| Concern
expressed over ASU's lack of racial and ethnic diversity
Tiffany
Fant - Staff Writer
Diversity is
one of those new token words that everyone uses, but no one wants
to define. Tracey Wright, Director of Multicultural Student Development,
is not one of those people who are afraid to define diversity. In
her definition, she specifically refers to, Òracial and ethnic diversity.Ó
Wright goes on further to say, Òthat diversity can mean and does
mean so much more. . . but I think when you are talking about important
issues of diversity you are talking more along the lines of racial
and ethnic diversity.Ó
She chose these
two areas because, Òthese are actually areas where peopleÕs lives
are put in jeopardy.Ó Being that the term diversity is not clearly
defined, one of the problems is determining when diversity has been
accomplished.
Wright said,
Òdifferent institutions or businesses will choose to set different
types of standards or have no standards at all,Ó and that, Òit is
very telling of [the] institution if it has no standards at all.Ó
ÒIf there are
no standards, then how can you tell if diversity is being achieved?Ó
is one of the questions Wright posed about the idea of having no
standards. In regards to AppalachianÕs standards and level of diversity,
Wright simply described them as, Òpoor and in need of work.Ó Faculty,
staff and students, both black and white, have expressed their concerns
to Wright about the lack of diversity on ASUÕs campus.
Wright said,
ÒI find it encouraging that white faculty, staff and students are
also equally concerned about the lack of diversity on our campus.Ó
Diversity is not something that may be accomplished over night,
but there are a series of things that need to occur first for Appalachian
to become more diverse.
WrightÕs first
suggestion is to, Òchange the mindset of the university.Ó She feels
that administration should not, Òsilo out responsibilities,Ó but
to make it a collective effort by the university. Having multiple
offices involved in creating diversity is the approach Wright suggests,
instead of point the finger at different offices, or putting all
of the responsibility on one office.
Her next suggestion
was to get students and parents involved to help recruit in their
neighborhoods. Wright said, ÒParents are satisfied with the education
that their children are receiving at Appalachian, so why not organize
them to help recruit?Ó Among other suggestions, to change the environment
to make it more welcoming to students of color is high on WrightÕs
list.
To achieve diversity
for diversityÕs sake is not the purpose but to reap the benefits
is the ultimate goal. Breaking down stereotypes is one of those
benefits according to Wright. She also said that, Òpreparing students
to work in a more diverse environment,Ó is another benefit as well.
ln an opinion
poll done by Ford FoundationÕs Campus Diversity Initiative (FFCDI),
Òbusiness sectors of our society express an urgent need for employees
who are prepared to work in diverse environments.Ó
ÒNinety percent
of the public believe that diversity is important,Ó according to
a 1998 FFCDI report, but Wright said Òyou have to define it because
people are struggling with how to deal with it.Ó
Wright said,
ÒIf we are really concerned about preparing students to be prepared
and equipped for the workplace, we need to provide them with a more
diverse opportunity while they are here.Ó
Picture
Perfect
Even
AppalachianÕs campus isnÕt exempt from the summer blues. The campus
has been, and will continue to be, framed by construction.
Knight receives
UNC Board of Governors Award for Teaching Excellence
Jane Nicholson
- ASU News Bureau
Education changed
Pat KnightÕs life. Now the Appalachian State University professor
helps change the lives of others.
Knight, a professor
in AppalachianÕs Reich College of Education, has received the UNC
Board of Governors Award for Teaching Excellence. The award recognizes
exemplary teaching and includes a $7,500 cash prize and a commemorative
bronze medallion.
night grew up
in Carlsbad, N.M., and knew a college degree would offer options
other than the path many of his schoolmates followedÑworking for
a local potash company. He worked for a year as an accountant after
earning an undergraduate degree in accounting and business administration
degree. But when a former professor recommended Knight for a teaching
position, he jumped at the chance.
Knight moved
to El Paso, Texas, and began teaching at Newman Elementary School.
ÒI thought I had come home,Ó Knight said of his career move to teaching.
ÒI loved it, I thought it was fun,Ó he said.
And he still
does.
After eight
years as a public school teacher during which time he earned an
Ed.D. in curriculum and instruction, Knight joined the faculty at
Appalachian. He came in 1972 for what he thought would be a three-year
stint. He has been at Appalachian ever since.
Students and
fellow faculty describe Knight as passionate about his teaching.
In nominating him for the award one student wrote, ÒDr. Knight structures
class to be creative, engaging and meaningful.Ó
ÒHe is readily
available before and after class,Ó wrote another.
ÒOver the years
I have observed Dr. Knight teach, present and interact with colleagues,
students, and staff,Ó said professor John Janowiak. ÒDr. Knight
is a facilitator of learning, responding to student needs with flexibility,
understanding of the subject matter and sensitivity to how students
are making sense of their world.Ó
Knight coordinates
the universityÕs undergraduate and graduate elementary education
program, the largest in the Reich College of Education. He teaches
senior- and graduate-level courses and mentors and supervises students
interning in the public schools prior to their semester-long student
teaching activities. He also served as an assistant dean for 12
years.
ÒOur students
have so much more going for them with technology today, and they
still have the same love for teaching children as when I came into
the profession,Ó Knight said.
Knight said
todayÕs prospective teachers are high achievers. They expect to
be treated as professionals, even while interning or student teaching,
and arenÕt shy to question why things are done a particular way
in the classroom. Knight says itÕs all part of the learning process.
ÒWe create an environment for our students where it is safe to disagree
and have opinions, to be different.Ó
Knight admits
he is worried about whatÕs on the horizon for current and future
teachers. ÒWe are driving them away,Ó he said of the testing and
paperwork now required of teachers. ÒThe public school system now
is all about testing,Ó he said. Knight worries the result is too
many teachers Òteaching to the testÓ rather than for studentsÕ long-term
knowledge.
Knight particularly
is proud of the collegeÕs outreach into the neighboring counties.
The college offers undergraduate and degrees in elementary education
through its off-campus programs offered at Cleveland, Isothermal
and Mayland community colleges and masterÕs degree programs in elementary
education at Catawba Valley and Cleveland community colleges and
Winston-Salem State University.
The off-campus
programs have tripled the number of students enrolled in the elementary
education program.
Knight frequently
has been honored for his teaching while at Appalachian. He received
the N.C. Adult Education Association Service Award for 1995-96,
the Reich College of Education Outstanding Mentor Award for 1996,
the Reich College of Education Outstanding Service Award for 1997-98,
the Appalachian WomenÕs Basketball Outstanding Professor Award in
1998-99 and the N.C. Middle School Association Region 7 Service
Award for 1999-2000.
The Board of
Governors Award for Excellence in Teaching was created in 1994 to
underscore the importance of teaching and to reward good teaching
across the university system. The awards are given annually to a
tenured faculty member from each of the UNC campuses.
Study
finds common characteristics in expert teachers
ASU News
Bureau
What qualities
do great teachers share? As North Carolina citizens, policymakers
and educational leaders scrutinize the quality of public schools;
an Appalachian State University professorÕs descriptive case study
reveals six central tendencies among teachers considered experts
in their field: Possessing confidence in themselves and their profession,
viewing their classrooms as communities of learners, where ownership
and responsibility are shared between teacher and students, developing
personal and working relationships with students to maximize student
learning, demonstrating a student-centered approach to instruction,
making contributions to their school communities through leadership,
service and support to new teachers, andÊshowing they are masters
of their content areas.
For her doctoral
dissertation, Assistant Professor Tracy Smith in AppalachianÕs Reich
College of Education compared three teachers from urban and rural
contexts in North Carolina.
All three are
considered top teachersÑthey are certified by the National Board
for Professional Teaching Standards, are leaders in their educational
communities and serve as mentors to new teachers.
Smith said she
wanted to determine what, if any, characteristics these expert teachers
share.
ÒExpertise is
more complicated than a checklist of similarities,Ó Smith says.
ÒBut to develop teaching experts, we have to know what weÕre developing
them toward.
ÒThe central
tendencies are helpful in developing not just prospective teachers
in the Reich College of Education, but also helping the stateÕs
working teachers who want to be better.Ó
SmithÕs dissertation,
ÒToward a Prototype of Expertise in Teaching: A Descriptive Case
Study,Ó won the Outstanding Dissertation Award from the American
Association of Colleges for Teacher Education this spring.
The award recognizes
excellence in doctoral dissertation research that contributes to
the knowledge base of teacher education. AACTE is a national, voluntary
association of colleges and universities with undergraduate or graduate
programs to prepare professional educators.
The 750 AACTE
member institutions graduate approximately 90 percent of the nationÕs
new teachers and other educators each year.
SmithÕs dissertation
grew from a validity study conducted at UNC-Greensboro, where she
earned her doctorate that compared student work from two teacher
groupsÑnational board certified and non-certified teachers.
It found that
certified teachers significantly outperformed their non-certified
peers in key teaching dimensions, including having an extensive
knowledge of subject matter; adapting and improvising instruction;
creating challenging and engaging lessons; and communicating their
belief in studentsÕ abilities.
Smith teaches
in RCOEÕs Department of Curriculum and Instruction. With more than
2,000 students, the Reich College of Education is one of North CarolinaÕs
largest teacher education programs.
|
Students
can be found spending time out from work and study to relax at the
Quinn Recreational Center. Playing basketball, lifting weights (above),
and using the cross trainer (left) are just some of the activities
the Quinn offers this summer.