled and honored,” he said.

Hannah Wimberly, junior human resource development major, was voted in as the new student body president at Texas A&M — the university’s first female student body president in 15 years. She credits her major as an essential tool in shaping her communication and public speaking skills during the campaign.

“I think I improved my ability to think on my feet a lot better,” she said. “Being able to take the things that I’ve learned from my major and apply them directly, made me so much more well equipped to take on the task.”

CUR

REN

T A

ND

FO

RM

ER S

TUD

ENT

HO

NO

RS

21

CENTER ON DISABILITY AND DEVELOPMENT CONTINUES EFFORTS TO TRANSFORM LIVES

The Center on Disability and Development (CDD) within the Department of Educational Psychology will continue its mission of improving quality of life for people with disabilities and their families thanks to the renewal of its Core Grant for another 5 years.

The Core Grant is federally distributed from the U.S. Department of Health and Human Services and supports the infrastructure and administrative needs for the center. It totals nearly $2.8 million.

One of 67 similar centers across the country, the CDD was established at Texas A&M in 2005. Since this time, the CDD has helped support countless students with disabilities by assisting them in different developmental

aspects. In 2015 alone, the center impacted over 10,000 people through outreach and service projects across the state.

In addition to providing interdisciplinary and technical training, the CDD also conducts research and works alongside the families of individuals with disabilities.

“We help families of children with disabilities by helping them work together as a team,” Educational Psychology Professor and Center Director Dr. Dalun Zhang said. “We also provide them with knowledge about other helpful, available services.”

GIVING TEXAS TEACHERS A VOICEThanks to a partnership between the Texas Council for Teachers of English Language Arts (TCTELA) and the college’s Education Research Center (ERC), English Language Arts and Reading teachers across Texas were able to provide feedback for the latest revision to the Texas Essential Knowledge and Skills (TEKS), the state’s curricular standards.

Under the partnership, researchers collected survey data across all education regions in Texas and all grade levels regarding teachers’ experiences and practices pertaining to the current assessment, as well as teachers’ suggestions and expectations for the revisions and rollout of the amended standards. A total of 1,128 respondents agreed to complete the survey.

The final report was sent to TCTELA and the organization is using the feedback in meetings with the State Board of Education and Texas Education Agency to help shape the next round of revisions.

FEAT

UR

ED G

RA

NTS

AN

D C

ON

TRAC

TS

“It’s important to give teachers the opportunity to have a voice – not just on their team, their campus or their district,”

said Dr. Nancy Weber. “When the state is looking at the standards that they are going to set forth for our students, the

educators are the ones who are delivering that and who are assessing, so it is vital that they are part of the process.”

CampLIFE is one of many programs supported by the CDD.

22

EXPANDING HEALTH EDUCATION AND PREVENTION PROGRAMS ACROSS TEXASFaculty members in both the Department of Health and Kinesiology and The Center for Community Health Development have taken a direct approach to addressing teen pregnancy issues for underserved areas. Dr. Kelly Wilson and Dr. Whitney Garney, along with Dr. Kenneth McElroy, co-director of the Center for Community Health Development, are working to bring new pregnancy education and prevention programs to young teens.

Founded in 2015, the Innovative Teen Pregnancy Prevention Program (iTP3) is a five-year initiative that provides funding for innovative programs nationwide, including the program here at Texas A&M. Working directly with community advisors and other organizations, iTP3 programs across the country target certain populations with specific needs including: at-risk teenagers, parenting teens, and the homeless. The iTP3 grant holders and communicators work together to develop a program appropriate for their community and its individuals.

“We are working with local organizations that will create programs for new settings. Traditional sex education programs have been primarily school-based. The programs we are developing may end up being used in health care clinics or foster care — helping to change the health care system, policy, and procedures,” said Dr. Garney.

According to Dr. Garney, a number of the programs supported by iTP3 are in various stages of development but span the country including: The Children’s Hospital of Philadelphia, Public Health Management Corporation, Planned Parenthood of New York City, and the School of Public Health in the University of Texas Health Science Center.

TAMU AND THE QATAR FOUNDATION TEAMING UP TO IMPROVE MATH EDUCATIONDue to growing concerns about mathematics education and the implementation of new international mathematics standards in many of Qatar’s K-12 schools, three college faculty members have teamed up with the Qatar Foundation to improve educator development in Qatar.

The focus of this contract is to prepare professional development materials that will be delivered to teachers in Qatar Foundation K-12 schools. The materials target elementary and secondary mathematics teachers, focusing on conceptual understanding, problem-solving and active-learning strategies.

Dr. Palmer, along with Dr. Dawn Parker and Dr. Yeping Li, visited Qatar in May to meet with foundation leadership, school leaders, and teachers to discuss their professional development needs. Following that visit, the team designed an outline for the structure of professional development modules and is now drafting materials for the Qatar Foundation to review. The goal is for some of the training modules to be implemented starting this fall.

“The project also aims to encourage the establishment of learning communities in schools and across the Qatar Foundation academies as teachers participate and implement ideas from the program,” explained Dr. Parker.

“This Qatar Foundation contract provides our faculty with another opportunity to work with talented colleagues in Qatar and to have

an impact on the quality of K-12 education services in this important Middle Eastern nation,” noted Dr. Doug Palmer.

23

FACULTY IMPROVING ACCESS TO CANCER PREVENTION AND CARE FOR CHINESE-AMERICANS

Dr. Lei-Shih Chen, associate professor of health education, was recently awarded a $400,000 grant to establish a comprehensive cancer prevention and support program within Asian-American communities in Texas.

Dr. Chen and her team will collaborate with three Asian-American community organizations in the Houston, Dallas, and Austin areas - where 83 percent of the Texas Asian-American population resides – through advertisements and various community outreach activities. Teams will work to provide colorectal cancer prevention education along with family health history instruction and collection.

The goal is to reduce disparities in family health history-based services by improving the communication of family health history with doctors and providing more Chinese-Americans with colorectal cancer screenings.

TEXAS CENTER FOR ADULT LITERACY AND LEARNING RECEIVES GRANT TO FURTHER ADULT LITERACY

The Texas Center for the Advancement of Literacy & Learning (TCALL) received a two-year grant from the Texas Workforce Commission totaling over $4.7 million. The grant will help continue to fund TRAIN PD @ TCALL — a project that aids in the provision of research-based professional development, resources, and continued support for adult education and literacy programs throughout the state of Texas.

TRAIN PD @ TCALL will work directly with the leadership and instructional staff of adult education and literacy programs to provide on-site training for them. These training exercises will equip instructors with the skills necessary in assisting other adults participating in AEL programs.

“This year, TRAIN PD @ TCALL will provide training to 35 service-provider programs and consortia,” said TCALL Adult Literacy Specialist Federico Salas-Isnardi. “It will include training initiatives like distance education, development and implementation of career pathway programs, and teaching math and language to under-educated adults.”

“By the end of the first year, TCALL will have worked with all programs to ensure every adult education teacher statewide has access to the portal to manage their professional development and learning,” Salas-Isnardi said.

Since 1989, TCALL has been a beacon for reducing incidence of adult illiteracy. It has been at the center of Texas’ efforts to support adult education and continues to be one of the nation’s premier adult literacy resource centers.

The Texas Center for Adult Literacy and Learning resource library is housed in Milner Hall

on the A&M campus.

Dr. Lei-Shih Chen, health education, was recently awarded a $400,000 grant to establish a comprehensive cancer prevention and support program within Asian-American communities in Texas.

Dr. Chen and her team will collaborate with three Asian-American community organizations in the Houston, Dallas, and Austin areas - where 83 percent of the Texas Asian-American population resides – through advertisements and various community outreach activities. Teams will work to provide colorectal cancer prevention education along with family health history instruction and collection.

The goal is to reduce disparities in family health history-based services by improving the communication of family health history with doctors and providing more Chinese-Americans with colorectal cancer screenings.

IN 2016

COLORECTAL CANCER IN THE US

An estimated134,490 casesof colorectal cancer will be diagnosed in the United States

FACULTY IMPROVING ACCESS TO CANCER PREVENTION AND CARE FOR CHINESE-AMERICANS

Cancer is the leading cause of death among Chinese-Americans, the largest Asian-American subgroup. Among the same group, colorectal cancer is the second most commonly diagnosed.

Uninsured Chinese Americans in Texas

More than

1 million +colorectal cancer survivors live in the United Sates.

RETA HAYNES GIFT TO ESTABLISH DEAN'S CHAIR, SUPPORT COLLEGE PROGRAMS

In an ongoing effort to fulfill her passion for education, Reta Haynes provided a gift to endow the Reta Haynes Dean’s Chair to support the College of Education and Human Development. The gift will be matched by Texas A&M University’s chair matching program.

An endowed chair is an elite academic position held by top professors. Mrs. Haynes’ gift will assist in internal seed grants, support undergraduate experiences in research and support new academic programs as they get started. The goal is to impact access to, and quality of, educational and health opportunities across the state.

“Our world is changing so rapidly and there is a need to stay current to provide students with an experience that will make

them successful in our public school classrooms,” Mrs. Haynes explained.

“I hope that the establishment of this chair will provide opportunity and flexibility that will enhance this student experience.”

Mrs. Haynes became involved with the College of Education and Human Development shortly after her husband’s passing. She helped to establish learning communities in the college, focused on developing and retaining students planning careers in pre-K-12 education.

Continually impressed with the leadership the college was providing, Mrs. Haynes wanted to provide funding to support programs and attract talent to the college. Dr. Joyce Alexander, dean of the College of Education and Human Development, will be the first holder of the Reta Haynes Chair.

“Mrs. Haynes passion and enthusiasm for education is extraordinary,” said Dr. Alexander. “This gift will help the college to invest in our students and prepare them to be leaders in schools and communities across the state. I’m proud and excited to be the first holder of the Reta Haynes Chair.”

Mrs. Haynes has also given gifts to endow Corps of Cadets 21st Century Scholarships and establish the Reta Haynes Singing Cadet Endowment Fund.

Before her husband’s passing, Mrs. Haynes and Bill Haynes ’46 generously supported the university. Among their gifts was a gift to the Association of Former Students to create the Haynes Ring Plaza - named in their honor.

Mrs. Haynes summarized her thoughts as follows:  “I am grateful to be able to give back to the university that provided such a good foundation and education to Bill.  I have always treasured A&M traditions and values and consider myself an Aggie."

Photo Credit: Texas A&M Foundation

Last year we awarded 379 scholarships from nearly $400,000 from our donors

and over $700,000 from our own budget

$6,689,288 THIS PAST YEAR

LEAD BY EXAMPLE FUNDING GOAL

$21,550,333.11

COLORECTAL CANCER IN THE US IN 2016

Dr. Lei-Shih Chen, health education, was recently awarded a $400,000 grant to establish a comprehensive cancer prevention and support program within Asian-American communities in Texas.

Dr. Chen and her team will collaborate with three Asian-American community organizations in the Houston, Dallas, and Austin areas - where 83 percent of the Texas Asian-American population resides – through advertisements and various community outreach activities. Teams will work to provide colorectal cancer prevention education along with family health history instruction and collection.

The goal is to reduce disparities in family health history-based services by improving the communication of family health history with doctors and providing more Chinese-Americans with colorectal cancer screenings.

IN 2016

COLORECTAL CANCER IN THE US

An estimated134,490 casesof colorectal cancer will be diagnosed in the United States

FACULTY IMPROVING ACCESS TO CANCER PREVENTION AND CARE FOR CHINESE-AMERICANS

Cancer is the leading cause of death among Chinese-Americans, the largest Asian-American subgroup. Among the same group, colorectal cancer is the second most commonly diagnosed.

Uninsured Chinese Americans in Texas

More than

1 million +colorectal cancer survivors live in the United Sates.

RETA HAYNES GIFT TO ESTABLISH DEAN'S CHAIR, SUPPORT COLLEGE PROGRAMS

In an ongoing effort to fulfill her passion for education, Reta Haynes provided a gift to endow the Reta Haynes Dean’s Chair to support the College of Education and Human Development. The gift will be matched by Texas A&M University’s chair matching program.

An endowed chair is an elite academic position held by top professors. Mrs. Haynes’ gift will assist in internal seed grants, support undergraduate experiences in research and support new academic programs as they get started. The goal is to impact access to, and quality of, educational and health opportunities across the state.

“Our world is changing so rapidly and there is a need to stay current to provide students with an experience that will make

them successful in our public school classrooms,” Mrs. Haynes explained.

“I hope that the establishment of this chair will provide opportunity and flexibility that will enhance this student experience.”

Mrs. Haynes became involved with the College of Education and Human Development shortly after her husband’s passing. She helped to establish learning communities in the college, focused on developing and retaining students planning careers in pre-K-12 education.

Continually impressed with the leadership the college was providing, Mrs. Haynes wanted to provide funding to support programs and attract talent to the college. Dr. Joyce Alexander, dean of the College of Education and Human Development, will be the first holder of the Reta Haynes Chair.

“Mrs. Haynes passion and enthusiasm for education is extraordinary,” said Dr. Alexander. “This gift will help the college to invest in our students and prepare them to be leaders in schools and communities across the state. I’m proud and excited to be the first holder of the Reta Haynes Chair.”

Mrs. Haynes has also given gifts to endow Corps of Cadets 21st Century Scholarships and establish the Reta Haynes Singing Cadet Endowment Fund.

Before her husband’s passing, Mrs. Haynes and Bill Haynes ’46 generously supported the university. Among their gifts was a gift to the Association of Former Students to create the Haynes Ring Plaza - named in their honor.

Mrs. Haynes summarized her thoughts as follows:  “I am grateful to be able to give back to the university that provided such a good foundation and education to Bill.  I have always treasured A&M traditions and values and consider myself an Aggie."

Photo Credit: Texas A&M Foundation

Last year we awarded 379 scholarships from nearly $400,000 from our donors

and over $700,000 from our own budget

$6,689,288 THIS PAST YEAR

LEAD BY EXAMPLE FUNDING GOAL

$21,550,333.11

24

IMPROVING ACCESS TO ART PROGRAMS IN HOUSTONAssistant Professor Dr. Daniel Bowen has partnered with the Arts Access Initiative in Houston to help improve access to art programs for public school students. Coinciding with his research that examines the role and influence of non-core subjects - like fine arts - and school-sponsored extracurricular activities on student achievement, Dr. Bowen is currently working exclusively with schools in the Houston Independent School District.

“We are trying to facilitate partnerships with Houston’s art community including museums, art teachers, and other local artists,” said Dr. Bowen, “to see how this will effect student engagement, academic achievement, and social and emotional learning. We are also seeing how it affects whether students are happier when they come to school.”

Currently, Dr. Bowen is working with the Houston Symphony and hopes to work with other similar institutions in the future. Exposure plays an important role on a student’s critical thinking skills, he said.

Bowen’s research supports the theory that art-centered activities have a significant impact on participating students, and activities and engagement at historical museums can lead to historical empathy and a higher chance of future art-centered engagement.

MS. SUPRENA BENNETT, DEAN’S OFFICEAssistant Dean of Finance and Administration

With 25 years of higher education finance and administration experience, Bennett has taken over as assistant dean of finance and administration. Prior to arriving at Texas A&M, she worked at a number of private and state schools including: Johns Hopkins University, The University of Delaware, and, most recently, The University of Maryland.

DR. SUSAN BLOOMFIELD, HEALTH AND KINESIOLOGYAssociate Dean of Research

Dr. Bloomfield joined the faculty of Texas A&M in 1993 as a kinesiology professor. She now will step into the role of associate dean of research for the college. Since 2012, she has served as assistant provost in Texas A&M’s Office of Graduate and Professional Studies. Dr. Bloomfield has been a funded researcher for 19 years and is currently involved in four projects funded by NASA.

DR. SHANNA HAGAN-BURKE, EDUCATIONAL PSYCHOLOGYDepartment Head

Professor - Special Education

Dr. Hagan-Burke, who’s served the Department of Educational Psychology and the college for 11 years, is the new department head for Educational Psychology. Moving forward, Dr. Hagan-Burke plans to work closely with faculty and staff to continue refining a shared vision and ensuring that departmental resource allocations enable programs to achieve their respective goals.

NEW

AD

MIN

ISTR

ATIO

N, E

ND

OW

ED C

HA

IR

HO

LDER

S, A

ND

TEN

UR

ED F

ACU

LTY

25

DR. MICHAEL DE MIRANDA, TEACHING, LEARNING, AND CULTUREDepartment Head

Claude H. Everett, Jr. ’47 Endowed Chair in Education

Professor - Science and Engineering Education

Dr. de Miranda spent 18 years as a professor in the Department of Electrical Computer Engineering and the School of Education at Colorado State University before coming to Texas A&M as the newest department head for Teaching, Learning, and Culture. His research and expertise focuses on the development of young STEM educators, specifically in learning, cognition and instruction in engineering, and technology education.

DR. CHERYL CRAIG, TEACHING, LEARNING, AND CULTUREHouston Endowment Inc. Endowed Chair in Urban Education

Professor – Teacher Education

Dr. Craig is a nationally renowned scholar from the University of Houston where she was previously employed as a professor in the Department of Curriculum and Instruction. She received her doctorate from the University of Alberta, Canada and her research focuses on the influence of school reform agendas on teachers’ knowledge developments and the unintended consequences that school reform initiatives and educational policies may have on student learning. Dr. Craig is also a Fellow of the American Educational Research Association.

DR. ROGER HOWE, TEACHING, LEARNING, AND CULTURE Curtis D. Robert Endowed Chair in Math Education

Professor – Mathematics Education

Dr. Howe has been at the forefront of advancing mathematics for over 50 years, best known for his pioneering work in representation theory which allows mathematicians to translate abstract algebraic problems into a more simplified form of linear algebra. He received his doctorate from the University of California Berkeley and, after a long career at Yale University, will join the Department of Teaching, Learning, and Culture where he will continue his work to improve the quality of mathematics education. Dr. Howe is also a member of the National Academy of Science.

DR. MARLENE DIXON, HEALTH AND KINESIOLOGYProfessor – Sport Management

Dr. Dixon has most recently worked at Troy University as a professor in the School of Hospitality, Sport, and Tourism Management. She also served nine years on the faculty at the University of Texas at Austin in the Department of Kinesiology and Health Education. She received her doctorate from Ohio State University and her research focuses on the relationship between sport and quality of life.

26

TENURE TRACK• Dr. Tamika Gilreath, Health and Kinesiology – Associate Professor

• Dr. Sara Castro-Olivo, Educational Psychology – Associate Professor

• Dr. Chayla Davison, Educational Administration and Human Resource Development – Assistant Professor

• Dr. Whitney Garney, Health and Kinesiology – Assistant Professor

• Dr. Sara Raven, Teaching, Learning, and Culture – Assistant Professor

• Dr. Elizabeth Roumell, Educational Administration and Human Resource Development – Assistant Professor

• Dr. Julie Thompson, Educational Psychology – Assistant Professor

• Dr. Lisa Tisdale Wigfall, Health and Kinesiology – Assistant Professor

ACADEMIC PROFESSIONAL TRACK• Dr. Krista Bailey, Educational Administration and Human Resource Development –

Clinical Associate Professor

• Dr. Melissa Fogarty, Educational Psychology – Clinical Assistant Professor

• Ms. Tiffany Peltier, Teaching, Learning, and Culture – Assistant Lecturer

• Ms. Jeanne Carter, Teaching, Learning, and Culture – Assistant Lecturer

• Ms. Andrea Alvarez, Health and Kinesiology – Instructional Assistant Professor

• Mr. Stuart Dixon, Health and Kinesiology – Instructional Assistant Professor

• Dr. Kristen Willingham, Health and Kinesiology – Instructional Assistant Professor

• Mr. Joda Wolfe, Health and Kinesiology – Instructional Assistant Professor

AD

DIT

ION

AL

NEW

FAC

ULT

Y H

IRES

Who will help me... become a leader... make the breakthrough... change the world?

You Can...Through including a charitable gift in your will, also known as a bequest, you can support the future of Texas A&M after your lifetime. Learn more about the benefits of

leaving a bequest by visiting:

txamfoundation.com/plan

offiCe of Gift PlanninG

( 9 7 9 ) 8 4 5 - 8161g i f t p l a n n i n g @ t x a m f o u n d a t i o n . c o m

®

27

INTE

RN

ATIO

NA

L, N

ATIO

NA

L A

ND

OR

GA

NIZ

ATIO

NA

L H

ON

OR

S Dr. Lisa Baumgartner, adult education, was honored with the Campus-Based Research Award by the NASPA Student Affairs Administrators in Higher Education IV – West.

Dr. Jamilia Blake, school psychology, was honored as the Rhonda Talley Distinguished Lecturer for her Outstanding Contribution to Policy and Advocacy by Indiana University – Bloomington.

Dr. Sue Bloomfield, kinesiology, received a Citation Award from the American College of Sports Medicine.

Dr. Lynn Burlbaw, culture, curriculum, and instruction, was honored with a 25 Years of Service Award from Kappa Delta Pi, the International Honor Society in Education.

Dr. Linda Castillo, counseling psychology, was elected to the Regional Educational Laboratories (REL) Southwest Governing Board.

Dr. Nathan Clemens, school psychology, was awarded the 2015 Lightner Witmer Early Career Award from the American Psychological Association Division of School Psychology for his outstanding achievements in research on and assessment of reading difficulties in children and youth.

Dr. George Cunningham, sport management and associate dean for academic affairs, was named the 2016 President-Elect for the North American Society for Sport Management. He was also honored as a National Academy of Kinesiology Fellow.

Dr. Trina Davis, mathematics education, was named one of the Top 30 Technologists, Transformers, and Trailblazers by the Center for Digital Education.

Dr. Connie Fournier, special education, received the 2015 Service Award by the Texas State Board of Examiners of Psychologists.

Dr. Beverly Irby, K-12 public school administration, was honored as the 2015 Researcher of the Year by the Texas Council of Professors of Educational Administration.

Dr. Larry Kelly, science education and technology, was honored with a 10 Years of Service Award from Kappa Delta Pi, the International Honor Society in Education.

Dr. Rafael Lara-Alecio, bilingual education, was recognized by the Suburban Houston Association for Bilingual Education for his work within bilingual and ESL education.

Dr. Ron McBride, health education, received the Curriculum and Instruction Honor Award from the Society of Health and Physical Educators (SHAPE) America.

Dr. Lisako McKyer, health education, received the 2016 Mentor Award from the American Academy of Health Behavior.

Dr. Yolanda Padron, bilingual education, received the 2015 Higher Education Award from the Texas Association of Bilingual Education (TABE).

Dr. William Rae, school psychology, was named a Fellow of the American Psychological Association Division of Pediatric Psychology.

Dr. Kelly Wilson was honored with the 2016 Outstanding School Health Researcher Award by the American School Health Association.

28

UN

IVER

SITY

HO

NO

RS

TEXAS A&M UNIVERSITY ASSOCIATION OF FORMER STUDENTS HONORS

Dr. Susan Bloomfield, kinesiology and associate dean for research, was awarded the 2015 College-Level Distinguished Achievement Award for Excellence in Research.

Dr. Nathan Clemens received the 2015 College-Level Distinguished Achievement Award for Teaching.

Dr. Jeffery Liew, professor of learning sciences, was awarded a 2015 College-Level Distinguished Achievement Award for Teaching.

Dr. Robert “Jay” Woodward, clinical assistant professor of learning sciences, received the 2016 Distinguished Achievement Award for individual student relationships.

Dr. Janet Hammer, clinical professor of teacher education, was honored as a 2015 Presidential Professor for Teaching Excellence Award recipient. She was nominated by the Center for Teaching Excellence for her work in finding the best practices of teaching English language learners in the classroom and the impact of study abroad programs on undergraduate students. “This award is very special,” Dr. Hammer said. “In my classroom, I look at myself as the teacher and the mentor. I want to be able to give students

feedback on things that I see and identify their strengths, through building relationships.”

Though she considers her work with undergraduates to be fundamental, she attributes a significant portion of her students’ teaching development to study abroad programs.

Every two years, Dr. Hammer leads a class to Castiglion Fiorentino, Italy, where they participate in extensive activities and her students get to teach English to foreign language students ranging from elementary to middle school.

“I want my students to develop confidence in their abilities to teach. I want them to be able to develop methodology that supports all students in their classroom even the students who are linguistically diverse or may have learning disabilities,” she said.

Dr. Shanna Hagan-Burke, special education, was one of four faculty members honored with a University Professorship for Undergraduate Teaching Excellence (UPUTE) during the Fall 2015 Undergraduate Convocation.

Dr. Robert ‘Trez’ Jones, technology management, was awarded the SGA Open Educator Award from the Texas A&M Student Government Association and Texas A&M University Libraries.

Dr. Rafael Lara-Alecio, bilingual education, was one of seven faculty members chosen as a 2014-15 A&M System Regents Professor. This award is given to faculty with exemplary accomplishments and contributions. He was also honored with the Southeastern Conference 2016 Faculty Achievement Award. With this honor, he was able to represent the entire university as the Texas A&M nominee for SEC Professor of the Year.

29

WE

REM

EMBE

R DR. JANE STALLINGS REMEMBERED FOR EDUCATIONAL LEGACY

Dr. Jane Stallings, former dean of the college, passed away Sunday, January 31, 2016. Dr. Stallings was a distinguished educator and author whose career involved the improvement of education for students while elevating the teaching profession.

A native of South Bend, Indiana, Dr. Stallings received her bachelors from Ball State University in elementary education and science education in 1951. She later enrolled at Stanford University where she obtained her masters and doctorate in education and child development. Her ambitious career blossomed as she sought work at various higher education institutions across the nation.

Her efforts eventually led her to Texas A&M, where she made Aggie history. In 1990, Dr. Stallings was selected as Dean of our college — the first female to ever hold a deanship at Texas A&M University.

During her time here, Dr. Stallings helped establish many programs including the Dean’s Roundtable which continues to honor educators who are role models to their students and peers, mentors for new education professionals, servant leaders in their communities, and examples of what the college hopes its Aggie graduates will become. This event has recognized hundreds of individuals for the past 25 years and has raised significant funds for student scholarships.

Dr. Stallings also helped establish the Learning to Teach in Inner City Schools teacher program at Texas A&M. This program was focused on giving student teachers the tools necessary for educational outreach to inner city minority students.

In 1995, she was elected president of the American Educational Research Association – another first for Texas A&M University. Her role in the organization assisted her in continued strong faculty recruitment through various seminars and educational showcases.

Dr. Dennie Smith, professor and former department head of Teaching, Learning and Culture, passed away Thursday, September 10, 2015. During his time at Texas A&M, Dr. Smith utilized various methods of teaching with his students including technology integration and social media awareness.

Dr. Susan Wagner, clinical associate professor in the department of Health and Kinesiology, passed away on March 22, 2016. Dr. Wagner joined Texas A&M as a lecturer in 1977 before becoming a clinical assistant professor in 2008. She spent the past 39 years dedicating herself to students in the Department of Health and Kinesiology and received numerous awards including the Faculty Distinguished Achievement Award in Teaching from the Association of Former Students in 2001. Dr. Wagner’s dedication to the craft of teaching physical education and coaching was felt strongest by her students, past and present, who cherished their time with her.

Dr. Frank Clark, professor emeritus in the department of Teaching, Learning, and Culture, passed away on Tuesday, April 26, 2016. Dr. Clark began his career in the college as an assistant professor in the Department of Industrial Education. He held several administrative positions over the years including associate dean of the University’s Graduate College and interim head of Curriculum and Instruction from 1997-1999.

Dr. Jack Chevrette, professor emeritus in the department of Health and Kinesiology, passed away Monday, July 18, 2016. Dr. Chevrette received his bachelor’s degree from Springfield College in 1956. He went on to receive his master’s and doctorate from Florida State University. He retired from Texas A&M in 1998.

Dr. Stallings poses with students. L-R: Cari Le, Dr. Stallings, Aaron Ford, Miriam Hidalgo, Diem Nguyen

30

LEADERSHIP IS NOT JUST DEFINED BY A POSITION OR TITLE.

True leadership comes from the bold actions taken and the sometimes quiet example set for others.

Because of our many generous supporters, the College of Education and Human Development has been creating and shaping leaders in education and health for almost 50 years, fearlessly tackling the issues of our time.

And with your continued support, we will forge ahead — discovering, innovating, supporting, and continuing to lead.

TAKING THE LEADTAKING THE LEAD

Sylvia, front-center, with the original members of the Dean’s

Development Council.

31

WHY DO I GIVE?

My career has encompassed teaching, administration, and guiding students and parents through the higher education process for 40 years. Teachers influenced my life from elementary school through graduate school. I have seen the impact a good teacher and administrator can have on the future of young people.

During the 1980’s I joined the Dean’s Development Council in the College of Education and Human Development. My membership allowed me to meet professors who encouraged me to get my doctorate, something I had long dreamed of but never thought possible. I successfully defended my dissertation on the oral history of the college and graduated shortly before my 50th birthday.

As a result of that degree, my career progressed from classroom teaching to administrative roles. One position was in outreach for Texas A&M and another was as director of special programs for minority students in the health professions. I am so grateful for those last two jobs that I would not have had without my Ph.D. from this college.

Through those positions, I was able to encourage others like myself to continue their education. I know the difference an advanced degree can make first hand; therefore, my husband, Raul, and I chose to establish the Dr. Sylvia P. Fernandez ‘88 Endowed Graduate Fellowship for someone studying higher education administration.

I was lucky that I had Raul to support me while working on my doctorate. During that time, however, I watched single mothers and others who had to work and take classes. Some could not continue through the program, while others had to stop and start again. I want to help others continue their education who don’t have the financial resources that I did.

My passion for education started with my family. My mother loved school but lived in a time when it wasn’t customary or accepted for girls to receive a great deal of formal education. My father had to quit school to support his family.

To honor my parents’ commitment to education, Raul and I also established the Mr. and Mrs. William Chapman Peña Endowed Memorial Scholarship. Our goal is to pay it forward and help others who are first generation students seeking to change lives by becoming a teacher.

While circumstances did not allow me to receive my undergraduate degree from Texas A&M, I chose to endow this scholarship at the College of Education and Human Development at Texas A&M University because I know first-hand

how hard the faculty in this college work to prepare our students to be successful teachers. They truly care about diversity and providing professional development on new teaching methods. I also love the fact that they have studied ways to improve teacher retention rates.

Throughout my years on the Development Council, I have been amazed at the innovations that have occurred here, from STEM education and reading initiatives to interactions with health and kinesiology. The college has evolved and grown into so many areas and is truly a leader among its peers.

The changes that have occurred throughout our world have been amazing, but the common denominator is always education. No matter what profession someone is in, it took a teacher, and perhaps a benefactor like I had, to get them started on their path to success.

Mother Theresa once said, “We do not do great things--only small things with great love.” To me, that is what teachers are all about. In a very small way, I want to help them build the future.

That’s why I give.

EDUCATION IS MY PASSION AND ALWAYS HAS BEEN.

BY SYLVIA P. FERNANDEZ ‘88

32

TEXAS A&M UNIVERSITY HAS EMBARKED ON THE BOLDEST COMPREHENSIVE CAMPAIGN IN THE HISTORY OF PUBLIC EDUCATION.

At $4 billion, it is the largest fundraising endeavor ever undertaken in Texas.

For 140 years, Aggies have shown leadership through taking initiative and setting the example of selfless service. We’ve always known what it’s like to lead by example, but now it’s time to show the world what our leadership can do.

A contribution of any size will help us bring solutions to underserved communities, improve outcomes for individuals in need,

and build stronger, more cultured, and more adept scholars. You can help us Lead By Example through:

LEARN MORE AT TX.AG/CEHDLBE

IMPROVING INDIVIDUAL AND COMMUNITY QUALITY OF LIFEQuality of life is not only about physical health and activity, but also about mental and emotional health.

Approximately 20% of the U.S. population lives in a health professional shortage area and few of these communities have a complete plan for coordinating services for individuals in high-poverty areas.

We can provide the tools necessary to improve mental and physical outcomes to more individuals and families across the state through increased health programs, clinical studies, and professional development.

HOW YOU CAN HELP:

• Support the expansion of the Telehealth Program to a larger geographic region, increasing the impact of, and access to, quality mental health services beyond geographic constraints.

• Support the Center for Translational Research on Aging and Longevity in researching and disseminating the best nutrition, sleep and exercise practices for aging adults.

• Support the Texas A&M Coaching Academy in enhancing the quality of youth and collegiate coaches.

ADVANCING TEACHING AND LEARNINGThis year, Texas has once again designated the fields of language and literacy education, special education and all specializations within science, technology, engineering and mathematics as teacher shortage areas.

We are leading the state among our peers in producing teachers for these fields, but we must do more.

We can improve student achievement within K-12 schools by training the best teachers we can, especially in the STEM fields, to foster engagement both in the classroom and the community.

HOW YOU CAN HELP:

• Support the creation of the STEM Teaching and Learning Innovation Center as a hub where best practices in STEM education are researched and implemented.

• Support the establishment of the Dean’s Education Scholars Program or a Living Learning Community for students interested in high-need teaching fields.

33

To learn more about these goals and how you can help, contact Jody Ford ’99, Sr. Director of Development jford@txamfoundation.com or 979-847-8655

MAKE A GIFT ONLINE AT TX.AG/GIVECEHD

ACHIEVING EQUITY IN EDUCATION AND HEALTHA great educator is more than a teacher. In the eyes of their students they serve many roles. They can be a mentor, a coach, a parent, and a fearless supporter.

We can create resources and services for students and individuals from underrepresented and underserved populations. We can improve literacy rates, graduation rates, and STEM interests.

We can also help teachers in urban schools grow in their fields, through professional development in areas specific to their needs.

HOW YOU CAN HELP:

• Support the Center for Urban School Partnerships in researching and supporting teachers as they grapple with the unique needs of urban school environments while continuing to support the learning and achievement of students.

• Establish undergraduate scholarships for low-income students ensuring access for all students to Texas A&M, regardless of income.

• Support the Center on Disability and Development in researching and enhancing the school and work experience for individuals with disabilities.

DEVELOPING TRANSFORMATIONAL LEADERS VIA PARTNERSHIPS Improving our state, nation, and world requires leaders with real and practical experiences.

We are starting with our curriculum and with our faculty, building in effective ways to create leaders through local, international, and even interdisciplinary partnerships.

We are connecting our programs and expertise with organizations worldwide, creating a network to improve education and health outcomes and helping our students transform lives beyond Texas and Texas A&M.

HOW YOU CAN HELP:

• Support to name the Distinguished Lecture Series in Health and Kinesiology where world-class researchers come to A&M, reflect on the impact of their work, and push the field forward.

• Increase undergraduate research opportunities through travel grants and conference participation.

• Support global engagement opportunities to enhance student leadership growth and appreciation of other cultures.

34

DONORS AND GIFTS • MAY 2015 - APRIL 2016

Dr. Carolyn ‘69 and Dr. Thomas W. “Tom” Adair, III ‘57*Ms. Evelyn Jayne Mobley ‘85Ms. Reta Haynes

ESPENMrs. Carolyn S. LohmanMrs. Joan C. ReadDr. Sylvia P. Fernandez ‘88 and Raul B. Fernandez ‘59Nancy ‘74 and Jerry Easterly ‘73*Mr. H. Malcolm Stewart ‘73

State Farm Mutual Automobile Insurance CompanyTom Haggai and Associates FoundationDr. Adrien F. Drouilhet, III ‘64Patsy and Pat Kirksey ‘56Mary and Gordon F. Gibson ‘55Judy and Tom Murrah ‘66 and Judy and Rex Stewart ‘70San Antonio SpursElizabeth and Michael Taylor ‘78*

Mr. Robert C. Buford ‘80American Association for Adult and Continuing EducationSAGEDr. Sue ‘94 and Pat Mahoney ‘71

Christy’s WishMs. Ellen B. Morris ‘86National Council of Professors

Dr. Dennie L. SmithChevron HumankindJanice and Dr. John G. Thomas ‘59

Claire ‘77 and Dr. Bill Selman ‘76Chevron - YourCause, LLCHouston A&M ClubCommunities Foundation of TexasKay ‘02 and Jerry Cox ‘72Mr. David C. Kaspar ‘75Air Liquide USA, LLCSue and Rick Rickman, III ‘70Margo ‘94 and Chris Dailey ‘93Susan ‘13 and Sam Torn ‘70Sue Ellen ‘80 and Philip T. Miner, III ‘80Gayle ‘74 and Marc Bellomy ‘75Mr. James M. Drew ‘79Gogi ‘90 and John R. Dickson, COL USA (Ret) ‘64Karen and Steven M. MorrisMr. Joey CarterSue and Marcus J. Lockard, Sr. ‘72Donna and John Weston ‘77Dr. Lynn T. ‘80 and Dr. Gary J. Martin ‘71Fidelity Charitable Gift FundDr. Karen ‘81 and W. Edward Collins, M.D., P.A.Sonja and Neal Adams ‘68Mr. Michael J. Havel ‘76Mr. Mance M. Park ‘73Dr. Steven R. Furney ‘75Shell Oil Company FoundationDr. Kathleen A. Denton ‘82Mr. Russell KampeMr. James M. CrowMr. Craig J. Spivey

Mr. Chase P. Wolfle ‘15Dr. Cynthia L. Hernandez ‘94Huckabee & Associates Inc.E3 Entegral Solutions, Inc.Barbara and Arno Krebs, Jr. ‘64ExxonMobil FoundationHastings Entertainment, Incorporated

$100,000+

$50,000-$99,999

$25,000-$49,999

$10,000-$24,999

$5,000-$9,999

$1000-$4,999

less than $999

35

We proudly recognize and thank the many former students, friends, and corporate partners who are dedicated to the mission and vision of the College of Education and Human Development.

Mr. Richard J. EichnerVerizon FoundationMr. Cecil T. Kirksey, Jr. ‘58Mr. Stephen D. Foster ‘74Mr. Rodolfo TijerinaJennifer ‘99 and Jody Ford ‘99Ms. Sarah R. Edwards ‘07Dr. Erin M. McTigueWendy and Dr. Richard B. KreiderDr. Beverly Irby and Dr. Rafael Lara-AlecioErnst and Young FoundationDr. John B. Cooney ‘77Mrs. Sally M. Galbraith ‘77Mr. Matthew C. McCartney ‘05Mr. Rick ForeyDr. Victor L. WillsonMiss Samantha R. Fergeson ‘07Dr. David A. Kahn ‘11C.C.C.R.Dr. Robert James HallDr. Shanna Hagan-Burke and Dr. Mack BurkeDr. Timothy R. ElliottAnonymousSusan ‘74 and Bill Ouren ‘74Dr. Cynthia A. RiccioMr. Scott O. Hill ‘81Dr. Wen Luo ‘07Dr. William A. RaeMr. James N. Morris, Jr.Dr. Jeffrey C. LiewDr. Fredrick M. NafukhoMr. Guy V. SmithMr. Gary ClarkDr. Fuhui TongMs. Dara FergusonEllen and Rod Thornton ‘63Dr. Laura M. StoughDr. Karen R. Collins ‘81Ms. Angela R. Welch ‘87Dr. Sandra T. Acosta ‘07

Dr. Jennifer GanzDr. Michael M. BeyerleinMr. Kenneth BarinaMs. Kim Hebert-TraylorMs. Teresa P. RobertsDr. Jon J. DentonDr. Betsy ‘70 and Dr. Robert H. Carpenter ‘70Mr. Robert BealMr. Charles RidleyMrs. Jean P. JohnsonDr. Cheryl H. Grenwelge ‘10Mrs. Edna M. NelsonDr. Kausalai Wijekumar

*represents a planned gift

less than $999(cont.)

Every effort has been made to ensure accuracy and completeness of this list. If we have inadvertently omitted your name, please contact us and accept our apologies.

36

SHAPING THE FUTURE: the impact of scholarships

She’s a 54-year-old grandmother raising two grandchildren. She got a GED rather than a traditional high school diploma in 1979. How can she inspire those who think a degree from Texas A&M University is too expensive and out of their reach? — By example.

Sally Ryan is a 2016 Magna Cum Laude graduate in Interdisciplinary Studies. She will begin her teaching career at Anson Jones Elementary in Bryan this fall. One of the over 1,300 graduates from the college this past year, Sally worked hard to achieve her diploma, overcoming obstacles that many might think insurmountable.

Hard work has been the hallmark of Sally Ryan’s life. As a six-year-old child she dreamed of being a teacher, but as she puts it “life got in the way”.

She started working in the fast food and restaurant business and had success moving into management positions. While the work paid the bills, it wasn’t fulfilling unless she was training new employees.

“I always loved training the new people,” Sally explained. “Anytime I was in a teaching or training situation, I loved it.”

Her life took an unexpected turn when she took custody of her one- and three-year-old grandsons and found herself raising children all over again. She placed the oldest in College Station ISD’s Head Start program at Blinn College and conversations with the staff soon opened up another pathway. The staff talked to her about an Intensive College Readiness Program that offered classes to non-traditional students to help prepare them to take college classes.

Sally didn’t jump at the offer right away, struggling with the dilemma between the need to work and earn money and the time required to take classes. However, during a late-night Christmas Eve shift, Sally remembered the six-year-old girl who dreamed of being a teacher.

“At that moment, I decided to go to school,” she said. “The only problem was I still didn’t know how I could afford it.”

37

Sally Ryan works with students in the Intensive College Readiness Program at Blinn College.

38

She started working part-time and taking the classes to transition back into college. Her husband, who works security at Texas A&M, started working over-time.

“I didn’t feel like things came to me quite as fast,” explained Sally. “I had to spend so much time on school that it took away from everything else.”

“The readiness program really helped,” Sally confessed. She took her initial classes at Blinn College. While she acclimated to the new learning environment, the cost of tuition was never far from her mind. Her dream was to complete her degree at Texas A&M, but she wasn’t sure that would be possible until a friend told her about scholarships available to her.

“When I found out about the scholarships available to me if I kept my grades up, I knew I could fulfill my dreams,” she said.

The professors and other students at Texas A&M were totally accepting of, and encouraging to, Sally as she followed her degree path.

Of her much younger classmates, Sally said they got along great.

“I knew I could learn from them and thought they could probably learn from me as well,” she explained.

Her professors wouldn’t let her be hard on herself and told her that she could do it. One inspired her to teach science, something she never imagined she would do. This August, she will begin teaching third grade at Anson Jones Elementary in Bryan, Texas.

Her student teaching experience solidified her choice of profession. She fell in love with the students and made it her mission to make a difference for those who were difficult to reach whether on an educational or emotional level, or both. She encouraged them to think about college by letting them try on her Aggie ring which resulted in squeals of “Yay! I’m going to be an Aggie!”

After all these years and all the hard work, Sally now feels that she will be doing what she is supposed to be doing.

“Now I am living my dream and I could not have done it without my scholarships,” Sally stated.

Nor could Sally have inspired others to live their dreams. Both of her own children have begun taking college classes after witnessing her experience, and her grandsons, who are now eight and ten, are determined to pursue their education at Texas A&M when they are older.

Sally continues to serve as a role model, teaching others who are in the college readiness program. The majority of these students are also first generation students whose financial situation should improve with a college degree. She tells them not to make excuses and assures them it’s not too late. And she always encourages them that there are people who will help them if they work hard.

Establishing a scholarship may be your way of helping the next Sally Ryan and inspire the next generation of dreamers.

Contact Jody Ford to learn how you can help support students like Sally.

Jody Ford ‘99Sr. Director of Development(979) 847-8655jford@txamfoundation.com

39

October 28

Dean’s Development Council, Donor

Appreciation Luncheon, and 2016 College Awards Ceremony and Reception

presented by the Office of the Dean

November 7

Fall Education Career Fair Center presented by the Department of Teaching,

Learning, and Culture

April 3

Spring Education Career Fair presented by

the Department of Teaching, Learning, and Culture

November 4

Huffines Discussion 6 presented by the Sydney

and J.L. Huffines Institute for Sports Medicine and Human

Performance

May 5

Development Council Meeting, Dean’s

Roundtable, and Emeriti & Retired Faculty Luncheon

presented by the Office of the Dean

December 8

CEHD Holiday Partypresented by the

Office of the Dean

March 30

Women’s Research on Women

Symposium presented by the Department of

Educational Administration and Human Resource

Development

April 27 - May 1

AERA/CEHD Former Students and Friends

Reception – San Antoniopresented by the

Office of the Dean

November 19

CEHD Fall Tailgate TAMU vs. UTSApresented by the

Office of the Dean

April 11-13

HCRF Building Grand Opening & Symposium;

HLKN Distinguished Lecture Series presented by

the Department of Health and Kinesiology

College Awards

The college honored 13 outstanding faculty, staff and former students at the Fall 2015

College Awards Celebration.

Neurobiological Lab for Learning Opening

The Department of Educational Psychology unveiled its Neurobiological Lab for

Learning and Development. The lab is home to state-of-the-art equipment capable of measuring different pieces of neurologic

data that influence development, learning, and physiology.

Human Clinical Research Facility Groundbreaking

On January 21, the college and university broke ground on a new state-of-the-

art facility, located on John Kimbrough Boulevard, that will be a hub for human

research collaboration at Texas A&M University. The open house is scheduled for April 11, 2017.

A LOOK BACK AT 2015-2016

2016

-17

CEH

D E

VEN

T CA

LEN

DA

R

SEE THE FULL LIST OF COLLEGE EVENTS AT CALENDAR.TAMU.EDU/CEHD

40

PARTING SHOTDeerfoot Youth Camp is a summer camp established in 1978 through generous support from the Read Foundation and the Department of Health and Kinesiology. Every summer, young men from across the state are afforded the chance to improve their self-esteem, learn discipline and respect, and are encouraged to strive for excellence in every aspect of their lives. Learn more at tx.ag/deerfoot