Fall 2010 Newsletter - Niswonger Foundation

Niswonger News
VOLUME 5 • ISSUE 1
FALL 2010
Creating Opportunities for Individual and Community Growth Through Education
“Investing in Innovation”…The Niswonger Way!
U.S. Department of Education Awards Niswonger Foundation A Coveted “i3 Grant”
I
n August, The U.S. Department of Education
announced that the Niswonger Foundation was
the recipient of an “Investing in Innovation” (i3)
Grant. This five-year grant, totaling $21 million,
will be used to fund the work of the Northeast
Tennessee College and Career Ready Consortium.
This Consortium will serve approximately 26,100
high school students in 29 high schools. The goals
of the Consortium are to: 1) ensure all students,
especially students from under-represented
populations, graduate from high school prepared for
college or a career; and 2) improve the likelihood
that students successfully complete college. Six
strategies will be used to achieve this goal:
1. Expand dual enrollment programs;
2. Increase Advanced Placement (AP) courses;
3. Increase distance learning courses;
4. Increase online learning courses;
5.Establish a coordinating body (the Consortium) that
will determine the courses to be offered through the
strategies outlined above; and
6. Provide additional college and career counseling
resources to every high school student in the region.
Scott and Nikki Niswonger, and Linda Irwin, are joined by the School Directors
Scott M. Niswonger, President and Founder
of the Niswonger Foundation stated that “A decade
ago, we started with a dream of improving K-12
education as a means to better prepare the
children of our region for the 21st Century. It is
gratifying to see the results of that work recognized
nationally. This U.S. Department of Education grant
not only points to our current record of success,
See Investing (page 2)
letter from the president
Taking a Risk ~ Celebrating Success!
T
he arrival of the most
recent national data
regarding the 2010 high
school graduates who took
the ACT college-entrance
examination provides
Scott M. Niswonger us with “eye opening”
statistics. The data indicate
that fewer than 25% of our nation’s high school
graduates who took the ACT exam possess the
academic skills necessary to pass entry-level college
courses. The average ACT score in the U.S. was
21 (with a maximum, perfect, score of 36). If you
think that information is frightening, in Tennessee
the composite ACT score dropped from 20.8 to
19.8 – ranking us as 46th in the nation. Certainly,
these statistics cause a number of concerns. But,
first and foremost, we have to ask ourselves how we
can impact change for the children of our nation
and, most certainly, for Northeast Tennessee.
At the Niswonger Foundation, we took a risk
and are now celebrating our success. As the only
Tennessee recipient of the U.S. Department of
Education’s “Investing in Innovation” (i3) Grant,
our Foundation is now poised to face the challenge
of seeing that our region’s students graduate
from high school prepared for college or a career.
Importantly, we want to impact the likelihood that
these students will be career ready.
As you read our cover story, keep in mind
that we were in very good company among the
recipients of the i3 Grants. We were numbered
among the likes of Johns Hopkins University, the
Smithsonian Institution, Ohio State University,
Harvard Graduate School of Education, and the
Teach for America program. And now, before you
think “our pride is showing,” keep in mind that
the grant we are receiving is a “validation grant.”
This means that we had to prove that we were
a growing program with emerging evidence of
See Success (page 2)
in this issue
Investing in Innovation. . . . . . . . . . . . . . 1
Letter from the President. . . . . . . . . . . . 1
Thomas J. Garland Honored. . . . . . . . . 3
Scholars Book. . . . . . . . . . . . . . . . . . . . 3
Internships. . . . . . . . . . . . . . . . . . . . . . . 4
Postcard from Japan. . . . . . . . . . . . . . . 6
Peru Discoveries. . . . . . . . . . . . . . . . . . 7
Summer Leadership Training. . . . . . . . . 8
First to the Top Coalition. . . . . . . . . . . . 9
Our Class Rocks . . . . . . . . . . . . . . . . . . 9
Niswonger Scholars SHINE. . . . . . . . . 10
Alumni News. . . . . . . . . . . . . . . . . . . . 11
2
Investing ( from cover)
The Niswonger Foundation
received the only i3 grant in
Tennessee and was one of only
15 recipients, nationally, in the
“validation” category.
A major focus of the grant
selection was the ability for the
proposed projects to be replicated
successfully in other areas. The
Foundation’s proposal was viewed
as meeting this competitive
preference. While 37 percent of
the winners intend to serve rural
school districts, a recent article in
Education Week, (Vol, 29, No. 37,
August 11, 2010) comments that
there is some question about what
those intentions mean. Quoting
Robert Mahaffey, spokesperson
Scott Niswonger visits with School Directors Dr. Lyle Alshie, Greeneville
for the Arlington, Virginia based
City Schools; and Dr. Vicki Kirk, Greene County Schools
Rural School and Community
Trust, the Education Week article
but also emphasizes the tremendous potential that
states “In one clear example of a winning rural
expanding these programs will have on improving
project, the Greeneville, Tenn.–based Niswonger
the quality of education in Northeast Tennessee.”
Foundation plans to use its winning validation grant
Only 49 school districts, nonprofit education
to partner with 15 school districts in Appalachia to
organizations and institutions of higher education
increase college readiness.”
across the U.S. were selected from nearly 1,700
Those 15 school districts are Carter County,
applicants. To receive a share of the available $650
Elizabethton City, Cocke County, Greene County,
million in available i3 grants, the winning applicants
Greeneville City, Hamblen County, Hancock
had to secure a commitment for a 20 percent private
County, Hawkins County, Johnson County, Sullivan
sector match. Specifically, over the next five years,
County, Kingsport City, Bristol City, Unicoi
the Foundation will receive $17,751,044 from
County, Washington County, and Johnson City.
Federal funds and $3,550,209 from philanthropic
These districts will comprise the Consortium. The
funds raised by the Niswonger Foundation from
Niswonger Foundation has an established “track
foundations across the country.
record” of previous partnerships with all 15 of these
The U.S. Department of Education selected
school districts.
the 49 finalists based on recommendations from
Considering the demands of today’s economy,
independent peer review panels. Grants were
the Consortium will prioritize providing 1) science,
awarded in three categories: up to $50 million per
technology, engineering and mathematics courses;
“scale-up” grant for programs with strong records
2) advanced career and technical education courses;
of success; up to $30 million per “validation” grant
and 3) upper-level foreign language courses. The
for growing programs with emerging evidence of
Consortium’s cohesive approach to scaling up
success; and up to $5 million per “development”
rigorous coursework has the potential to become a
grant for promising ideas. Winning applicants will
model for the nation.
serve 42 states and 2 territories with more than half
Niswonger Foundation Director of School
the grants serving students with disabilities and
Partnerships, Linda Irwin, who prepared the
limited English proficiency, and 37 percent serving
grant application and is the administrator of the
rural school districts.
Success ( from cover)
success. Documenting this “evidence” would not
have been possible without the successes we have
already experienced with our past partnerships with
the 15 school districts that make up our Northeast
Tennessee College and Career Ready Consortium.
The Niswonger Foundation owes a huge debt of
thanks to these school districts for joining us in the
preparation of our grant proposal and committing to
the work we have ahead of us. It is our joint record
of success that, I believe, was instrumental in our
selection as an “Investing in Innovation” (i3) Grant
recipient. It is that same level of teamwork and
commitment that will certainly ensure our success
for the next five years – and beyond.
Because of this grant, the best is yet to come!
At the Niswonger Foundation, we will see our
goals for the next 10-years become reality in half
that time. Through dual enrollment, advanced
placement, distance learning, online instruction,
effective counseling and, importantly, the efforts of
our Consortium, we are sure to reach the goals we
have established for our region’s children and to set
the example for others to follow.
The Niswonger Foundation
received the only i3 grant
in Tennessee and was
one of only 15 recipients,
nationally, in the
“validation” category.
grant, stated: “For nearly 10 years, the Niswonger
Foundation has worked diligently to provide quality
educational opportunities for students in Northeast
Tennessee. It is gratifying to know that our efforts
merit being awarded this grant. The infusion of this
money will allow us to accelerate our existing 10
year plan for school partnerships into 4 years. This
could not come at a better time since a major goal
of the Foundation is to support our schools in the
First Congressional District as they face new, more
rigorous standards and expectations.”
Gathering for the Press Conference are (L-R) Brad
Smith, Executive Director of SCORE, Linda Irwin,
Nikki Niswonger and Scott Niswonger
Have you taken a risk lately?
Scott M. Niswonger
President and Founder
The Niswonger Foundation
3
S
enator Thomas J. Garland was honored for his
years of service to the Niswonger Foundation
at a luncheon attended by the Scholars, Scholars
Alumni, members of the Board of Directors,
and the Foundation staff. Senator Garland has a
long and distinguished history of service to the
Niswonger Foundation. He completed two terms
on the Niswonger Foundation Board of Directors
and held the position of Senior Advisor. He has
served as a member of the Niswonger Scholars
Selection Committee, provides guidance regarding
the development of our school partnerships, actively
participates in the Scholars leadership training
activities, and regularly serves as an advisor to our
Scholars and staff members.
At the recognition luncheon, Scott Niswonger,
Foundation President and Founder, thanked Senator
Garland for the integral role he has played in the
growth and success of the Niswonger Foundation.
During his remarks, Mr. Niswonger attributed the
Foundation’s well-known motto “Learn, Earn and
Return” to Senator Garland.
A graduate of East Tennessee State University,
Senator Garland received the Distinguished
Alumnus Award in 1973. In 2009, he was the
recipient of the George L. Carter Award, the highest
honor bestowed upon a graduate of ETSU.
He is a member of the Tusculum College Board of
Trustees and previously served as Chairman of the
Board. In 1986, he received an honorary Doctor of
Law degree from Tusculum College and has received
the College’s Distinguished Service Award. He
served Tusculum College as Interim President from
1999-2000. In 2008, the newly renovated Tusculum
College Library, the Thomas J. Garland Library, was
named in recognition of his service, dedication and
support of the College.
Thomas J. Garland Honored for Years of Service
Senator Garland served as a member of the
Tennessee Senate from 1964-1985, seventeen of
those years a Senate Minority Leader. His extensive
career in business and education included positions
as Chancellor of the Tennessee Board of Regents,
Chairman of Commerce Union Bank (now Bank
of America), Chairman of the Tusculum Institute
for Public Leadership and Policy, Director of
Atmos Energy Corporation, and Chairman of the
Tennessee Ethics Committee.
Our special thanks to
Senator Thomas J. Garland
for being such an important
member of the Niswonger
Foundation family. We
are deeply grateful for his
wise counsel and excellent
examples of leadership.
He and his wife, Pat, reside in Greeneville. The
Garlands have 4 children and 7 grandchildren.
Speaking of his years of service to the Niswonger
Foundation, Senator Garland stated: “The vision
of Scott Niswonger, the generosity of both Scott
and Nikki, cannot be adequately expressed. They
are two of the kindest, most caring people I have
ever known.” He called on the Scholars to always
remember the role they must play in the “Learn,
Earn and Return” philosophy, to remember that
every link in the chain of a strong organization is
important to its success, and to maintain throughout
their lives the ethical standards expected of a
Niswonger Scholar.
Our special thanks to Senator Thomas J.
Garland for being such an important member of
the Niswonger Foundation family. We are deeply
grateful for his wise counsel and excellent examples
of leadership.
What are the Scholars Reading?
T
he text for the Niswonger Scholars’ Winter Training will be
Sticks and Stones Exposed: The Power of our Words, by Dave
Weber. The book’s author will be the featured speaker for the training
session. Sticks and Stones Exposed addresses the Seven Me’s: the me
I think I am; the me I really am; the me I used to be; the me others
see; the me I try to project; the me others try to make me; and the
me I want to be. This self-examination will be the stimulus for the
group’s discussion of building strong, positive, and mutually beneficial
relationships as leaders.
4
INTERNSHIPS
“Real Life” Experiences with Impressive Results!
Summer 2010 brought many opportunities for internship experiences for our
Niswonger Scholars. Here are six excellent examples of the importance of internship experiences
for the development of essential career skills.
Matthew Bible
Senior, Tennessee Technological University
Jarden Zinc Products, Greeneville, Tennessee
I have spent my last four summers as an intern at Jarden Zinc
Products. Jarden Zinc is a manufacturing plant that produces
several items including zinc coils, cathodic protection jackets
to help preserve bridges, and coins for various countries.
The most well-known coin produced by Jarden is the U.S.
Penny where Jarden is the sole provider to the U.S. Mint.
Jarden also produces the Canadian $1 coin, Canadian 25¢, Philippine Piso,
Ethiopian Birr, etc. My first summers were spent working with the Research
and Development department. The main focus was to work as part of a team to
develop new products and processes. The third summer I transferred into the
production operations of the plant. With three years of school under my belt,
the company felt it was time to see what I could do. My job was to operate as
the process engineer for the U.S. Penny lines. I was the only process engineer
assigned to these lines which produce over a million pounds of penny blanks
every week. As a process engineer, my job was to monitor the performance of the
line and the quality of the product.
My chemistry and engineering background from school prepared me well
for this work. The biggest thing that I had to learn was how to interact with
the other workers. In Research and Development, I primarily worked with
three individuals. However, as a process engineer there were multiple shifts
of operators, truck drivers, chemical lab technicians, physical lab technicians,
supervisors, maintenance, and management. To be honest, dealing with the
people was my biggest challenge throughout the summer. This was not due to
the quality of the people or personalities, but because this is something that I
haven’t done before on this scale. I was not perfect, but I feel like I made great
strides. In many cases, I was the link for communication between the various
groups that I mentioned earlier. I am very grateful for the people that I worked
with as they helped me along and really made the summer enjoyable.
Through my internship, I have learned things that are not taught in school.
I am learning how a corporation operates, how to deal with coworkers, how
to meet deadlines, and how to manage time. By completing an internship, I
am acquiring these skills before my professional career begins. I also believe
that finding a job will be much easier since I have a positive reputation with
my employer. Another large benefit to me was for the insight into an actual
engineering job. My internship was not a classical chemical engineering job, but
I do know what to expect now. I would recommend that everyone in college
complete an internship in their field.
Sean McCullough
Senior, University of Notre Dame
Allison Transmission, Indianapolis, Indiana
Just a few months ago, the only thing I could have told you
about transmissions is that they cost a small fortune to fix
if something goes wrong with them. Today, after having
spent the summer working with Allison Transmission
in Indianapolis, Indiana, I could tell you more about
transmissions than I could have ever imagined possible.
Something else I had never realized was how vital Allison has been to some of
the things we can take for granted. For instance, every Blue Bird school bus any
of us have ever ridden in has an Allison transmission!
Over the 10-week period, I served as an International Marketing Analyst
Intern for Allison Transmission. During that time, I did everything from
creating completely new marketing strategies, to forecasting sales through 2015,
to creating new marketing materials from scratch to be used at trade shows and
sales presentations. In addition to the competitive research, marketing work,
and forecasting I did, I also had the opportunity to go to Calgary, Canada for
the Global Petroleum Show. This was an awesome experience that I will never
forget. This opportunity added a new level of responsibility to my internship that
few get to experience with other organizations.
On the whole, this internship experience was absolutely amazing. I was
able to finally see many of the things I had learned in classes put into action. I
worked on various projects and made decisions that will truly affect the company
for years in the future. Everyone should try their best to complete an internship
before the end of their college experience. You will learn an extreme amount of
information and gain a significant insight into your field. Most importantly, an
internship provides the opportunity to learn whether or not you truly want to
work in the field you are considering.
5
Internships ( from p.4)
Ian Sams
Senior, University of Alabama
Democratic Senatorial Campaign Committee,
Washington, D.C.
As a student of politics, I’ve always wondered what it would
be like to be in the middle of it all. For years, I dreamed of
nothing more than throwing myself into the fires of our
nation’s capital and seeing if I would thrive – or at least
survive. So when I received an offer to be a summer intern on
Capitol Hill at the Democratic Senatorial Campaign Committee, I immediately
jumped. This internship, in my mind, was the perfect trial run for my passion for
politics. I would interact with United States Senators, many of whom I’d idolized
for years, and I’d see if I had the chops for professional politics.
As a press intern, I was
tasked with compiling the
DSCC’s daily news briefings,
a conglomeration of each day’s
news from the 37 Senate races
spanning across the United States.
I also wrote letters to the editor
for local and state newspapers,
put together news roundups of
each day’s top campaign stories,
and staffed press events for our
committee or for individual
Senate candidates. Needless to
say, I got a quick and intensive
feel for the extensive leg work
required of a national campaign
Ian Sams with U.S. Attorney General Eric Holder
organization.
Interning in Washington filled me with a sense of accomplishment. For
ten weeks, I saw firsthand how my work fit into a broad organization. But more
than just an industrious internship, it was an educational one. I felt keenly aware
of the ins and outs of the 2010 election cycle, storing information from New
Hampshire to Kentucky to Nevada. Essentially, I got exposure. I tasted the true
experience of Washington politics, and I realized that no opportunity other than
an internship could have given me that.
As future leaders, Niswonger Scholars are tasked with improving our region,
our state, and ultimately our nation. Completing an internship geared toward
politics has prepared me to fight the tough fights our scholars will have to win as
we push to improve our communities and change the course of our country.
James Durham
Sophomore, University of Notre Dame
Bright’s Zoo, Limestone, Tennessee
Bright’s Zoo, in Limestone, Tennessee, sports many
exotic animals including spider monkeys, giraffes, zebras,
flamingoes, and 60 other species. The Bright’s opened their
family–owned zoo in April 2009. Visitors are provided a
guided educational tour. For the first few weeks, my job
consisted of cleaning the animals’ barns and enclosures
and helping with the feeding. Both were large undertakings due to the sheer
number of animals. In the third and fourth weeks I began shadowing a tour
guide. I was given a study packet of information
on all the species so I could eventually be the
one introducing each animal with various facts
and trivia. I also had to be ready with answers to
potential questions that visitors were likely to pose.
Soon I was leading tour groups on my own, and
had a blast doing it! I loved the exclamations of
surprise and excitement, from children and adults, when a giraffe ate from their
hands, when they held a real ostrich egg, or felt a lorikeet land on their shoulders.
Not only did I learn about animals, I learned about being in a work
environment where everyone has to work efficiently and communicate effectively.
Accidents can be extremely costly when working with wild animals. Learning the
art of delegation also played a key role in my internship experience. I was part of
a team led by the head zookeeper. Each day, our supervisor decided what tasks to
prioritize and who would be assigned to each one.
My time spent at the Bright’s Zoo illustrated to me the importance of
an internship, not for the sake of expanding my resume but for the invaluable
experience it provides. While finding a job might seem to some students as a
better way to spend a summer, I have to disagree. I believe it would be difficult to
find employment anywhere that will provide the educational experiences of an
internship. Interning can also serve as an opportunity to examine different career
paths. As someone who is still undecided, I am thankful for this opportunity to
get a taste of one of the many possibilities for my future.
Law Loving
Junior, Tulane University
Department of Homeland Security,
Seattle, Washington
I completed a summer internship with the Department of
Homeland Security in their Science Technology Engineering
and Mathematics program. I was assigned to Pacific
Northwest National Laboratory in Washington. While the
main lab complex is in eastern Washington, I worked in the
smaller policy office in Seattle. Of course, being assigned to the West coast did
come with some logistical challenges. Finding housing was difficult. I located a
sublet near the University of Washington that matched my budget and provided
me with a couple of roommates my age. Having roommates turned out to be a
lifesaver because I did not know anyone in the Seattle area.
The internship itself was extremely rewarding. I was paid very well. Since
they also helped with my expenses, I only had to buy my food. I was treated
to an excellent atmosphere in the office. I expected to be filing papers and
getting coffee for the other employees. Instead, the first day I was given several
documents that provided background on the project to which I was assigned. My
mentor basically allowed me to design my own project and add it to the literature
for the overall project.
Needless to say being able to collect my own data and come up with
something useful was a great experience for me. The larger project focused on
an anthrax attack in the Seattle urban area. My part of the project looked at
the economic consequences of such an attack, specifically the effect on small
businesses and how best to recover from such an attack. My report should be
published soon. Having a report that I authored, with the seal of approval from
the Department of Homeland Security, will be significant when I apply for
graduate school or a job.
Because of the work I did this summer, my supervisors invited me back for
next summer. To me this is what internships are all about. They provide you with
an opportunity to be independent and learn how to live outside of college. At
the same time they give you great work experience and the chance to network
with people in the fields in which you will eventually work. Having contacts at a
national laboratory and within Department of Homeland Security can only help
my future. I would strongly encourage anyone considering an internship to go for
it! They provide a great opportunity for personal and career growth.
6
Internships ( from p.4,5)
Jason Light
Sophomore, University of Tennessee – Knoxville
Bristol Tennessee Essential Service
When searching for an internship, I looked for an
opportunity to begin fulfilling the Niswonger Foundation’s
philosophy, “Learn, Earn, and Return.” Though I had not yet
earned my degree, I still hoped to learn as much as possible
on the job and return to my hometown to work within my
engineering major. I was hired at Bristol Tennessee Essential
Services (BTES) as their first fiber optics engineering intern. BTES is a fantastic
workplace. It is a highly efficient and cutting-edge company that serves over
31,000 customers with some combination of electricity, television, internet,
and landline telephone. A few years ago, BTES took a huge leap forward by
implementing a fiber optic network to provide their television, internet, and
phone services.
My project involved converting an older fiber optic substation into a
modern, organized, and more practical one. Over the years, fibers had been
re-routed again and again within the substation and had gradually become
entangled. I was free to solve this problem as best I could. There was no proven
method to look back on since this had never been done before. At this point, my
learning curve turned steeper than at any point during the previous college year.
Never had I been given such a complex, challenging project that actually had a
major effect on those around me. My project could potentially affect thousands
of customers in a service area of several square miles. This was a very complex,
real-life engineering problem, and I was excited to try and solve it.
With the exception of splicing
fibers, I was able to do much of the
physical work of the project myself.
In the end, the project was beautifully
successful. I was told by my supervisors
that the project transformed one of their
worst into one of the best they had!
I learned many lessons from my
internship experience. I saw the value of
my previous work experience, computer
skills, and communication skills. I
learned how to approach a major project
that no one had done, to maintain
accurate documentation, and saw the
importance of customer satisfaction in
the service industry. After all I learned,
I can fully understand why a company
would hire an intern over another
applicant.
I encourage every college student
to get work experience, especially in the
field of your greatest interest. If your
experience is anything like mine, you will
in no way regret it, and you will never
forget the impact it made on your life.
A Postcard from Japan
Heyo! Konnichiwa, watashi wa anata ga genki desu omou!
(I hope you are well!)
Things are terrific in Japan. I
am learning a new language and
experiencing the joy of teaching.
It is quite interesting to see such
a different teaching style and
environment. I think there is much
we can learn from the Japanese
culture that
and much we can teach them as well. The exchange of
how alike
I’ve experienced has been phenomenal. We can never know
ion.
discuss
sincere
a
we are until we sit down and have
who I am
I have learned that this experience is allowing me to find
e for East
and help me mold myself into a vehicle of greater purpos
read my
and
back
went
I
day
Tennessee and our nation. The other
my
How
.
college
in
journal from my freshmen and sophomore years
still
I
what
mind and life have changed! What I didn’t know -- and
don’t know -- is all amazing to me.
you and can’t
I want to stay as connected to home as possible. I miss
wait to return when I have finished my journey.
Hope all is well! Take Care!
Trey
Niswonger Scholar Alumni, Trey Reliford, is
currently working with the Japan Exchange and
Teaching Programme ( JET). Trey is a 2010
graduate of Sewanee : the University of the South.
Following this commitment, his plans are to attend
law school.
The Japan Exchange and Teaching ( JET)
Programme invites university graduates from
overseas to participate in international exchange
and foreign language education throughout Japan.
Established in 1987, the program has earned a high
reputation, both in Japan and overseas, for its efforts
in youth and cultural exchanges, and has become
one of the largest exchange programs in the world.
7
Peru: A Summer of Discoveries
By Rachel Witt, Junior, Anthropology Major, Vanderbilt University
A
t promptly 6 AM every morning, the rooster
across the courtyard would begin to crow. At
first, he was unaware that the students found his
crow to be annoyingly punctual. Over the next few
weeks however, his crow would not only serve as a
daily alarm, but as a reminder that every day, though
it began the same way, was the beginning of a new
adventure in Ayacucho.
The word Ayacucho translates into “purple
soul” in quechua, the indigenous language of southcentral Peru. Located halfway between Lima and
Cusco, Ayacucho is geographically the center of
Peru. However, after spending four weeks there,
I began to see why it was the soul of Peru. The
cacti-covered mountains have been occupied for
thousands of years, beginning with hunter-gatherers
after the Ice Age. Their descendents still live in
Ayacucho and the surrounding areas, and live simple,
quiet lives by herding goats and sheep and growing
potatoes and other small crops. In the town center,
or Plaza de Armas, religious ceremonies and festivals
bring a sense of excitement and community to the
town. Locals participate in traditional dances and
offer one another chicha, a fermented corn beverage,
as a sign of hospitality. As an outsider, the locals
were somewhat weary of my presence, but soon I was
dancing, being offered chicha and I was symbolically
embraced by the community.
However, the people of Ayacucho have not
always known peace. In the early 1980’s when
a terrorist group, Sendero Luminoso—or the
Shining Path—was founded by radical educated
Ayacucho students. The communist inspired
group’s political motives included terminating
most of the indigenous populations in Peru. While
the government did step in to end the violence,
unfortunately, they too began to commit violent
crimes against native Peruvians.
Even though Sendero Luminoso has not been
active in almost 15 years, they still have a presence
in Ayacucho. The occasional political parade
along with vendors selling communist literature
frequented the main plaza. Even in the university
skeletal lab where we were working, Sendero
Luminoso was present. The skeletal remains are
from the Wari Empire, a pre-colonial civilization
that expanded from the central to southern Peruvian
Andes. Since the late 1970’s, the remains have been
buried deep in the storage room of the Universidad
Nacional de San Cristóbal de Huamanga. Because
of the political violence that began in the 1980’s,
the bones were stored away and forgotten. Finally,
professors and students have taken the time to
examine the remains and reconstruct the lifeways of
the Wari people.
This summer, I was one of those students.
With my professor, nine graduate students and five
other undergraduate students, we spent four weeks
examining and cataloging the remains from the
capital site of Huari, dating to the empire’s collapse
(AD 700-1000). Our goal was to catalog instances
of trauma and disease in order to determine how
political collapse influences the overall health
status of the Wari Empire. We discovered that
the individuals had many healed crania wounds
suggesting they had survived violent attacks, such
as raids and wars. Furthermore, they had many
osteological indications of poor health, such as
cribra orbitalia, a porous bone formation in the
eyes orbits, and linear enamel hypoplasia, vertical
lines that appear on incisors and canines indicating
malnutrition. Thus, we determined that during
times of conflict and instability, not only did the
individuals suffer from violent encounters, but also
experienced a decrease in overall health.
While I wasn’t working in the lab, I had the
opportunity to travel from the chilly coasts of
the Pacific to the high mountains of the Cordilla
Negro and Blanco. From Lima, I journeyed into
the highlands to Cusco, Ollantaytambo, Augas
Calientes and one of the seven wonders of the
modern world, Machu Picchu. High in the Andean
Mountains, the ruins are hidden by verdant jungles
and wispy clouds, but retain an unworldly magic
that cannot be described, only seen. I could not
help but feel humbled by the monuments, from
their astonishing size to the meticulous detail in the
carved stones. It was then I realized, I was in a place
where the Incas worked their land, worshiped their
deities and lived their lives. I walked where they
had walked, and that sensation was one I will never
forget.
After our work ended in Ayacucho, I traveled
to the northern city of Trujillo and stayed in a small
beach town called Huanchaco. While there, I got
to see fisherman use tortora reed boats, a traditional
boat that has been used for thousands of years on
the coast. I even had an opportunity to take a lesson
using Huanchaco’s “modern” reed boat, or the surf
board. While in Trujillo, I visited the Huaca de la
Luan, a ceremonial center of a pre-Wari civilization
called Moche. The site, though not as famous as
Machu Picchu, was breath-taking from the sheer
size of the pyramid-like structure to intact murals
of dancers and prisoners along the walls. Along
the painted walls, the most revered deity, the
Decapitator Deity, still had an astonishing presence.
From his startling fangs to his expressive eyes, being
in the presence of the most feared Moche deity was
sublime.
Working in Peru was a life-changing
experience. I would examine the skeletal remains
of a thousand-year-old individual only to realize I
was learning about an extraordinary person. I was
short of breath hiking up the Andes only to have
my breath taken away at the sight of Machu Picchu.
And I would feel the desert night, gazing skyward
at the Milky Way, only to shiver at the vastness of
the universe. It was this summer I realized that the
whole world is enormous and history immeasurable,
my determination to discover both is just beginning.
Rachel
8
Niswonger Scholars’ Summer Leadership Training…
…with a Focus on “Creating Positive Change”
S
Our Mission:
To create opportunities for
individual and community
growth through education
For more information regarding
our Foundation, contact:
The Niswonger Foundation
Tusculum College
P.O. Box 5112
Greeneville, TN 37743
423.798.7837
www.niswongerfoundation.org
ummer Training is a time of personal growth and
exploration for our Niswonger Scholars. Our
training features speakers, activities, discussion, and
a healthy dose of fun!
This past summer, Niswonger Scholars
explored the concept of creating positive change
in our community. Using the book “The Tipping
Point,” by Malcolm Gladwell, the Scholars discussed
how to take an idea and turn it into a positive,
changing force for personal and community growth
and progress. The discussion highlighted the fact
that it only takes a few “key” people to champion
an idea or concept and make it a successful, positive
“epidemic.”
All Scholars participated in class sessions, and
enjoyed guest speakers, highlighting the book’s key
themes. Studying the “Law of the Few” the Scholars
discovered if their personal tendency was to be a
Connector, Maven or Salesperson. In discussing the
“Stickiness Factor,” the importance of understanding
the qualities that compel people to pay close
attention to your ideas was reinforced. Finally, with
the “Power of Context” the Scholars explored the
importance of launching ideas “in the right place - at
the right time.”
An important feature of this year’s training
was our, first annual, Community Service Day. The
Scholars joined with Niswonger Foundation staff
for a day of discovering history and service to our
community by cleaning the Old Harmony Cemetery
on Church Street in Greeneville, Tennessee. The
cemetery was established in 1791 in connection with
Harmony Presbyterian Church. Three generations
of some families are buried in this cemetery. There
are 32 known veterans buried here from the
Revolutionary, Mexican, and Civil Wars. Those
buried at this cemetery include relatives of Abraham
Lincoln; the great-great grandparents of noted
author, Tennessee Williams; and several relatives for
General John Sevier.
Special activities included an orientation
session and trip to Biltmore House and Gardens for
the Freshmen Scholars. The Sophomore Scholars
completed an intensive four-day Outdoor Challenge
experience. Junior Scholars were treated to a trip
with Mr. Niswonger aboard his boat the “Scott
Free.” A special recognition banquet was held for
the Senior Scholars and their families.
Summer Training week culminated with the
Niswonger Scholars program taking an important
step in building our Scholar Alumni Network. Our
First Alumni Reunion was held on Friday, June 4,
2010. The Alumni Scholars enjoyed a reception and
dinner, followed by time to visit and reminisce with
Mr. and Mrs. Niswonger and the Foundation staff.
BOARD OFFICERS AND
FOUNDATION STAFF
Scott M. Niswonger
President
Nikki L. Niswonger
n at
Freshme & Gardens
e
s
Hou
Biltmore
Junio
r
“Scos t aboard
t Fre the
e”
Secretary
Linda Irwin
Director of School Partnerships
Sophomore
Nancy Dishner
Director of Scholarship and
Leadership Training
allenge
Outdoor Ch
Kathy O’Dell
Adminstrative Assistant
BARBARA BATES
Executive Assistant
Schola
Annual Brs gather for
oard Lu
ncheon
y
Communit
Service
Day
9
Building Support for High Standards
Tennessee’s First to the Top Coalition
By Will Pinkston, Managing Director of Advocacy for the First to the Top Coalition
The Niswonger Foundation is a partner in the
statewide alliance of business, community, and
educational organizations that support public
education reform through Tennessee’s First to the
Top Coalition. Linda Irwin, Niswonger Foundation
Director of School Partnerships, is an appointee
of Governor Phil Bredeson on the First to the
Top Advisory Council. We are proud to share this
Coalition update and encourage you to visit the
website: www.ExpectMoreTN.com.
O
ver the summer, Governor Phil Bredesen,
former U.S. Senate Majority Leader Bill
Frist, and scores of education leaders from across
Tennessee launched the First to the Top Coalition,
a statewide alliance of more than 30 business,
community and education groups joining together
to support public education reform.
The coalition’s first project, Expect More,
Achieve More: Raising the Bar in Tennessee Schools,
is designed to raise parent and public awareness of
higher academic standards in the classroom. The
campaign worked to get ahead of the release of new
Tennessee Comprehensive Assessment Program
(TCAP) scores in September and October.
The coalition and campaign launched during a
series of regional news conferences in Chattanooga,
Nashville, Knoxville and Memphis. Joining the
events were key community leaders from across
the state, including Senate Speaker Pro Tempore
Jamie Woodson, Nashville Mayor Karl Dean, and
Memphis Mayor AC Wharton.
This year’s TCAP scores, resulting from tests
administered statewide in April 2010, were the first
to reflect Tennessee’s new and higher standards.
Because the bar has been raised with more rigorous
coursework, this year’s scores — compared with
those from previous years — are expected to show
a drop-off in student proficiency in key subjects
K
atie Williams, Niswonger Scholar Alumni and
participant in the Teach for America program,
was surprised and thrilled that her elementary class
was the winner of the “Our Class Rocks” contest
sponsored by Arizona State University. While
completing her two –year commitment to the
Teach for America program as an elementary teacher
in Phoenix, Katie also earned her master’s degree
in Elementary Education at Arizona State. As
contest participants, the class developed the script,
wrote their own rap music and produced a DVD
describing how their class “rocked.” Katie shared
how exciting is was “to see them take charge!” As
including reading and mathematics.
Frist, chairman of the State Collaborative on
Reforming Education (SCORE), a key coalition
partner, said fulfilling Tennessee’s commitment
to higher standards means making sure that all
stakeholders — from business and community
leaders to parents and teachers — are working
together to spread the word.
“The First to the Top Coalition is a broadbased group that will help make sure we’re all rowing
in the same direction in support of education reform
across Tennessee,” Frist said. “There’s no greater need
right now than making parents and students aware
of what’s on the horizon with standards. That’s what
‘Expect More, Achieve More’ is all about.”
Tennessee’s efforts to ratchet up academic
standards in public schools began in 2007 when
the U.S. Chamber of Commerce — representing
America’s top employers — gave the state an ‘F’
for lack of high standards and assessments in the
classroom.
The following year, officials with the state
Department of Education — led by Bredesen, the
General Assembly and the State Board of Education
— responded by launching the Tennessee Diploma
Project to work with local school systems to raise
academic standards and implement more rigorous
coursework.
Nationally, higher standards are viewed
as critical in preparing high school students for
graduation — and then a career or college. Thirtyfive years ago, just 28 percent of U.S. jobs required
training or education after high school. Today,
80 percent of jobs require some form of training
beyond high school.
The 2009-10 school year was the first year
in which the state’s higher standards were fully in
effect. In new TCAP reports tentatively scheduled
to be released to parents in late-September, any
student who is rated “basic” or “below basic”
needs help. Students who are rated “advanced”
or “proficient” are on track, academically. TCAP
measures student knowledge — in Grades 3 through
8 — in reading, language arts, math, science and
social studies.
For more information on parent outreach
efforts, check out the Expect More, Achieve More
campaign web site at www.ExpectMoreTN.com.
Our Class Rocks!
contest winners, all class members were invited to
Katie’s graduation at ASU, were driven there in
a luxury bus, received a tour of the campus, and
enjoyed a wonderful dinner. They even received
a special introduction during the graduation
ceremony.
Realizing the backgrounds of most of her class
members, Katie recognized the significance of this
opportunity to see a college campus and have such
a memorable experience. Her greatest wish is that
the experience will lead to her class members seeing
college as a goal for their futures.
As a teacher, Katie, we think YOU Rock!
10
Niswonger Scholars Shine!
Recent Awards, Honors and Leadership Roles
Taylor Ashby
(East Tennessee State University- Junior)
Ian Sams
(University of Alabama - Senior)
Patrick Brown
(Purdue University – Senior)
Scott White
(University of Tennessee- Freshman)
Will Brummett
(Elon University - Sophomore)
Grace Williams
(University of Georgia - Freshman)
Emily Hollingsworth
(Belmont University – Senior)
Lauren Williams
(East Tennessee State University - Senior)
Jason Light
(University of Tennessee - Sophomore)
Rachel Witt
(Vanderbilt University - Junior)
was selected to study abroad, for spring semester 2011,
at the University of the Sunshine Coast, Queensland,
Australia.
received the Purdue University Griffin Award for strength
of character and integrity of purpose. He is currently
completing an internship with the prestigious landscape
architectural firm, Hoerr Schaudt of Chicago.
was selected as an Elon Academy Mentor to serve as a role
model for local high school youth in a summer college
access program. He also completed an internship with
Highlander Center for Research and Education.
received the Beta Sigma Gamma Scholarship and the SIFE
Service Leadership Award. Emily is currently completing an
internship at Village of Flowers in Nashville, Tennessee.
was the recipient of the following engineering scholarships
for 2010-11: Len and Nancy Lois Neubert Scholarship;
the Institute of Electrical and Electronics Engineering
Scholarship; and the Charles Weaver Memorial Scholarship.
He also completed a summer engineering internship with
Bristol Tennessee Essential Services. Jason and his team
members in his spring semester Engineering Fundamentals
class received the Pete Barile, Sr. Design Competition Award
for their micro-hydroelectric generator project.
is communications director for the Student Government
Association. In this role, Ian helped plan and assisted with
the presentation of the first televised debate for the 2010
gubernatorial contest for the State of Alabama. The debate
was televised on Alabama Public Television and carried
nationally on C-SPAN.
was elected to the Freshman Council.
was initiated into the Beta Sigma Chapter of the Alpha Chi
Omega Sorority.
has been selected for an internship with Northwestern
Mutual Financial Network in Johnson City, Tennessee.
has been selected for a study abroad program, for spring
semester 2011. She will be studying in the History of Art
and Italian Studies Program at La Universita per Stranieri di
Siena in Siena, Italy.
11
Katie Baker
(Class of 2007)
Recent News from Our Alumni Scholars
was awarded 2nd place in the Doctoral Division of the
Appalachian Student Research Forum for a poster entitled,
“Understanding Access and Descriptive Norms to Improve
Skin Cancer Interventions.” She was selected Outstanding
DrPH Student in Community Health by ETSU College of
Public Health faculty. Her manuscript entitled “The Impact
of Initial Indoor Tanning with Mother on Current Tanning
Patterns” has been accepted for publication in the Archives
of Dermatology.
Todd Skelton
(Class of 2010)
was a Torchbearer recipient (The University of Tennessee’s
highest student honor awarded to seniors who have
served their alma mater with overall excellence). He was
the Exhibition of Undergraduate Research and Creative
Achievement Award Winner – Social Sciences Division.
He served as the Honors Program graduation student
keynote speaker, and was appointed to the University of
Tennessee Young Alumni Advisory Panel. At the University
of Tennessee College Of Law, he has been elected as the 1L
Representative on the Student Bar Association.
Nick Darnell
(Class of 2006)
Jessica Verran-Lingard
(Class of 2009)
Dr. Jessica Epley Freshour
(Class of 2006)
Brittany Vogt
(Class of 2008)
Morgan Hammer
(Class of 2006)
Joe Watson
(Class of 2007)
Mozianio “Trey” Reliford
(Class of 2009)
Elizabeth Batson Williams
(Class of 2006)
Cole Seaton
(Class of 2009)
Katie Williams
(Class of 2008)
has completed the school administrator certification test
and 540 hours of administrator internship required for
his school principalship licensure. He was selected as lead
mentor for new teachers in his school. He also recently
became a proud home owner!
received the Mylan Pharmaceuticals Excellence in Pharmacy
Award, given to the graduating student who exhibits
excellence in drug information and pharmacy practice.
was elected to Alpha Omega Alpha national medical honor
society.
graduated with honors, and was initiated into Pi Sigma
Alpha (Political Science) honor society and the History
Honor Society at Sewanee – The University of the South.
was selected as a Quillen Medical Scholar as a member of
the 2014 class of the Quillen College of Medicine at East
Tennessee State University.
graduated Cum Laude and was initiated into Phi Beta
Kappa honor society at Vanderbilt University.
has a new position as Chief Financial Officer for a nonprofit organization, the United Colleges of Martial Arts,
based in San Diego, California.
has been selected as a law clerk for Tennessee Supreme
Court Justice Gary Wade. Working with Justice Wade, Joe
will research case law, provide input as to the status of the
law for the issues at hand, examine the lower court record
for cases before the Court, and draft opinions of the Court. was selected as Junior League Professional of the Year for
2009-2010. In her previous position at Best Buy, she served
as the representative for WOLF, a women’s leadership
group. She has most recently begun a new career as a Sales
and Service Specialist with Bank of America.
graduated from Arizona State University, Cum Laude, with
a master’s degree in Elementary Education. Her elementary
class was the ASU “Our Class Rocks” winner. Please see our
feature story on page 9.
The Niswonger Foundation
Tusculum College
P.O. Box 5112
Greeneville, TN 37743
The Niswonger Foundation
2010 Fall Newsletter
“Education is for improving the lives of
others and for leaving your community
and world better than you found it.”
–Marian Wright Edleman