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Baylor Expert Shares Four Keys to Leadership from Ulysses S. Grant’s Reflections on Civil War
Near the end of his life, as he battled spiraling health and an empty bank account, former United States President – and iconic Civil War General – Ulysses S. Grant penned his memoirs and gave the world a glimpse into the mind of one of the nation’s most celebrated figures. The book, “Personal Memoirs of U.S. Grant,” was published in 1885 and has been pored over for more than 135 years. Peter Campbell, Ph.D., author, associate professor of political science at Baylor University and a nationally recognized scholar on military strategy and international security, recently wrote an essay about Grant and his memoirs for Classics of Strategy and Diplomacy. He said Grant’s personal reflections provide valuable insights into his view and practice of leadership, specifically as he led Union forces in the Civil War. Below, Campbell offers four keys to leadership that he found in Grant’s writings. 1. Know Yourself. Grant was a careful observer of himself. He was able to reflect on his experience, see where he had made errors and learn from them. In July 1861, moments before what Grant thought would be his first engagement as a commander in the Civil War, he was terrified. His heart was in his throat. When he and his forces crested a rise that they thought would reveal the enemy force, they saw that the enemy had fled. “My heart resumed its place,” Grant wrote. “It occurred to me at once that [the enemy] had been as much afraid of me as I had been of him. This was a view of the question I had never taken before; but it was one I never forgot afterwards.” Grant absorbed this lesson and it transformed him as a leader and planner. 2. Know Your Enemy. The great Chinese strategists counseled that commanders must know their enemies. Grant shows us what this looks like in practice. Rather than dwelling on his fears, those things that his opponent might do that would spell disaster, Grant put himself in the shoes of his adversary and asked himself: What would my gravest fears be, were I in his position? He then designed his plan of campaign to raise the specter of his enemy’s fears, knowing that this would compel the enemy to be blinded by fear and compel them to react. To be fair, this was easier for Grant because in the Civil War he was fighting against fellow graduates of West Point and veterans of the Mexican War, including Robert E. Lee. Grant was not in awe of Lee. “I had known [Lee] personally,” Grant wrote, “and knew that he was mortal; and it was just as well that I felt this.” This does not diminish, but rather reinforces, the importance on studying one’s adversary carefully in any kind of competition. 3. Know Your People. As Grant rose in the ranks of the Union Army, he was pulled away from the sound of the guns and the command of troops in battle. This is true in any organization – the higher one rises the further one gets from the ground truth, whether in an army or a Fortune 500 company. Grant recognized that to influence the battles he could no longer superintend, he had to select the right subordinates for the job and then give them the authority to exercise the initiative in their area of responsibility. This meant that Grant also had to be a careful observer of the strengths and weaknesses of his subordinates. Even a hero of the Battle of Gettysburg like Major General Gouverneur Warren was not spared Grant’s penetrating character assessments. Warren’s weakness, Grant wrote, was that he could not trust his subordinates to carry out his orders, which meant that he could not be give a large command. “[Warren’s] difficulty was constitutional and beyond his control,” Grant wrote. “He was an officer of superior ability, quick perception, and personal courage to accomplish anything that could be done with a small command.” When you know your people, you know where to place them where their strengths will reinforce success and their weaknesses will be least disastrous. 4. Unleash the Power of Humility. The most decisive virtue that Grant practiced was humility. As a leader he did not allow pride in his own designs to blind him to the wisdom of his subordinates. Late in the war, Grant wrote up a campaign plan for attacking the Shenandoah Valley, the key source of supply to the Confederacy. He brought the plan to General Philip Sheridan for execution. However, when he met with Sheridan, the cavalry officer presented Grant with his own plan. Grant wrote that Sheridan “was so clear and so positive in his views and so confident of success, I said nothing about [my campaign plan] and did not take it out of my pocket.” When you lead, don’t let pride get in the way of the best ideas bubbling up from your subordinates. ABOUT PETER CAMPBELL, PH.D. Peter Campbell, Ph.D., is an associate professor of political science in Baylor University’s College of Arts & Sciences. He is the author of two books: “Military Realism: The Logic and Limits of Force and Innovation in the U.S. Army” and “Farewell to the Marshal Statesman: The Decline of Military Experience Among Politicians and its Consequences.” Campbell studies international security, civil-military relations, strategy and national security decision-making, international relations scholarship and policy relevance, insurgency and counterinsurgency, the just war tradition, unconventional warfare and advanced military technology, military culture, and the effects of cyber capabilities on conflict escalation. ABOUT BAYLOR UNIVERSITY Baylor University is a private Christian University and a nationally ranked research institution. The University provides a vibrant campus community for more than 19,000 students by blending interdisciplinary research with an international reputation for educational excellence and a faculty commitment to teaching and scholarship. Chartered in 1845 by the Republic of Texas through the efforts of Baptist pioneers, Baylor is the oldest continually operating University in Texas. Located in Waco, Baylor welcomes students from all 50 states and more than 90 countries to study a broad range of degrees among its 12 nationally recognized academic divisions. ABOUT THE COLLEGE OF ARTS & SCIENCES AT BAYLOR UNIVERSITY The College of Arts & Sciences is Baylor University’s largest academic division, consisting of 25 academic departments and eight academic centers and institutes. The more than 5,000 courses taught in the College span topics from art and theatre to religion, philosophy, sociology and the natural sciences. Faculty conduct research around the world, and research on the undergraduate and graduate level is prevalent throughout all disciplines. Visit baylor.edu/artsandsciences.
A Message from Dean Sarah Gehlert on the Derek Chauvin Verdict
When I heard the verdict read at the trial of Derek Chauvin, I was relieved that a change had been made in how excessive violence by police officers has been viewed and treated in courts. This gave me some hope that a door had finally been opened to create change. A single verdict does not even begin to erase all the lives lost over decades of police violence based on prejudice and discrimination. It does however signal that change is happening, or is at least possible, if we are vigilant. It can be a step taken toward ending systemic discrimination by race in how our judicial system considers the actions of police. The wisdom of George Floyd’s seven-year-old daughter, who stated that her dad “changed the world,” has been validated. We also recognize the wisdom and courage of Darnella Frazier, the Minnesota teenager who filmed the event, knowing that what she was witnessing was wrong. When the verdict came in, I was with a group of community activists from three California counties around Los Angeles. While group members expressed some elation for an episode of justice realized, some cautioned that this victory does not mean that all is well. Racism, and the discrimination that it engenders, continues to run rampant through our judicial system. Within the last week we have added the names of Daunte Wright and Adam Toledo to our protests and vigils. We hope this verdict is a turning point, but we will need to work to assure it. It is worth reading a publication from 2018 to understand the role that social work needs to play in ensuring effective and lasting change to our judicial system. In their paper entitled “The Futile Fourth Amendment,” Professor Osagie Obasogie and Postdoctoral Researcher Zachary Newman examine the Supreme Court case that established the standard for court adjudication of excessive force by police, and how this has perpetuated excessive use of force in many communities of color. Protesting alone will not create the change we want to see. It will require change in policy and practices to establish equal protection for all under the law. This is a moment for us as social workers to seize. We must not wait to act until there is another incident of police brutality or an unfair trial. We should use this moment to move forward with renewed conviction in our beliefs, using our training in policy, community organizing, management and planning, and clinical practice. We should always be the voices demanding equality under the law, saying that an end to systemic racism is possible. The world is ready for change and social work should be leading it, with those whom we serve. We should be the champions of social justice for the well-being of individuals, families and communities through innovative teaching of evidence-informed and practice-based skills, and pioneering transformative research. If not us, then who? Sarah Gehlert Dean
ChristianaCare also ranks as No. 1 overall employer for diversity and inclusion in Delaware, No. 14 among U.S. health systems (WILMINGTON, Del. – April 23) magazine ranked ChristianaCare as one of the best employers for diversity and inclusion in the United States in its list of Best Employers for Diversity 2021. ChristianaCare also ranked as the No. 1 employer for diversity in Delaware and the No. 14 health system for diversity in the nation. ChristianaCare ranked 121st out of the 500 employers that were recognized. “At ChristianaCare, our mission is simple, but profound – we take care of people,” said Janice Nevin, M.D., MPH, president and CEO of ChristianaCare, which is Delaware’s largest private employer. “And caring for people means that we work together, guided by our values of love and excellence, to bring equity and inclusion to everyone we serve, including our own caregivers. We are committed to building a workforce that reflects the diverse communities we serve, as we aspire to deliver high-quality, accessible care and achieve health equity.” ChristianaCare has committed to being an anti-racism organization and works to ensure that commitment is reflected through the organization’s policies, programs, and practices. (Read more about ChristianaCare’s anti-racism commitment here.) ChristianaCare’s inclusion efforts also include the launch of 10 employee resource groups, which connect caregivers who have a common interest or bond with one another. Formed by employees across all demographics – such as disability, gender, race, military status, national origin, sexual orientation, etc. – these voluntary grassroots groups work to improve inclusion and diversity at ChristianaCare. More than 750 caregivers at ChristianaCare participate in employee resource groups. ChristianaCare also recently launched LeadershipDNA, a new leadership development program that is specifically targeted to underrepresented, diverse populations and is designed to foster professional and career development. “We are grateful for this recognition, which affirms that our organization is committed to taking on the meaningful work to help our caregivers be exceptional today and even better tomorrow,” said Pamela Ridgeway, chief diversity officer and vice president of Inclusion and Diversity at ChristianaCare. “The fact that our caregivers can see the value and feel the impact of our inclusion and diversity efforts illustrates the importance for us to continue to push onward.” Forbes’ Best Employers for Diversity were identified from an independent survey of more than 50,000 U.S. employees working for companies employing at least 1,000 people in their U.S. operations. The employees were asked to give their opinion on a series of statements surrounding the topic of age, gender equality, ethnicity, disability, LGBTQ+, and general diversity concerning their own employer. The survey also gave survey participants the chance to evaluate other employers in their respective industries that stand out with regard to diversity. Only the recommendations of minority groups were considered. Also factored in was diversity engagement amongst managers and diversity among leadership. About ChristianaCare Headquartered in Wilmington, Delaware, ChristianaCare is one of the country’s most dynamic health care organizations, centered on improving health outcomes, making high-quality care more accessible and lowering health care costs. ChristianaCare includes an extensive network of primary care and outpatient services, home health care, urgent care centers, three hospitals (1,299 beds), a freestanding emergency department, a Level I trauma center and a Level III neonatal intensive care unit, a comprehensive stroke center and regional centers of excellence in heart and vascular care, cancer care and women’s health. It also includes the pioneering Gene Editing Institute. ChristianaCare is nationally recognized as a great place to work, rated by Forbes as the 5th best health system to work for in the United States and by IDG Computerworld as one of the nation’s Best Places to Work in IT. ChristianaCare is rated by HealthGrades as one of America’s 50 Best Hospitals and continually ranked among the nation’s best by U.S. News & World Report, Newsweek and other national quality ratings. ChristianaCare is a nonprofit teaching health system with more than 260 residents and fellows. With the unique CareVio™ data-powered care coordination service and a focus on population health and value-based care, ChristianaCare is shaping the future of health care. ####
Toolkit is easily incorporated into any laboratory science course Wilmington, Del., April 1, 2021 – St. Georges Technical High School in southern New Castle County, Delaware is the first high school in the United States to use ChristianaCare Gene Editing Institute’s innovative CRISPR in a Box Educational Toolkit™ in a science class. CRISPR in a Box brings to life the much-heralded CRISPR gene editing technology – the “genetic scissors” that allow scientists to edit DNA. The toolkit is designed for educational sessions in secondary and post-secondary schools and is suitable for remote learning. “Gene editing is the future of medicine,” said Eric Kmiec, Ph.D., director of ChristianaCare’s Gene Editing Institute. “Our partnership with the Delaware Department of Education will help cultivate the next generation of genetic scientists and enhance Delaware’s position as a leader in the biosciences.” “We are thrilled that students at St. Georges Technical High School will be the first In the United States to experience a live demonstration of CRISPR gene editing using our Innovative CRISPR in a Box educational toolkit,” said Siobhan Hawthorne, Education and Community Outreach leader at ChristianaCare’s Gene Editing Institute. “This toolkit will provide STEM students with a visual understanding of how the exciting CRISPR technology can unlock medical treatments to improve lives.” Delaware Secretary of Education Susan Bunting praised her department's partnership with ChristianaCare's Gene Editing Institute to develop the “Seeds of STEM” course that teaches high school students about gene editing. “Gene editing approaches diseases in new ways and will have significant impact in the health care and agriscience fields,” Bunting said. “This is a great example of an industry and education partnership investing in youth by providing hands-on knowledge and skills around emerging technology.” “We are so fortunate that ChristianaCare’s Gene Editing Institute reached out to our program to plan a high school ‘first’ opportunity with this new CRISPR experiment,” said Danya Espadas, one of the St. Georges biotech teachers. “Giving students the chance to use a cutting-edge, 21st century tool for medicine in their own high school lab – to have that technology at their fingertips – transcends what they see in a textbook or a video. By being able to do it themselves, it makes it real for them.” Espada said the experiment focuses on editing a gene of a non-infectious E.coli bacteria to become resistant to an antibiotic, thereby allowing researchers to create a new class of antibiotics that cannot be overcome by bacteria that are gene resistant. “We’re talking about eventually saving lives, here,” she said. “What can be more important than that?” The tools in CRISPR in a Box have been designed based on the pioneering discoveries of the Gene Editing Institute that are currently being used to explore next-generation medical therapies and diagnostics for diseases, including lung cancer and sickle-cell anemia. Component items in the toolkit include the CRISPR/Cas complex, a target DNA molecule, a mammalian cell free extract and a synthetic DNA molecule. All materials in the kit are safe, synthetic materials. There are no live cultures or viruses involved. The kit is meant to provide a hands-on demonstration of CRISPR’s capabilities, and not allow for manipulations of living organisms. “The kit is easy and fun to use,” said Kristen Pisarcik, research assistant at the Gene Editing Institute who has taught students at Delaware Technical Community College which first used the toolkit. “In a short period of time students will reliably and successfully complete the laboratory activity and be able to see the results of gene editing,” she said. Since the foundations of the kit touch upon key themes in biology, it can be readily incorporated into practically any science or biology course with a laboratory component, “One of the beauties of CRISPR in a Box is that there is no need to purchase specialized equipment. If a teaching lab can support bacterial cultivation, it can perform the in vitro gene editing lab activity,” Pisarcik said. CRISPR in a Box is the evolution of a partnership between the Gene Editing Institute, Delaware Technical Community College and Rockland Immunochemicals that began in 2017 with a National Science Foundation grant to develop the first-ever gene editing curriculum for community college students. Video and photo collection of first class in U.S. to use CRISPR in a Box™ educational gene editing toolkit. About ChristianaCare’s Gene Editing Institute The Gene Editing Institute, a worldwide leader in CRISPR gene editing technology and the only institute of its kind based within a community health care system, takes a patient-first approach in all its research to improve the lives of people with life-threatening disease. Since 2015, researchers at the Gene Editing Institute have been involved in several ground-breaking firsts in the field, including the development of the first CRISPR gene editing tool to allow DNA repairs outside the human cell which will rapidly speed therapies to patients and a unique version of CRISPR called EXACT that reduces the number of off-target edits to other areas of the genome, which is vital for further research and patient applications. Its researchers are currently developing a patient trial for lung cancer using CRISPR and employing the technology to combat the COVID-19 pandemic. About the biotech program St. Georges Technical High School The Biotech career program of study at St. Georges Technical High School is the first such program offered in a Delaware high school. With two teachers and approximately 100 students in grades 10-12, the program presents advanced content in biology and chemistry with opportunities for students to learn basic laboratory techniques and procedures and to maintain and operate common instruments and equipment used in a biotechnology laboratory. St. Georges is a comprehensive career and technical high school with 1,100 students who study in one of 16 different career pathways.
This year marks 100 years since the signing of the Anglo-Irish Treaty, which eventually would establish Ireland as a republic, and Georgia Southern University undergraduate student Caitlyn Hudson is getting a first-hand look at some historical documents that chronicle U.S. efforts to help establish Ireland’s freedom from British rule. Hudson is researching a collection of documents called the Lawless papers, which follow Virginia-native and Irish descendant Joseph Thomas Lawless’ involvement in the southern leg of an extensive U.S. tour by Éamon de Valera, a prominent political leader in Ireland’s history. “My favorite part of working on the project has to be the physical work with the documents,” Hudson said. “It is fascinating to see primary documents in hand rather than online. It provides a unique form of analysis.” The collection, which was gifted in Fall 2020 to the Center for Irish Research and Teaching (CIRT) at Georgia Southern, includes letters, advertisements and more that document an important narrative in modern Irish-American history, according to Howard Keeley, Ph.D., director of CIRT. “These documents shed significant new light on how Ireland perceived Savannah and our region at a critical time in Irish history: that nation’s War of Independence from 1919 to 1921,” Keeley said. “The collection helps us understand the network that Éamonn de Valera and other future leaders of an independent Ireland sought to build in the American South, using as one anchor the sizable and active Irish-American community in Savannah.” All of the Lawless papers were either written or received by Lawless, the son of immigrants from County Galway, Ireland. Lawless was involved in arranging southern stops on de Valera’s tour, which included a stop at the Chatham Artillery Armory in April 1920, in an effort to raise funds for the self-proclaimed Republic of Ireland. Lawless, who would go on to become a lawyer and prominent political figure in Virginia, was also very devoted to Ireland and involved in several prominent Irish-American organizations, including the Friends of Irish Freedom (FOIF), which advocated for political independence for Ireland. “De Valera’s fundraising tour of the U.S. is among the most important episodes in modern Irish-American history,” said Keeley. “The collection sheds significant light on how FOIF used the tour to advance a southern strategy. Clearly, Judge Lawless was key to those efforts.” Keeley also pointed out that in time, de Valera would become prime minister, and then president, of an independent Ireland, dominating the country’s politics for decades. The collection was gifted to CIRT by direct descendants of Lawless and is now housed in the special collections section of the Zach S. Henderson Library. “We are honored to be granted stewardship of these documents,” said Autumn Johnson, special collections librarian at Zach S. Henderson Library. “Having increased opportunities for Georgia Southern students to examine rare, one-of-a-kind collections, such as the Lawless papers, enriches the learning experience, particularly for our undergraduates.” Hudson said her work on the project has allowed her to fully understand the various aspects of potential careers she can pursue, as well as narrow down specific goals for her graduate school journey and beyond. “This type of work is generally done by graduate students, and it is amazing to know that I am able to gain experience in a field while an undergraduate,” said Hudson. “It has allowed me to learn career-relevant material earlier on and in turn has allowed me to better prepare for graduate school and my overall future goals.” Keeley added a collection like the Lawless papers allows students and faculty to conduct research on high-value primary source documents. The collection will also help further CIRT’s ongoing mission to increase research productivity, particularly with respect to the history of the Irish in Savannah and the state of Georgia. “The Irish experience in the south is open to much more study than has thus far been attempted,” Keeley said. “The generous gift of the Lawless papers to the Center for Irish Research and Teaching significantly enhances our drive to conduct meaningful research. For undergraduate students, such as Caitlyn, the opportunity to uncover knowledge by analyzing primary-source documents brings new levels of rigor and satisfaction to the college experience. And for our program, this collaboration with the Special Collections unit of University Libraries is a powerful way to honor our donors’ trust in us and, in addition, celebrate Irish heritage, especially around St. Patrick’s Day.” If you're a journalist looking to learn more about his project of the historical significance the Irish had on Georgia - then let us help. Dr. Howard Keeley is available for interviews — simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to set and time and date.
Kids in School: 3 Feet Apart or 6 Feet?
The Centers for Disease Control and Prevention (CDC) recently published updated guidelines for elementary schools, "now [recommending] that, with universal masking, students should maintain a distance of at least 3 feet in classroom settings" as opposed to the previous recommendation of 6 feet. While many have had strong reactions for and against this updated guidance, immunologist Joseph Comber, PhD, an associate teaching professor of biology at Villanova University, wants to add nuance to the conversation. On the one hand, Dr. Comber notes, when the CDC updates health and safety guidelines, the public can trust that as more information and data become available, the science behind the updates becomes more accurate. He stresses that studies "showed no difference in transmission between kids kept 3 feet apart or 6 feet apart in schools." Plus, Comber says, "we already know that kids younger than 10 and 11 are less likely to spread the virus than older kids and adults." However, Dr. Comber cautions that the subjects of the study followed "strict mask guidance and adherence to masking. We don't know what happens if schools enforce 3 feet of distance but are not strict with masking." He also points out that where the study was done can have an impact on the results. Comber emphasizes that "community spread is most important to the specific community and, as we've seen so far, different states and regions can spike with infections at different times." He wonders "if this is especially true in areas that have higher virus circulation than others." Dr. Comber notes that these guidelines are for elementary schools only, with one rather large caveat: "children are increasingly being infected." Another concern with these shifting regulations is whether they will impact public trust. Villanova professor Jie Xu, PhD, is an expert on science and health communications. Her concern about this change is minimal "because science is evolving." She emphasizes that "we need to be able to revise conclusions when new evidence comes in," and she sees the country's "highly politicized environment" as something to be taken more seriously, when it comes to public health. Dr. Xu cites "rising distrust in authorities and institutions (which has been going on for quite some time)" and notes that, when it comes to the nation’s children, in-person versus virtual schooling is a "highly charged issue." In the end, according to Dr. Comber, "it remains to be seen what happens when kids are packed 3 feet into classrooms on a broad scale."
Learning online honestly. Is cheating becoming part of the ‘new normal’ in education?
The emergence of COVID-19 has seen almost every segment of society and traditional institution in America have to pivot drastically to sustain and carry on, especially the educational system. And as students across America had to log on and learn remotely in the last year, occurrences of cheating are trending upwards. It’s a phenomenon that is getting a lot of attention and University of Mary Washington Psychology Professor David Rettinger, an expert on academic integrity, is getting a lot of calls from media about it. Roughly a year after college campuses were evacuated due to the COVID-19 pandemic, academic integrity remains an issue for students and professors alike. With professors struggling to curb rampant cheating during online exams and students wrestling with the often confusing and stressful realities of online learning, the college classroom has never been more tense… Teen Vogue has spoken with academics and students to learn more about what kind of cheating is happening during remote learning, and what they think should be done about it. University battles with help sites have peaked during the COVID-19 crisis, but the root of the problem has been years in the making. “I call it a game of whack-a-mole,” says David Rettinger, president emeritus of the International Center for Academic Integrity (ICAI) and director of academic integrity at the University of Mary Washington. New sites are constantly rising in popularity, he explains, making it harder for professors to prevent students from seeking answers online, especially now. March 04 – Teen Vogue And how even the most respected of institutions like West Point are handling these cases have also seen Rettinger’s expert perspective sought out to explain. “Expulsion flies in the face of everything we understand about the psychology of ethical and moral behavior,” Rettinger said. That’s partly because the section of the brain that makes you feel “icky” when you do something wrong isn’t fully developed until around age 23 to 26 — after college is over. Rettinger said rehabilitation seems in line with West Point’s mission — to instill the values of duty, honor and country. “That doesn't necessarily mean weeding people out who are imperfect, because we're all imperfect,” Rettinger said. “That means taking the best cadets we can and turning them into the best officers they can be, which means teaching them. And if there's no opportunity for redemption, what are we really teaching?” March 08 – NPR The concept of cheating and how schools are handling it is an emerging issue in America. And if you are a journalist looking to cover this subject, then let us help with your stories. Dr. David Rettinger is available to speak with media regarding this issue of cheating and academic integrity. Simply click on his icon now to arrange an interview today.
A lasting legacy - A gift that will touch the lives of generations
$1.48 million estate gift to Georgia Southern University Foundation funds College of Education student scholarships An extraordinary estate gift from a daughter and her husband to honor her parents will touch the lives of generations of students to come through scholarships for Georgia Southern University students working to become public school educators. The $1.48 million gift from the late Janice Sapp Castles and her late husband Charles, named for her late parents, Margaret Elizabeth and Cullen Bernice Sapp, is the second largest estate gift received to date by the Georgia Southern University Foundation. “It is inspiring when alumni, whose lives were transformed through education, give back so generously so that future students can realize the same opportunities,” said Georgia Southern President Kyle Marrero. “The Castles’ gift honors the Sapps’ legacy and their desire to help others succeed.” An alumna of then-Armstrong Junior College, Janice Castles earned an Associate of Arts degree with the financial assistance of a scholarship. That scholarship, coupled with her parents’ determination to live sacrificially to provide for educational opportunities for their children that they themselves had not experienced, allowed Sapp to begin her post-secondary academic ambitions and inspired her to give to others. Sapp continued her education at the University of Georgia earning a master’s and specialist degree in counseling as well as a doctorate in school psychology. Her longstanding education career included serving as a middle and high school teacher, guidance counselor, school counselor and adjunct professor. She also formed her own psychology practice that provided therapy and psychological assessment and diagnosis in the Atlanta area. “The generous support by the Castles family will assist in removing financial barriers for many students pursuing initial teacher preparation degrees at both the undergraduate and graduate levels at Georgia Southern for many years to come,” said College of Education Interim Dean Amy Heaston, Ed.D.. “Initial teacher preparation degrees provide students with the first step to becoming certified to teach. For many students, the Margaret Elizabeth and Cullen Bernice Sapp Memorial Scholarship will provide a needed opportunity to achieve their aspirations of teaching in their own classrooms.” If you are a journalist looking to know more about the Georgia Southern University Foundation or the College of Education -- simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to set and time and date.
Trump’s reaction to defeat further confirms urgency for school focus on social-emotional skills
Sandra Chafouleas, psychologist and behavioral health expert from the University of Connecticut, weighs in: Imagine what would happen if a preschooler didn’t “use their words” when they got upset about sharing, instead stomping around yelling while adults simply observed in silence. Think about what the school climate would feel like if a student punched another during recess while others watched without seeking help. Now consider the actions – and inactions – by Donald Trump on January 6 as the electoral vote counts occurred at the U.S. Capitol. Those behaviors show a desperate need for social emotional learning. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), social emotional learning involves five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Trump did not demonstrate these competencies when the election didn’t go the way he wanted. Connecting these school scenarios and Trump’s behaviors is not intended to contribute to the ever-mounting list of recommended consequences that could result from his fueling the insurrection that our nation has just experienced. It does bear noting, however, that if Trump were a Black teenager, he most certainly would have received exclusionary disciplinary action such as suspension and perhaps even expulsion from school. The purpose in connecting the two scenarios is to draw energies toward actions that propel us forward in bridging a divided nation. The responsibility for forward movement falls to future generations, which means it is critical that we pay attention to what happens in schools right now. We need to demand that policies and practice — and necessary resources — are put in place to strengthen school capacity to support students on their path to holding responsibility for democracy. Many excellent resources have quickly appeared to assist educators in teaching about the insurrection. Discussion guides are available to facilitate defining key terms, contrasting events through a social justice lens, and comparing justifications for action using fact checking. Other resources have been released that help adults talk about violence and support emotional safety of kids. What seems to be less prominent, however, is a direct connection to the social, emotional, and behavioral skills that we have just witnessed are missing. Education systems have begun the work of acknowledging their historic roles in contributing to exclusion, inequity, and intolerance of differences. Educators are working hard to turn the tide toward promising alternative approaches. Prominent among those approaches is a focus on social emotional skills. In either classroom scenario above, educators would be jumping into discussion about what supports are needed to address student needs. Social and emotional well-being fulfills us throughout every stage of life – integrating those skills should be in all that we do as adults to model, teach, and give feedback to our children. Of course schools must teach academic content areas and have high expectations, but there is tremendous potential to increase capacity to embed exploration, active practice, and positive feedback about social and emotional skills within each corner of the day. As one example, history professor Kellie Carter Jackson writes about challenges in teaching violence in political history. The author describes the need to question how political violence should be labeled, which could reveal an expression of unmet need by marginalized people. Learning through this analysis offers social and emotional parallels, such as examining biases, recognizing emotions, and examining integrity. As another, Facing History and Ourselves offers a classroom resource specific to the insurrection. Activities reference principles of social and emotional learning, such as steps for educators to practice self-awareness and relationship skills by examining their own emotions and perspectives. Student self-management and social awareness builds through reflection activity that builds civic agency. All of these examples offer incredible opportunity in social and emotional learning that could be advanced with more explicit connection. Entrenching social and emotional learning within the school day beyond this immediate teachable moment also is needed to enable sustained effort. CASEL identifies adults as key to social emotional strategies that will maintain safe, supportive, and equitable learning environments for this moment in history. To do so requires a strong collection of social, emotional, and behavioral education policies and practices. Responsibility for urgently resourcing this collection rests within each of us, right now, to ensure future generations who can and do take part in a resilient democratic nation. Dr. Chafouleas is licensed psychologist and Distinguished Professor, with expertise in school psychology and school mental health at the University of Connecticut’s Neag School of Education. If you’re a reporter looking to speak with Dr. Chafouleas about this topic – let us help. Simply click on her icon to arrange an interview today.
Renowned educator and author Gloria Ladson-Billings to present Georgia Southern 2021 Fries Lecture
Gloria Ladson-Billings, Ph.D., renowned pedagogical theorist, teacher educator and author, will present the 2021 Norman Fries Distinguished Lecture, hosted by Georgia Southern University’s College of Education. In her lecture, “Culturally Responsive Pedagogy: Educating Past Pandemics,” Ladson-Billings will discuss how pandemics provide opportunities for revisioning and reimagining culturally relevant teaching practices. She suggests that instead of “getting back to normal,” it is time to get on to new and more equitable ways of educating all students and creating a more democratic society. Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction and faculty affiliate in the Department of Educational Policy Studies at the University of Wisconsin-Madison. She also served as the 2005-06 president of the American Educational Research Association (AERA). Ladson-Billings’ research examines the pedagogical practices of teachers who are successful with Black students. She also investigates critical race theory applications to education. She is the author of critically acclaimed books The Dreamkeepers: Successful Teachers of African American Children and Crossing Over to Canaan: The Journey of New Teachers in Diverse Classrooms, as well as numerous journal articles and book chapters. About Ladson-Billings Former editor of the American Educational Research Journal and a member of several editorial boards, Ladson-Billings’ work has won multiple scholarly awards including the H.I. Romnes Faculty Fellowship, the National Academy of Education/Spencer Postdoctoral Fellowship and the Palmer O. Johnson Outstanding Research Award. She is a 2018 recipient of the AERA Distinguished Research Award and was elected to the American Academy of Arts and Sciences in 2018. About the Norman Fries Distinguished Lectureship series The annual Norman Fries Distinguished Lectureship series began in 2001. It is funded by an endowment in honor of Norman Fries, founder of Claxton Poultry. In his more than 50 years of business, Fries built the company from a one-man operation into one of the largest poultry production plants in the U.S. Past Fries lecturers include David Oreck of Oreck Vacuums, South African apartheid author and lecturer Mark Mathabane, NASA director James W. Kennedy, Pulitzer Prize-winning author and historian Gordon S. Wood, Nobel Prize laureate William D. Phillips, Ph.D., bestselling author Susan Orlean, concussion expert Dr. Russell Gore, and PricewaterhouseCoopers Network chief operating officer Carol Sawdye. The lecture will take place virtually via Zoom on Feb. 8 at 7 p.m. The event is free and open to the public. If you are a journalist looking to know more about the Norman Fries Distinguished Lectureship or would like to interview Gloria Ladson-Billings -- simply reach out to Georgia Southern Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to set and time and date.