25 Years of Student Services in Tutoring
The 2014 Read.Write.Act. Virtual Conference celebrated SCALE’s 25th anniversary by looking at all aspects of student tutoring. Participants were able to learn best practices, hear inspiring stories, and contribute their own experiences with literacy leaders across the United States.
This two day virtual conference included 17 dynamic presentations from presenters all over the country, including tracks on tutoring K-12 learners, tutoring adult and ESL learners, program management, and social justice.
10 AM, Friday, November 7th
Fostering Understanding via Scavenger Hunt Erin Byrnes, Director of America Reads, The University of Michigan This presentation will focus on a scavenger hunt created by myself and a graduate assistant during the 2014 winter semester. Our aim was to deepen tutors’ understanding of what life as an emerging reader at any age consists of, with regard to daily challenges. The scavenger hunt we created allowed tutors to work in teams, travelling through 5 stations that presented different challenges i.e. instructions written in symbols, rather than letters; instructions written in very small font and posted high on the wall, with one group being given a magnifying glass, another group a copy of the text in larger font, and another being given no additional resources. Of the three small teams that participated in the scavenger hunt, each team was given different start times and varying, or no clues to help them along their path. The final station included the same word search for each team, which was meant to be the ‘great equalizer.’ Given that each team had unique advantages and disadvantages along the way, we reflected upon challenges, teamwork, and how the word search represented a standardized test that is meant to level the playing field in a sense. This scavenger hunt enabled America Reads tutors to experience a set of challenges with regard to decoding symbols, utilizing existing resources, and working with their teammates to read their way to victory! The scavenger hunt was also utilized during a meeting for full-time staff, who found it engaging, challenging and thought-provoking.
Tutoring Adult Readers as Critical Thinkers Mindy Kyriakides, Lead Tutor, Smarthinking All too often, students reflect a lack of preparedness for college-level writing. While they may be able to construct a well-formed sentence, their thinking can lack the depth that their instructors are looking for. To aid them in the development of their writing, tutors are in a unique position to question students in their thinking and approach to topics. Using student examples as talking points, this presentation will offer tutors some crucial strategies that will learners move forward as better thinkers, a necessary precursor for them to become better writers. Participants will also have an opportunity to practice their new skills!
11 AM, Friday, November 7th
Supporting Learners with the New GED Debi Faucette and Daphne Atkinson, GED Testing Services Join GED Testing Services to take a look at the first 10 months of the new GED test across the nation. We’ll go behind the results and talk about what they mean for test-taking volume, pass rates and overall perception of the new test’s rigor. How does the new GED encourage a new framework for teaching? We will examine the implications of these results for instruction. We’ll then take a look at how different states are subsidizing the test, what program tools exist for educators, and how instructors can help students make the most of opportunities.
12 PM, Friday, November 7th
Using PIAAC Data (Programme for the International Assessment of Adult Competencies) to Support Your Program, Katie Landeros, Programme for the International Assessment of Adult Competencies (PIAAC) This workshop will provide a general overview of the Program for the International Assessment of Adult Competencies (PIAAC) and explain how adults in the United States performed in literacy compared to their international peers overall and among subpopulations defined by gender, age, race/ethnicity, employment status, educational attainment, and parental education. The presenters will also introduce PIAAC resources including data tools, the PIAAC Gateway website (www.piaacgateway.com), and an individual assessment known as Education and Skills Online.
1 PM, Friday, November 7th
Culturally Responsive Teaching: Lessons for the Classroom Dr. Abha Gupta, Associate Professor, Language and Literacy Education, Old Dominion University and Dr. Sue Sharma, Visiting Associate Professor, Oakland University Culturally responsive teaching (CRT) has been described as “pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural referents to impart knowledge, skills, and attitudes” (Ladson-Billings, 1994, p. 382). In other words, teachers teach content to students by way of incorporating certain aspects of students’ culture and their daily lives into the curricula and their own teaching methods. A common misconception about CRT teachers subscribe to is that students of different races need to be taught ‘differently’ -the “Asian way” or the “Black way” which can be intimidating due to a large mix of cultures represented in some of today’s classrooms. As Rajagopal (2011) puts it, “I don’t teach by race. I teach to their collective culture.” In order to engage urban students, teachers must adapt their teaching to the way in which those students learn rather than the reverse (expecting students to adapt their learning to the way in which they are taught). Therefore, teachers need to know how to how to use students’ culture and interests as tools to teach them (Noguera, 2003). In light of CRT, presenters will share strategies for using literature that accurately portrays the history, customs, values of diverse groups to increase cultural awareness, enabling students to understand and appreciate a literary heritage of diverse backgrounds. This will support to decrease negative stereotyping of individuals from other cultures. Additionally, strategies will be shared to promote and develop oral language skills which have direct bearing on literacy skills and academic performance.
Reading Buddy Heroes Leading the Way in San Antonio Mary Flannigan, Brian Halderman, Associate Director for Service-Learning at The University of Texas at San Antonio and adjunct faculty member at St. Mary’s University in San Antonio, Dr. Jordan Humphrey, Associate Director for Civic Engagement in the Civic Engagement and Career Development Center at St. Mary’s University in San Antonio, Bianca Pardo, St. Mary’s University and Breanne Pardo, St. Mary’s University The San Antonio Youth Literacy’s Reading Buddy program has been partnering with local universities for over ten years to bring student volunteers into local elementary schools and work with 2nd grade students struggling with basic reading skills. We would like to share the successes and best practices of our partnership with the local universities and their service-learning programs as an approach to combating illiteracy in San Antonio. By sharing our story we hope to show others that making a dent in illiteracy is easy as volunteers giving just one hour a week. Highlights of our best practices include: -offering on-campus trainings for the college students -flexibility in schedule for students -close proximity and multiple locations of elementary schools -sharing reflection pieces from service-learning students -sharing data results of program
2 PM, Friday, November 7th
Growing a Service Learning Tutoring Program to Serve Larger Populations: SMART PATH Tutoring for Social Justice in North Carolina Liz Barber,Ph.D., Dean Driver and Donald Thompson, SMART PATH Tutoring for Social Justice Presentation examines strategies for expanding a high-functioning afterschool tutoring program to serve multiple localities in North Carolina. It explores how trained tutors can become Site Directors and then, after graduation, consultants who help train localities in how to set up and run their own programs.
The Conversation Cafe: Connecting Students and Community Members through Intercultural Conversation Jessica Ohnmacht, Rose Manning and Marleni Marte The Conversation Tree: Community-Based Language Partnerships/ Rutgers, The State University of New Jersey Participants will become familiar with the Conversation Café model and its underlying theoretical framework, how it is different than a traditional ESL classroom, the role of a Conversation Facilitator, and the types of activities implemented in a Conversation Café. The Conversation Café model was developed through the work of The Conversation Tree: Community-Based Language Learning, a collaborative effort between Rutgers Graduate School of Education and The Collaborative Center for Community-Based Research and Service. The Conversation Café is an informal conversation group for community members of all levels of English. Participants from the community engage in one-on-one or small-group conversations with Conversation Facilitators discussing a variety of topics. Conversation Facilitators are Rutgers students who are prepared to facilitate intercultural conversations through a 3-credit Community-Based Language Learning course offered at the Graduate School of Education. The course includes a service-learning component in which students serve a minimum of 20 hours per semester in Conversation Cafés hosted by community-based organizations. The presenter will be joined by two students who have participated in the program to share their experiences and perspectives.
3 PM, Friday, November 7th
Changing Language, Social Justice, and Literacy Education: LGBTQ…PQQAIGqN-B Andy DeRoin, Graduate Student, North Carolina State University This presentation will introduce participants to LGBTQ definitions, a social justice framework, and examples of implementing inclusiveness throughout a literacy program.
Helping Kids Learn to Read and Meeting Reading Challenges Deborah Watkins, The Gift of Knowledge, Durham, N.C. 1) Helping Kids Learn to Read Unlock your child’s potential by helping them learn to read. What can you do to help your child learn to read? Learn proven methods to not only help your child learn to read, but to read fluently with comprehension. 2) Meeting Reading Challenges Reading disabilities are reasons why some children have difficulty learning to read, write, spell, do math, and develop other skills. Learn what can be done to help your child who has a learning disability like dyslexia. I presented these workshops at the North Carolina Head Start Association’s 44th Annual Training Conference in Raleigh, March 19-21, 2014.
9 AM, Saturday, November 8th
Evaluating Literacy Organizations for Equity and Social Justice Stacy Duncan, Ph.D., and Eileen Davis, Critical Literacy Collective This presentation attempts to learn how literacy non-profits impact social justice in our community. Methodology tools include equity audits and social justice indicators to evaluate the effectiveness of different organizations serving students from early childhood to adult education. Our intention is to identify the influence these organizations have in relation to their original focus of promoting literacy for all, and possibly provide an instrument for other organizations to utilize in their own evaluation process.
Equal Access for All: Academic Skill Improvement for Military Students Taheesha Quarells, Defense Activity for Non-Traditional Education Support (DANTES) Historically, the Department of Veterans Affairs and the Department of Labor have collaborated to study the impact of military service on quality of life and workforce participation measures compared to their civilian counterparts. Although legislation and reforms, such as the introduction of the GI Bill and the emergence of military voluntary education programs, have done much to increase literacy rates, education attainment levels, and workforce participation rates, military veterans still lag behind their civilian counterparts. As a subset of the adult learner population, military students face a myriad of barriers in pursing advanced education. An often unpredictable and highly mobile lifestyle requires that education programs be agile and adaptable in order for military students to succeed. This session will explain some of the challenges military students face in improving basic academic skills and how the Department of Defense has responded to those challenges with a virtual program and network of support. Attendees will also be exposed to the current program evaluation methodology being developed and implemented to document program performance.
10 AM, Saturday, November 8th
What Everyone Needs to Know About Their Credit History and Score Karen Chan, Karen Chan Financial Education & Consulting, LLC. Have you checked your credit history lately? What’s your credit score? Have you been a victim of identity theft? It’s important to know what’s in your credit history. But do you need to pay for monitoring services or credit repair? Learn:
- The right place to get your free credit report.
- Why you might not want to pay to get your credit score.
- Actions that have the most impact on your credit history and score.
- When it’s not a good idea to cancel a credit card.
- Three kinds of inquiries, and which ones count.
- And more…
Simplified Syllabification for Decoding Dr. Lillian Fawcett, Program Director, Cracking the ABC Code An effective reader needs good phonemic and syllabification knowledge, auditory processing skills, fluency and comprehension. This presentation will give attendees a skill for helping students decode unknown words by applying a simplified syllabification strategy. Attendees will have the opportunity to practice the strategy on pseudo and real words to ensure they have a good understanding of the strategy.
11 AM, Saturday, November 8th
Stand With Students / Know Your Rights, Charlotte Stewart This presentation introduces participants to the concept of the “School to Prison Pipeline” with examples of how it currently operates in North Carolina. The presentation then outlines federal and state laws that, when enforced, can interrupt this process. Finally, the presenter will give participants information on how they can help and resources for further reading.
The Future of Education: Adaptive Learning in the 21st Century Classroom Beth Hammett, Associate Professor of English, College of the Mainland Adaptive learning is the future of education, but what is it, how does it work, and how can it help students and instructors? How a community college instructor of Developmental IRW transformed her former face-to-face courses into adaptive learning flipped classrooms that allows for more one-on-one and small group tutoring. The presentation focuses on how adaptive learning engages 21st Century students and meets the differentiated needs of students so that class time is better utilized.
Erin Byrnes, Director of America Reads, The University of Michigan
Erin Byrnes is the Director of America Reads, and has worked with the program since 2011. Erin focuses on facilitating partnerships with Detroit Public Schools, and coordinates literacy tutoring services for more than 200 children in grades K-3. She has served in the field of education since 2003, and has experience in after-school workshop development, mentoring, classroom teaching and program administration. Erin holds a Bachelor of Arts degree in Women’s & Gender Studies from the University of Michigan-Dearborn, and a Master’s degree in Education from the City University of New York.
Mindy Kyriakides, Writing Tutor, Course Facilitator, Smarthinking
Mindy Kyriakides holds an M.S. in Higher Education and is a Lead Tutor at Smarthinking, an online writing lab. She is also a course facilitator with Five-Star Technology, which offers teachers professional development courses online. With her former students, she wrote a book for teachers: Transparent Teaching of Adolescents: Creating the Ideal Class for Students and Teachers. She also writes a blog for teachers, Joyful Collapse (joyfulcollapse.blogspot.com).
Debi Faucette, Senior Director of Program Management, GED Testing Services
Debi Faucette has been with GED Testing Service for the past three years, charged to bring strategic direction in the interactions and relationships with key stakeholders GED/Adult Education network. Her current role follows an extensive and robust career in adult education at the local, state, and national level. She began as a local adult education program director, then a Division Director for the Louisiana Department of Education. In 15 years as the State Director of Adult Education and GED Testing, other duties within her Division were the administration of High School Redesign, Career and Technical Education (Perkins), Dropout Recovery and Prevention, Alternative Education and NCLB programs such as Even Start Family Literacy, Migrant Education, Limited English Proficiency, and Homeless Education for Children and Youth. The opportunity to administer such a diverse group of programs to serve the underserved in our society prepared her to continue service at the national level with GED Testing Service.
Daphne Atkinson, Senior Director of State Relationships, GED Testing Services
Daphne Atkinson is currently Senior Director, State Relationships, at GED Testing Service, a joint venture of the American Council on Education (ACE) and Pearson. Ms. Atkinson has spent seventeen years in the education industry—four years with GED Testing Service as well as more than nine years at the Graduate Management Admission Council® (GMAC®), where she served as Vice President, Industry Relations. Prior to GMAC® she held the position of Assistant Dean of Admissions at Cornell’s Johnson Graduate School of Management directing MBA recruitment, admissions, and overseeing scholarship programs. Ms Atkinson also spent several years as a financial manager with Dun & Bradstreet and with the U.S. General Accounting Office (now the Government Accountability Office).
Katie Landeros, Programme for the International Assessment of Adult Competencies
Katie Landeros is part of the PIAAC team at the American Institutes for Research, supporting the National Center for Education Statistics with research tasks, data analyses and reviews of PIAAC research results. She is currently pursuing a Master’s degree in Education Policy Studies from The George Washington University.
Dr. Abha Gupta, Associate Professor, Language and Literacy Education, Old Dominion University
Dr. Abha Gupta is an Associate Professor of Language and Literacy Education in the Department of Teaching and Learning at Old Dominion University in Norfolk, Virginia, where she teaches graduate and doctoral level courses. She is the past director of the Reading Center and America Reads Challenge programs. She serves as the Co-Chair of the Literacy, Diversity, and Multiculturalism Committee of International Reading Association.
Dr. Sue Sharma, Visiting Associate Professor, Oakland University
Dr. Sue Sharma is a Visiting Associate Professor in the Department of Reading and Language Arts in Oakland University. She is the past president of Michigan Reading Association and a member of International Reading Association’s Literacy and Education Reform Task Force. Her research interest entails three areas: 1) diversity issues in teacher education programs, most particularly culturally responsive teaching, 2) the possibilities and challenges for teaching reading, writing, language with new media, and 3) online learning as it relates to online lesson study, and the development of learning communities within higher education.
Mary Flannigan, Director of Communications and Partnerships, San Antonio Youth Literacy
Mary Flannigan serves as the Director of Communications and Partnerships for San Antonio Youth Literacy (SAYL). She recruits and places volunteers at Reading Buddy program sites and maintains relationships with community partners. After graduating from Alfred University in Alfred, NY with a Bachelors of Arts and Fine Arts degree, she joined AmeriCorps where she served as a Construction Crew Leader with Habitat for Humanity of San Antonio for two years. She went on to serve as an AmeriCorps VISTA member with Habitat for Humanity of Omaha as their Volunteer Manager. Mary returns to SAYL after a brief hiatus during which she served as the Onsite Placement & P.A.S.S. Supervisor with San Antonio Pets Alive! As a previous volunteer, and now a current volunteer administrator, she understands the impact a volunteer can make. Taking the time to ensure that volunteers are trained and supported is always a priority. Mary’s passion for volunteering extends to her own volunteer work.
Brian Halderman, Associate Director for Service-Learning at The University of Texas at San Antonio and adjunct faculty member at St. Mary’s University in San Antonio
Brian Halderman, LMSW, serves as the Associate Director for Service-Learning at The University of Texas at San Antonio and as an adjunct faculty member at St. Mary’s University in San Antonio. Brian collaborates closely with SAYL to place students from his Civic Engagement and Social Action course(s) as Reading Buddies in local elementary schools. He believes strongly in community engaged learning experiences for students to understand their commitment to civic responsibility and community participation. Brian also serves as the vice chair of the Alamo Branch of the Texas Chapter of the National Association of Social Workers and as a core team member of the San Antonio peaceCENTER.
Dr. Jordan Humphrey, Associate Director for Civic Engagement in the Civic Engagement and Career Development Center at St. Mary’s University in San Antonio
Dr. Jordan R. Humphrey serves as the Associate Director for Civic Engagement in the Civic Engagement and Career Development Center at St. Mary’s University in San Antonio, Texas. Humphrey works with faculty members to integrate service and civic engagement as pedagogical tools within their courses. This includes the creation of new service learning and civic engagement-based courses as well as the adaptation of existing courses to fully incorporate service and civic involvement into course learning objectives and outcomes. Humphrey also serves as an Adjunct Professor at St. Mary’s University and the University of Texas at San Antonio (UTSA). Humphrey’s administrative and research interests explore the areas of civic engagement and community-university relations; assessment and strategic planning; institutional mission, culture, and identity; and the history of higher education. She has published articles on higher education, civic engagement, and liberal arts education in journals such as The Journal of Higher Education Outreach and Engagement.
Bianca Pardo, St. Mary’s University
Bianca Pardo is a student at St. Mary’s University. She is currently enrolled in the five-year program and will be receiving her bachelor’s in English Communication Arts and her master’s in Communication in the spring of 2016. Bianca is currently a President’s Ambassador at St. Mary’s. She is also a member of Lambda Pi Eta, a National Communication Association Honor Society, The National Society of Leadership and Success, and the Phi Eta Sigma National Honor Society. In her free time she enjoys singing and spending time with her family and friends.
Breanne Pardo, St. Mary’s University
Breanne Pardo is a San Antonio native and a senior at St. Mary’s University majoring in English Communication Arts. She is currently pursuing a 5 year program and plans to graduate in 2016 with a bachelor’s degree in English Communication Arts and a master’s degree in Communication Studies. Breanne is a President’s Ambassador at St. Mary’s and is a member or the St. Mary’s Chapel Choir, The National Society of Leadership and Success, the Phi Eta Sigma National Honor Society, and the Lambda Pi Eta Gamma Kappa National Communication Association Honor Society. Breanne enjoys spending time volunteering. She has volunteered with San Antonio Youth Literacy as a reading buddy, St. Matthew Catholic School as a tutor and at St. Matthew Catholic Church as a teacher of catechism classes.
Liz Barber,Ph.D., Program Director, SMART PATH Tutoring for Social Justice
Liz Barber, Ph.D., is an experienced public school teacher, literacy studies professor, and ethnographic researcher. She has taught courses on global leadership and ethnographic research methods in the Leadership Studies doctoral program at NC A&T in Greensboro, and currently teaches part-time in the global educational leadership program at UNC Wilmington. She conducts participatory action research projects in both NC and Domasi, Malawi. Her research focuses on literacy and leadership as these develop within cultures or communities of practice.
Dean Driver, SMART PATH Tutoring for Social Justice
Dean Driver is an aeronautics engineer who invented and patented Pathematics, a way of teaching math through engaging children and youth on a 10′ X 70′ Runway. Concepts from beginning math to factoring and algebraic equations can be experienced by learners on the Runway to build a bodily sense of number. Pathematics is used in school divisions on the eastarn seaboard of the US, and in African contexts. Dean is a generous long term partner for Sharon Jacobs and Washington Montessori Elementary, as well as to SMART PATH, and equally dedicated to leveling the playing field for low income learners.
Donald Thompson, SMART PATH Tutoring for Social Justice
Donald Thompson is a graduate of NC A&T and is currently teaching. He was formerly a SMART PATH tutor and Site Director, and currently serves as a program consultant, doing tutor and staff training.
Jessica Ohnmacht, The Conversation Tree: Community-Based Language Partnerships/ Rutgers, The State University of New Jersey
Jessica Ohnmacht is a graduate student within Rutgers Graduate School of Education’s Language Education program. She has been involved with The Conversation Tree for the past two years as a Conversation Facilitator and Team Leader. She is currently serving as an AmeriCorps Member supporting The Conversation Tree in the implementation of its Conversation Cafés.
Andy DeRoin, Graduate Student, North Carolina State University
A former member of the North Carolina LiteracyCorps, Andy DeRoin is a second-year graduate student at North Carolina State University in the Master of Social Work program. Andy is currently interning with the Social Work Department examining the broad inclusion of LGBTQ issues in Field Placement and Curriculum Education.
Deborah Watkins, The Gift of Knowledge, Durham, N.C.
Deborah Watkins started her own tutoring company, The Gift of Knowledge, where she tutors children in grades K-12 in literacy and math. She is also an adjunct professor at North Carolina Central University in the School of Business. She teaches Career Planning in the Student Professional Development Program and helps students reach their full potential by equipping them with the business tools needed to have a successful career once they graduate. Public Consulting Group hired her to provide tutoring in literacy and math to students at a local public school in Durham. Deborah recently self-published a set of 3 children’s books for beginning readers – Read? Yes, I Can! The books are designed to help build a beginning reader’s self-esteem and self-confidence. Deborah serves on the Board of Directors for the Augustine Literacy Project, and she is currently working on a business plan to start a nonprofit school for grades K-2.
Stacy Duncan, Ph.D., Founder, Critical Literacy Collective
Stacey Duncan, PhD, is an adjunct professor and consultant in the Southwestern Borderlands. She has the fortune to teach in Teacher Education programs at both New Mexico State University and the University of Texas at El Paso, in addition to teaching Developmental Education courses at the Doña Ana Community College in Las Cruces, NM. Her dissertation studied a particular form of deep dialogue for critical consciousness, and her academic specialization is in Language, Literacy and Culture. She founded a Critical Literacy Collective with former students and colleagues that focuses on significant issues in education and society. Her recent endeavor is border stories, a bring-your-own book club that centers around the fact that literacy is everywhere.
Eileen Davis, Critical Literacy Collective
Eileen Davis attained a BA degree in Elementary Education in 1992 from the University of New Orleans. Twenty years of teaching in elementary and middle schools, together with museum and naturalist interpreter teaching assignments, has allowed the perspective of a veteran teacher. After completing the Master’s Program for Curriculum and Instruction at New Mexico State University, Eileen is working on attaining a Secondary Certification to teach high school. The theory, practice and performance of her own learning is a redefining of a dream classroom where all students have the power to learn, and the ability to influence their own lives and communities. Eileen is also a member of Critical Literacy Collective and border stories with Stacey Duncan.
Taheesha Quarells, Defense Activity for Non-Traditional Education Support (DANTES)
Ms. Taheesha Quarells is a U.S. Army veteran with over 10 years of experience dedicated to expanding academic and career development opportunities for military members, veterans, and their family members. She has worked in both military and veteran employment and education services at the local, state, and federal level. Currently, she is serving as the Special Project Manager at the Defense Activity for Non-Traditional Education Support (DANTES) leading strategic planning, metrics development, education research, and a variety of special projects.
She has earned the Certified Florida Workforce Professional credential, Bachelor of Science from the University of West Florida, a Master of Science from Troy University, and is currently a Doctoral Candidate at the University of Southern Mississippi for a PhD in Human Capital and Economic Development.
Her most recent accomplishment was to gain an appointment and complete the Presidential Management Fellows program. This distinguished U.S. Office of Personnel Management leadership development program led to developmental assignments and training opportunities with where she gained experiential knowledge in strategic planning, performance measurement, institutional research and accreditation, education and training policy development, program management and evaluation, and workforce development.
Karen Chan, Karen Chan Financial Education & Consulting, LLC.
Karen Chan has been educating the public about financial topics for over twenty years. In addition to a master’s degree in Consumption Economics, Karen also holds the Certified Financial Planner™ designation. Her goal is to use that training to make even complicated subjects easy to understand, helping her workshop participants make wiser decisions with their money. Karen retired as an Educator with University of Illinois Extension in 2012 and continues to provide financial education workshops through her own small business, Karen Chan Financial Education & Consulting, LLC.
Dr. Lillian Fawcett, Program Director, Cracking the ABC Code
Dr. Lillian Fawcett has over 20 years experience in education, is an accredited Dyslexia-SPELD specialist teacher, and has additional university qualifications in psychology. She has developed a range of spelling and reading programs based on well-research reading acquisition and memory retention principles which has enable her, and a growing number of teachers and schools using her programs, to successfully help hundreds of students improve their literacy skills.
Charlotte Stewart, Stand With Students
Charlotte R. Stewart is a 2014 graduate of the UNC School of Law, where she performed over 500 hours of pro bono work on a variety of projects serving unmet legal needs in North Carolina. Between earning her MA from the UNC School of Education in 2008 and starting law school in 2011, she worked as an AmeriCorps volunteer and nonprofit educational professional. She currently volunteers with the Orange County Partnership to End Homelessness as well as Raleigh-based “Full Circles Foundation,” a transformative nonprofit that combines women’s empowerment, environmental justice, and economic opportunity. Volunteering with the “Stand With Students” project allows her to combine her passion for transformative education with her commitment to increasing access to justice in North Carolina.
Beth Hammett, Associate Professor of English, College of the Mainland
Beth is an Associate Professor of English in developmental courses at a community college on the Gulf Coast. She has taught Freshman Year Experience courses, ELA teacher courses, English composition, middle school ELA, and reading/writing courses. She is a former instructor of the year, district middle school teacher of the year, and regional middle school teacher of the year. She is also a National Writing Project site former co-director, Kellogg Institute alumni, McGraw-Hill Digital Faculty Consultant, and national presenter. Beth writes assessment passages, educational articles, and textbooks. Her lessons are available through Teachers Pay Teachers and her books, such as Journal Writing in the Classroom and Developmental Writing Workshop, can be found at Amazon. She is also certified in emotional intelligence. Beth enjoys her grandchildren, outdoor activities, and traveling with her husband in her spare time.