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September 1, 2022
22-125
Jessica Pope
Communications and Media Relations Coordinator
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Dr. Barbara Radcliffe is the recipient of Valdosta State University’s 2022 Presidential Excellence Award for Teaching. She joined the VSU faculty in 2010 and currently serves as an associate professor in the Department of Teacher Education in the James L. and Dorothy H. Dewar College of Education and Human Services.
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Dr. Zulal Denaux 
VALDOSTA — Dr. Richard A. Carvajal, president of Valdosta State University, recently honored five faculty members and two staff members with a 2022 Presidential Excellence Award.
The Presidential Excellence Award for faculty is an annual tradition at VSU, one that recognizes the diverse talents and contributions of the university’s innovative and active faculty. Awards are given for excellence in teaching, research, service, online teaching, and scholarship of teaching and learning.
Dr. Barbara Radcliffe, Presidential Excellence Award for Teaching
The Presidential Excellence Award for Teaching recognizes a faculty member who employs innovative teaching strategies and demonstrates a strong commitment to student success.
Dr. Barbara Radcliffe joined the VSU faculty in 2010 and currently serves as an associate professor in the Department of Teacher Education in the James L. and Dorothy H. Dewar College of Education and Human Services.
When asked what courses she most looks forward to every year, Radcliffe replied, “This is a challenging question because I enjoy all of my classes. Every class I teach is situated in literacy, and the students I work with are pre-service or in-service teachers. Both dovetail beautifully with my research interests, which focus on literacy development, literacy instruction, and teacher preparation.”
Radcliffe said she looks for opportunities to connect and interact with her students, both inside and outside the classroom. She has the pleasure and responsibility of teaching VSU’s teacher candidates just as they are beginning to develop their teacher identity.
VSU: What strategies / tools / techniques have proven most effective in increasing student learning in your classroom?
Radcliffe: Safe Learning Environment/Learning Community: First, I set the stage as learning cannot occur if students do not feel safe. I begin the semester by communicating clear expectations regarding our critical role in creating a safe learning environment and learning community. I remain consistent in these expectations and continually construct tasks that will strengthen our learning community.
Encouraging Risk Taking/Support: Learning occurs when students take risks, so I focus on the developmental process of becoming a teacher and encourage students to take risks and to embrace and learn from mistakes. Then I make sure that I am there as a safety net. Learning occurs when students are engaged in meaningful and authentic learning tasks, take ownership of their learning, and receive constructive feedback.
Authentic Learning/Applied Learning (hands-on): I construct learning activities highlighting the connections between theory/research and classroom practice. Most of my courses include experiential learning that requires students to transfer the knowledge and skills they are learning in class and apply these in a public school classroom, prekindergarten through 12th grade. Following the field experience, they engage in reflective practice.
Student Ownership/Voice: I include an element of choice in many assignments so students can take ownership. While their mastery of the content/skill is assessed using the same rubric, they can decide how they want to approach the task and what form the work will take.
Constructive Feedback: Since I have developed a rapport with my students, most are open to receiving feedback. I make sure to explain or provide an example of how to improve. While I address where students miss the mark or fall short of expectations, I also take the time to identify positive aspects of students’ work or performances. A balanced approach to providing constructive feedback allows students to grow while also feeling encouraged. In my online courses, providing feedback is my most effective tool for learning.
Modeling and Scaffolded Learning: I model and provide my students multiple opportunities to practice what they are learning before they are assessed or required to implement in the classroom.
Text Interaction Tasks: I introduce my students to different text interaction strategies and have them apply them when reading class materials. The strategies help them engage with the text — rather than passively reading — and help them prepare for class discussions.
Technology: I use a variety of technology tools for learning and teaching.
VSU: Helping students achieve success often involves countless hours of work outside the classroom. In what ways do you actively engage with your students to continue the learning process outside of scheduled class times?
Radcliffe: My commitment to student success extends beyond the classroom walls and involves more than just the students I teach. I am the executive director of the Sullivan Scholars Program, a scholarship program for students from rural districts in Georgia who demonstrate the need for financial support and exhibit promise as a future teacher. In this role, I work closely with 44 students at varying points in their programs, from first-year students to seniors completing their final semester. I am the “official” mentor for 16 scholars; however, several other scholars have adopted me as their “unofficial” mentor. I schedule three one-on-one meetings with my 16 mentees throughout the semester and hold monthly meetings with all 44 scholars. I coach the scholars on how to facilitate meetings, make presentations, and plan events, such as the Sullivan Summit, which is held each spring to welcome the incoming scholars. I make sure the scholars have additional supports in place, such as assigning a success coach for those struggling academically. I have an open-door policy as a faculty member, so many scholars stop by to chat or get advice. I have one scholar who stops by every week to look at his goal that he taped to a cabinet in my office; that weekly touchpoint is important to him. I meet some scholars in more convenient or neutral areas, such as the Student Union or Palms Dining Hall. All scholars have direct access to me through the GroupMe app, which seems to serve more often as their “panic button.” The most time-consuming and challenging task is teaching them how to navigate the various university departments and resources (housing, financial aid, textbooks, counseling, etc.). Through my experiences supporting and mentoring the Sullivan Scholars, I must admit that the scholars have taught this teacher numerous invaluable lessons.
While leading the scholarship program consumes much of my time, I support and interact with more than just the Sullivan Scholars. I have and continue to serve on several dissertation committees. I have worked with undergraduate students on their Honors College projects.
Although supporting student learning is a top priority, I also delight in celebrating our students and show my support as I attend events such as freshman convocation, summer orientations, student awards night, and department- or program-sponsored celebrations. In my 12 years at VSU, I have only missed two undergraduate commencements and one graduate commencement. I also attend athletic, official and intramural, and student events, including American Sign Language silent lunches, The Happening, and Deaf, Deaf World, to cheer students on or show my support. I have served as a judge for the Jennett Scholarship competition for multiple years. Finally, I take an active role in recruiting for VSU. I have participated in V-State Experience events, Future Georgia Educators and Professional Association of Georgia Educators college fairs, and VSU open houses.
VSU: What advice do you have for other faculty who wish to identify more effective ways to stimulate engagement and comprehension in their own classroom?
Radcliffe: To engage students in a meaningful learning experience, we must know who we are teaching. Take time to get to know your students and help them to get to know one another and build a learning community. You can then leverage the personal, cultural, and developmental assets your students bring to the classroom to intentionally create a safe learning environment that positions them as problem solvers, fosters collaboration, and supports critical thinking.
Expect students to be active learners and share ownership in shaping their learning experiences. The texts and the instructor are not the absolute authority. Instead, encourage students to use both resources to construct their knowledge and develop their skills. In this shared approach, students must move outside their comfort of being passive learners. Create a safe space for them to take risks, share their voice, grapple with real issues, and try new ways of thinking. Help students see learning as an experience rather than just a grade on an assignment.
Use feedback as a teaching tool. Consistently provide students specific feedback in a timely manner. Note specific examples of where their learning shines and offer guidance in next steps for addressing areas for development. In providing feedback, we can tailor instruction to each individual’s needs and use it as an opportunity to reteach, enrich, and challenge.
Dr. Zulal Denaux, Presidential Excellence Award for Research
The Presidential Excellence Award for Research recognizes a faculty member with a strong record of creative scholarship.
Dr. Zulal Denaux joined the VSU faculty in 2002 and currently serves as a professor of economics in the Department of Economics, Finance, and Healthcare Administration. She also coordinates international programs for the Harley Langdale Jr. College of Business Administration.
Denaux enjoys teaching students about the principles of economics, international economics, econometrics, and data analysis. She is considered a subject matter expert in using statistical analysis to determine likely outcomes of various actions in the real world.
VSU: Why do you believe it is important for faculty to conduct research and contribute new knowledge to their fields?
Denaux: Research by nature is “the systematic investigation into and study of materials and sources in order to establish facts and reach new conclusions.” In other words, faculty members conduct research in order to stay current and relevant in their respective area of focus. By staying current on the latest trends and innovation in our fields, we are able to equip our students with the tools needed for success in the workplace.
We learned a lot about the importance of economic research during the COVID-19 pandemic. The study of such economic theory as scarcity and its implications for the use of resources, and the production of goods and services, allowed society to make adjustments that helped us manage resources during this period.
VSU: How many publications, presentations, and other scholarship have you completed? What drives you to find time outside of teaching, mentoring, and serving the university to conduct this research?
Denaux: I have published 25 peer-reviewed articles in academic journals. I have also made 35 paper presentations at state, national, and international conferences and served on two journal editorial boards. I served as a reviewer for 20 economics journals and reviewed several research submissions to Omnino, VSU’s undergraduate research journal.
My role as a faculty member extends to research; it is part of my job. However, I enjoy conducting research because it allows me to work with our undergraduate students, my colleagues, and international scholars. As an example, this semester I am working on a research project with a Louie A. Brown visiting international scholar from Turkey.
VSU: What advice do you have for other faculty who wish to get more involved in research?
Denaux: Find a mentor or coauthor who is more experienced. In my academic journey I’ve noticed that people are always willing to work with others to help them develop their research agenda. The only requirement is that the faculty is willing to take an active part in the project.
Dr. Roy Copeland, Presidential Excellence Award for Service
The Presidential Excellence Award for Service recognizes a faculty member who has demonstrated a strong and consistent commitment to service at VSU and to the community.
Dr. Roy Copeland joined the faculty of VSU’s Harley Langdale Jr. College of Business Administration in 2012 and currently serves as an associate professor of management in the Department of Management and Marketing, while also maintaining a private law practice. He previously taught in the university’s former College of Arts and Sciences.
Copeland enjoys teaching students about healthcare law and employment law. His primary research interests are real property and partition actions, “specifically the impact of those proceedings on heir property,” he shared.
“I also enjoy analyzing many civil rights laws and their impact on the African American community.”
VSU: Teaching, mentoring, and conducting research are already full-time jobs. What motivates you to make time for service?
Copeland: I am motivated by the visible impact that teaching and mentoring has on students. Sometimes the immediate results are palpable; however, the impact comes later on when students have moved on to the professional world and forward an email indicating that my teaching and/or mentoring had an impact on their chosen profession.
VSU: Which service roles have allowed you to have the biggest impact, and which service roles you are currently serving in this semester?
Copeland: I believe the most impactful roles have been my service with the Valdosta-Lowndes County Development Authority and 100 Black Men of Valdosta, my role as chairman of the College of Business Administration’s Ethics Committee, co-founding the Copeland African American Museum, my work on a number of mentoring committees, and one-on-one mentoring relationships with students. The most impactful roles can be divided between the effect on the local community as a whole and those wherein I have made a discernable difference in the lives of young people. My work with the Development Authority and the Copeland African American Museum has probably made the greatest impact on the local community. The mentoring of young people is of equal importance, and that impact, in my humble opinion, is immeasurable.
VSU: What advice do you have for other faculty who want to make time for service?
Copeland: They must find the time to provide meaningful service to students and the community, as the rewards are endless.
Dr. Meagan Arrastia-Chisholm, Presidential Excellence Award for Scholarship of Teaching and Learning
The Presidential Excellence Award for Scholarship of Teaching and Learning recognizes a faculty member who produces innovative scholarly work on the science of teaching and learning and regularly contributes new questions and knowledge on the subject.
Dr. Meagan Arrastia-Chisholm joined the VSU faculty in 2015 and currently serves as an associate professor of educational psychology in the James L. and Dorothy H. Dewar College of Education and Human Services’ Department of Human Services. She also serves as an associate professional counselor in the campus-based Counseling Center.
Arrastia-Chisholm enjoys teaching theories of learning and researching how people learn in a variety of settings.
“Currently I am investigating resiliency factors among those college students who were separated from their parents for a variety of reasons, such as deployment, incarceration, divorce, etc.,” she said.
VSU: Why do you believe it is important for teachers to do the work necessary to keep their class content interesting and relevant to new generations of students?
Arrastia-Chisholm: To me it keeps teaching interesting to figure out the best or more effective way to facilitate learning in an area. I have been surprised over the years in what I found. What makes sense to me as a learner does not always make sense for every learner, or even the group on average.
VSU: What strategies / tools / techniques have proven most effective in increasing student learning in your classroom?
Arrastia-Chisholm: Getting students to write about what they think, experience, and know. Soliciting student thinking by allowing them to take the time and space to express themselves is very effective. Even when a student struggles with writing, their reflections bring that to my attention, so that we may start a conversation that is often meaningful in deepening their conceptual knowledge.
VSU: What drives your research / scholarly work in the field of teaching and learning?
Arrastia-Chisholm: My own curiosity and my background in educational psychology. Although my training concentrated on how teachers learn to become teachers, my interest has expanded to helping understand how to better serve college students of all kinds. Now, as a practicing counselor, I am even more fascinated with how college students can learn and retain new skills during such a crucial developmental period and how lived experiences affect that learning.
VSU: What advice do you have for other faculty who wish to identify more effective ways to stimulate engagement and comprehension in their own classroom?
Arrastia-Chisholm: I recommend looking at the data and pinpointing what your students struggle with the most. Just study that lesson or unit. Watch other instructors teach that unit. Experiment across sections or semesters on the best way to teach that unit. Use objective assessments to monitor changes, but also get feedback from colleagues and students. You do not need to revamp a whole course because chances are you are already doing great things, so just study one aspect and make small changes over time.
Dr. Cori Crews, Presidential Excellence Award for Online Teaching
The Presidential Excellence Award for Online Teaching recognizes a faculty member who demonstrates a strong commitment to quality online teaching and learning, employs innovative online teaching practices, and develops rapport with individual learners in and beyond the virtual classroom.
Dr. Cori Crews joined the VSU faculty in 2017 and currently serves as an associate professor of accounting in the Harley Langdale Jr. College of Business Administration’s Department of Accounting. Her favorite classes to teach are ACCT 2101: Principles of Accounting I and ACCT 3201: Intermediate Accounting I.
“I especially love teaching the principles classes,” she said. “These include students in all majors, not just accounting. I love being able to show students that accounting is important and applicable no matter the major.”
Crews enjoys research projects that she can incorporate into her classroom. Her favorite topics to study include financial accounting, managerial accounting, fraud, governance, technology in accounting, and accounting education.
VSU: What strategies / tools / techniques have proven most effective in increasing student learning in your online classroom?
Crews: One struggle that I, and many of us I’m sure, face is how to get students to read the text or actually delve into the course content. I have found that the more engaging and entertaining, the better. I have always made short content videos for my classes, especially my online courses. However, I recently re-recorded all of my videos to be more on the level of the TikTok generation. The videos are short — around five minutes or less — eye-catching, and engaging with animation and music. I went through the course content and created videos for all topics I wanted covered in the course. Now, instead of expecting them to read the text, they have fun videos to watch and answer questions on. The students were very receptive, and their response has been overwhelmingly positive.
VSU: When it comes to developing a meaningful rapport with your online students, how do you ensure that your students feel actively engaged in and satisfied with their online learning experience?
Crews: It is easy for the online learning environment to become a lonely place. I strive to make sure this does not happen in my online courses. I try to ensure my students are engaged and involved in the course and that there is continual communication between the students and myself. One fun way I keep things lively is by having a weekly check-in. This is a required and graded component, but the discussions are not related to the course content. Instead, I ask a weekly question — such as, “What food do you like the most and the least?” — to keep the students active in the course and develop community. I love reading through their responses each week and engaging in conversations with my students.
Another way I stay in communication with my students is to utilize the Intelligent Agents tool in BlazeView. This allows me to notify students who are doing well and not so well in the class. For those doing well, it’s great for them to be acknowledged for their accomplishments, and I get a lot of feedback of appreciation. For those not doing so well, it’s a good early warning system to try and get them back on track and find resources to help them. I get a lot of positive feedback from these students as well.
VSU: What advice do you have for other faculty who wish to identify more effective ways to stimulate engagement and comprehension in their own online classroom?
Crews: I think one of the best ways to do this is to talk. Talk to your colleagues. See what they are doing and what works for them and their students. Talk to your students. See what works for them — and what doesn’t.
The Presidential Excellence Award for staff is also an annual tradition at VSU, one that recognizes the high standards of service, initiative, reliability, professional attitude, exemplary job performance, and leadership of the university’s dedicated staff.
Brenda Beasley, Presidential Excellence Award for Classified Staff
Brenda Beasley joined the VSU staff in 2000 and currently serves as assistant director of orientation for the Office of Student Transitions and the Division of Student Success. She is responsible for coordinating all in-person, virtual, and online orientation sessions for first-year and transfer students joining the Blazer Nation family each semester.
When not helping new students explore campus and learn about available resources, Beasley devotes her time to supporting the university in a variety of ways. Her volunteer experience includes serving as campus advisor for a Greek organization, a member of selection committees, a staff advisor for the Commuter Success Coach Program, a member of the Move-In Crew, advisor for the University Ambassadors Program and Golden Key International Honour Society, and a member of the Alumni Association Board.
VSU: What advice do you have for VSU’s upcoming fall and spring graduates and young alumni who wish to demonstrate excellence in their current / future professional roles?
Beasley: Everyone is juggling a lot in their lives today — life in general, education, work and careers, self-care, self-awareness, and more. Keeping a positive perspective and achieving a level of excellence for yourself is challenging to say the least. Give yourself the freedom to recognize your true self, and find your own path. Be the center of your universe. Life is not a one-size-fits-all gig. Follow your instincts and learn to trust yourself as you move through all of the stages of your life. Failure is just an opportunity to find another way to do something, not an invitation to give up or lose faith. Excellence is an achievement that you earn over time. There are no rules, policies, or procedures printed somewhere to guide you toward achieving excellence or your goals in life. Everything is achieved by your personal efforts, contributions, and personal perspective. Focus, work hard, take advantage of every opportunity that comes your way, and believe in yourself. If you want kindness, give kindness. If you want more, give more. If you desire excellence, you must desire to be excellent.
Shana Yorkey, Presidential Excellence Award for Classified Staff
Shana Yorkey joined the VSU staff in 1993 and currently serves as chief budget officer in the Division of Finance and Administration’s Office of Budget and Payroll Services. She also serves as a member of the University System of Georgia’s Budget Issues Committee.
Yorkey enjoys collaborating with faculty, staff, and administrators across campus as she works to ensure the effective use of financial resources in pursuit of the university’s strategic goals and overall mission.
VSU: What advice do you have for VSU’s upcoming fall and spring graduates and young alumni who wish to demonstrate excellence in their current / future professional roles?
Yorkey: Never give up on yourself. When you encounter challenges, just keep putting one foot in front of the other and take it one step at a time. Surround yourself with others who will support you in your challenges but also keep pushing you forward. And remember that obstacles are just an opportunity to shine.
On the Web:
https://www.valdosta.edu/academics/academic-affairs/presidential-excellence-awards.php
https://www.valdosta.edu/administration/council-on-staff-affairs/staff-excellence-awards.php
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