Spring 2014 Newsletter

Niswonger News
VOLUME 8 • ISSUE 2
SPRING 2014
Creating Opportunities for Individual and Community Growth through Education and Other Sustainable Projects
Year Four of Investing in Innovation (i3) Grant: Off to an Impressive Start
The fourth year of the Niswonger Foundation’s Investing in Innovation
i3 grant began on October 1, 2013. Under the leadership of Vivian
Franklin, as Executive Director of the i3 project, and with just over half
the fiscal year completed, the successes of the project are impressive.
The Investing in Innovation i3 grant, from the United States Department
of Education, was received by the Niswonger Foundation in 2010. The
work of this grant serves 17 school systems and 30 high schools in Northeast
Tennessee. The goals of this grant are ambitious: 1) increase the number of and participation in – online instruction, distance learning, dual enrollment
and advanced placement courses; 2) focus on science, technology, engineering,
mathematics (STEM), and foreign language instruction; and 3) provide
additional college and career counseling resources for high school students.
The ultimate purpose of this effort is to provide the opportunity for students
to be college or career ready when they graduate from high school.
The five-year timeline for the Investing in Innovation grant will provide in
excess of $21,000,000, for Northeast Tennessee school systems. Seventeen million
dollars will come from the U.S. Department of Education. Matching funds
from the Bill and Melinda Gates Foundation, Rural School and Community
Trust, J.P. Morgan Foundation and Niswonger Foundation’s President and
Founder, Scott M. Niswonger, are providing the remaining $4,000,000.
The budget for the 2013-14 fiscal year, is approximately $5,000,000.
As a validation grant, this project takes on some experimental elements,
offering the opportunity to learn what works best in a rural school environment.
The development of the online learning opportunities has been a notable
success. Students have been extremely responsive to the opportunity to take
coursework on their own schedule, without the usual time restrictions of the
Niswonger Foundation i3 Grant
Expenditures from the first half of 2013-14
STEM
18%
Dual Enrollment,
Distance & Online
Learning
39%
Dual Enrollment, Distance
& On-line Learning:
$548,410.55
Advanced Placement:
$111,898.10
Professional Development:
$125,450.50
Counselor
26%
Professional
Develop- Advanced
Placement
ment
8%
9%
Counselor: $360,151.14
STEM: $243,191.64
school day. Through this grant, the Niswonger Foundation now offers a
catalog of approximately 40 online courses. In keeping with the goals of
the grant, STEM and foreign language courses have been a major focus.
However, there has been great success in offering a number of basic core
classes, like personal finance, which frees the student’s schedule for taking
more advanced coursework. The participation in online coursework from
spring semester 2013 to spring semester 2014 has increased by 43% from
2,413 course registrations to 4,262. Summer 2013 online course registrations
reached 812. With Summer 2014 registration currently getting underway,
See i3 grant (page 2)
LETTER FROM THE PRESIDENT
IN THIS ISSUE
Gaining Perspective
At the Niswonger Scholars’ Winter Training, Andy Andrews’s book
The Noticer was the basis for a discussion on gaining perspective about the
importance of one person’s life. The author reminds us that every single action
a person takes can have far-reaching consequences. While I listened to our
Scholars discuss how they want to make their lives matter, I was struck by
the author’s words that “There are generations yet unborn, whose very lives
Scott M. Niswonger
will be shifted and shaped by the moves we make and the actions we take.”
This reminds me of a story I was told by Nancy Dishner, our Executive Vice President, about
her visit to the village of the fabled and feared Masai warriors of Africa. It was surprising to me to
learn that the traditional greeting between two warriors is “Kasserian Ingera.” The interpretation
is “And how are the children?” The response that is hoped for is “All the children are well.”
This is a clear expression of their belief that the welfare of children is critical to any
community and that the hope for the next generation rests in them. Perhaps we would be well
served if we adopted the same greeting as a reminder of our responsibility to guide and support
our community’s next generation. I wonder how it would affect the decisions made by lawmakers and business leaders if they were focused on the question “And how are the children?”
One of our Foundation staff members recently shared a story with me about how a moment of
guidance she had given to a struggling student had turned the student’s life in a positive direction. The
irony of the story is that she did not remember the event. In fact, except that the student took time to
find her and share the positive results, she would have never known that she made a difference. That one
unremembered “brushstroke” (to quote Andy Andrews) had produced the masterpiece. It is my guess
See Perspective (page 2)
i3 Grant. . . . . . . . . . . . . . . . . . . . . . . . . . . 1
President’s Letter . . . . . . . . . . . . . . . . . . . 1
72 Niswonger Scholars. . . . . . . . . . . . . . . 3
Following the VOLunteer Spirit. . . . . . . . . 4
Donald R. Myers Award. . . . . . . . . . . . . . . 5
School Success Symposium. . . . . . . . . . . 5
Partnerships and Grants. . . . . . . . . . . . . . 6
Senior Scholars. . . . . . . . . . . . . . . . . . . . . 8
Dual Enrollment. . . . . . . . . . . . . . . . . . . . . 9
Counselors Support Community. . . . . . . . 9
Scholars Shine!. . . . . . . . . . . . . . . . . . . . 10
Alumni Scholars . . . . . . . . . . . . . . . . . . . 11
2
i3 grant (from cover)
the number already exceeds the 2013 mark at 826 registrations an counting.
Advanced placement (AP) courses offer an opportunity for students to
have more rigorous high school courses and the opportunity to complete a test
for college level credit. Realizing that specialized training for teachers would be
fundamental to increasing AP efforts, the Niswonger Foundation has offered the
opportunity to the region’s high school teachers to participate in AP instructional
training. In just the past year, 85 teachers have participated in AP training in
areas such as English, Calculus, Advanced Math, Biology and Chemistry. It has
been noted by teachers that, even if they do not teach an AP course the following
year, the AP instruction significantly enhances their classroom skills. In the past
year, 4,225 students participated in an AP course supported by the grant.
Dual enrollment has provided both an opportunity for students to complete
college courses while in high school, and for the Niswonger Foundation to build
strong relationships with our regional colleges and university. Dual enrollment
can be a costly proposition for families. Although the Tennessee Hope Scholarship
provides funding to pay for a portion of the cost for dual enrollment, many families
in the region are unable to pay the remaining costs (gap fee) and purchase the
required textbooks. Through the i3 grant, both textbook and gap fees are being
paid for these students, allowing all students to have the same opportunities.
Since the grant began providing these resources this year, the number of students
awarded financial assistance has grown from 41 in Fall 2013 to 165 in Spring 2014.
The number of students requesting assistance for Fall 2014 has already reached
357 with an August deadline. The total number of students participating in dual
enrollment for 2013-14 was 4,617, which is a 24% increase over 2012-13.
Teachers are the driving force behind the success of this grant. Therefore,
a strong focus of this work has been to provide professional development
opportunities. Advanced placement training was discussed earlier. Another
example includes the use of grant resources to expand the “Eastman Mathletes”
program to high school teachers throughout the region. Through this program,
teachers will be trained to more effectively adapt to the individual learning
styles of students, provide more rigorous math instruction, and develop
their teaching techniques around the new Tennessee Common Core State
Standards. Subject area specific professional development has been offered to
every high school teacher from all 30 participating high schools. This allows
for effective collaboration and sharing of knowledge and resources among
the region’s teachers. This summer, subject area specific “Academies” will
provide teachers the opportunity to continue to refine their teaching skills.
This grant year has brought a completely different method of determining
specific projects and activities. Now, individual teachers, schools or school system
leaders submit proposals for projects they would like to initiate. A Leadership
Team has been appointed to vet the proposals to ensure they are in keeping
with the goals of the grant. Staff will assist the initiator(s) of the proposal, if
revisions are needed, and will provide needed assistance in initiating the work.
The goal of the i3 staff is to support the development of the innovative ideas from
those who are in the “front lines” every day. Realizing that a strong technology
infrastructure is essential to the success of this work, proposals for technology
in keeping with the goals of the grant are a priority for approval. Being “college
and career ready” demands that the students are also technologically savvy.
Chuckey-Doak High School among 30 schools benefiting from i3 Grant
Another success of this grant year has been to expand the opportunities
for input, decision-making and collaboration on the Niswonger Foundation’s
i3 grant. Notable among these is the expansion of the i3 grant Advisory
Board to include representation from all constituent groups (school systems,
colleges and university, State-level partners, etc.). In addition, a network of
online liaisons, representing all 30 high schools, set the direction for online
instruction to ensure that the needs and interests of students are fully met.
A course review team, representing every school system and post-secondary
institution, is now responsible for collaboratively identifying the courses that will
be added to the online, dual enrollment, distance learning and AP offerings.
Dividing their time between the 30 high schools, nine College and Career
Counselors are providing the opportunity for students to have the support
needed to be college and career ready. The focus of their time is on career
counseling, college or technical school selection, school visits, completion of
admissions and financial aid applications, and support for the individual needs
of students and their families. Senior Surveys have allowed the Counselors to
collect contact information so that students may be kept informed of deadlines,
upcoming orientation programs, etc. Students may also contact the Counselors,
directly, for help with their specific questions. As a new initiative this summer,
the Counselors are assisting the regional post-secondary institutions with their
summer orientation programs, and have initiated an email address specifically for
graduating seniors to use as they have last minute questions. This year has also
seen the Counselors’ emphasis placed on supporting the overall goals of the i3
project, including student participation in more rigorous coursework: AP, dual
enrollment, online/distance, STEM and upper-level foreign language classes.
With the goals of the grant clearly in focus, and year-four off to a record start,
the Niswonger Foundation’s next responsibility is to plan for the sustainability of
the success of this work. This summer, staff members will be engaged in developing
a planned strategy for ensuring that as many of the successful programs and
activities, as possible, are available to our school systems beyond the grant closure on
September 30, 2015. As with all the current activities of the grant, our constituent
partners will be an essential part of that planning. Our focus will be on ensuring
that we continue to provide the best quality education possible for the students of
our region, and that they graduate from high school “college and career ready.”
Perspective (from cover)
that we have all had similar experiences. And yet, think of the positive results
of our actions that we will never know. The beauty of it is that it really doesn’t
matter if we remember. The purpose and joy are in the planting of the seed.
The important thing is that we focus on the difference we can
make while we are here to make it. In the Scholars’ textbook, the author
notes “If you are breathing, you are still alive. If you are alive, then
you are still here. If you are still here, then you have not completed
what you were put on earth to do… that means your very purpose
has not yet been fulfilled. If your purpose has not yet been fulfilled,
then the most important part of your life has not yet been lived.”
Well, I admit that I waxed a bit more philosophical than usual
in this letter. But, I would challenge you to spend some time with the
Niswonger Scholars and not come away with a renewed perspective.
Our time here is a gift, not to be squandered. It is important for us to
remember that even our simplest action can matter beyond measure.
My time with the Scholars led me to reassess my own perspective
and to consider that the most important part of my life may be yet
to come. That means I must have some work to do. Do you?
Scott M. Niswonger
President and Founder
3
Seventy-Two Niswonger Scholars and
Counting!
by Barbara Bates, Executive Assistant, Niswonger Foundation
T
he Niswonger Foundation proudly welcomes the Class
of 2018. Our five newest Scholars and their families
were introduced at the Annual Welcome Dinner on
April 24 at the General Morgan Inn in Greeneville.
HOPE MARIE ADKINS is a graduate
of Volunteer High School. She is a TN/
VA Scholar and served as Executive Board
Secretary for the Student Government
Association as well as Mu Alpha Theta
Club vice president. She was an active
member of Key Club, County Wide
Appreciation Team, National Junior Beta
Club, United Student Ministries, First
Priority, Fellowship of Christian Athletes
and All-East Choir. Hope enjoys volunteering with the Hawkins
County Lunchbox Program, Special Olympics and American Legion
Auxiliary. Her plans are to attend Carson Newman University and
major in political science. Her future plans are to attend law school.
Hope is the daughter of Jeffrey and Tonya Adkins of Church Hill.
MCKENZIE BREANNA REYNOLDS
attended North Greene High School.
She maintained a 4.0 grade point average
and ranked first in her class. She served
as senior class secretary, Science Club
secretary, FCA president, Anti-bullying
Club secretary, volleyball team captain
and basketball team captain. She was a
member of DECA, Youth Council, First
Priority, Youth Leadership, Future Farmers
of America, Student Council, Spanish Club, Tennessee Scholar and
Chorus. She has volunteered with Kid’s Basketball Camp and also
holds a part time job. Her goal is to attend the University of TennesseeKnoxville and pursue an undergraduate degree in business management.
She is the daughter of Jon Reynolds and Edwina Orr of Greeneville.
KRISTEN ALORA RICKER was ranked
first in her class at South Greene High
School and maintained a 4.0 grade point
average. She has earned all-state honors in
volleyball and all-district honors in both
basketball and tennis and served as volleyball
team captain. She was an active member
of the National Honor Society, SADD
12, Executive Student Council, School of
Promise, and the Letterman Club. She was
Noon Exchange Club recipient and Greeneville Sun Calendar Girl. She
has earned academic awards for the highest average in all of her classes
and was recognized by the Academic Booster Club. She is active in her
community through her church choir, the Food Bank, Keep Greene
Clean and assisted in Camp Creek cleanup after tornado damage. She
will be attending University of Tennessee-Chattanooga, majoring in
biology. She is the daughter of Chris and Beth Ricker of Greeneville.
Class of 2018 with Scott Niswonger
DILLAN WAYNE SHULTS is a graduate
of Cosby High School. He maintained a
4.0 grade point average. While at Cosby,
he earned Seymour High School marching
band grand champion, Cosby Academy
community service pin, Freshmen Academy
service pin and Cosby Academy Junior
Member of the Year. He has been very
active in his community logging more than
194 hours of service and is a member of
Skinactity International Community Involvement Board. Dillan plans
to attend Tennessee Technological University and major in chemical
Engineering. He is the son of Angela Shults Grooms of Newport.
MADELINE DANIELLE
STANDBRIDGE attended Sullivan East
High School, was ranked first in her class,
and maintained a 4.0 grade point average.
She attended Governor’s School for Emerging
Technologies. She earned Beta Honors
Award, South Holston Ruritan Award and
attended the Hugh O’Brian Youth Leadership
Conference. She served as volleyball team
captain, National Honors Society project
coordinator, Student Council president, Beta Club president as well
as being a member of Key Club, SCOPE and HOSA. She has actively
served her community through numerous organizations. Madeline
plans to pursue a degree in biomedical engineering at the University of
Tennessee-Knoxville. She is the daughter of Jeff and Stacy Standbridge.
Chosen from the region’s most promising high school seniors, Niswonger
Scholars are provided an opportunity to attend the college of their choice
while participating in a four-year leadership training program designed
by the Foundation. The plan is that by enabling these students to pursue
their academic passions and by cultivating their leadership abilities, they
will return to the region to be leaders in their professions and a catalyst for
future change. The goal is that at the end of their experience as Niswonger
Scholars, these young people will embody the values most important to
the mission of the Foundation: exceptional leadership ability, exemplary
personal character, and an abiding commitment to serve others. There
are currently 20 Niswonger Scholars and 52 Alumni Scholars.
4
Following the VOLunteer Spirit
by Matthew Grimm, Sophomore Scholar, University of Tennessee
I
found myself 1,300 miles from home, crammed into the back of an 87’ Nissan van. I
was traveling down a dirt road surrounded by beautiful rolling hills, with a cool breeze
against my face. At that moment, I knew my life would never be quite the same. That’s
where I found myself only a few weeks ago. I spent my Spring Break in the beautiful
country of Jamaica, along with 12 other students as part of the University of Tennessee’s
International Alternative Break program. The main focus on this particular trip was youth
education and sustainable agriculture in Trelawny.
We stayed with an elderly American couple who regularly host service groups. We
discovered that their main purpose, or motto, for working in the local community is,
“We live simply, so that others might simply live.” The importance of their mission would
become so much clearer as the week progressed. What began as a service trip would become
a cultural education that I couldn’t receive in any other way.
Matthew Grimm,
Niswonger Scholar on service trip to Jamaica
While working at a children’s home, school, hospital, and local farm, we soon came to
realize that no amount of reading or group meetings could have prepared us for what we
learned and experienced together. One can always read articles and watch the news about
poverty and see the challenges that must be faced, but you can never fully understand
the need of a particular community until you “walk in their shoes.” The opportunity to
immerse myself in the local Jamaican culture was an eye opening experience.
So often we feel the need to Westernize cultures and countries such as Jamaica, ignoring the
rich and beautiful culture that already exists. This was one of the most important lessons I
learned. It is important to remember that it’s not our place to tell others that their way of
life is wrong, but to serve the people in whatever way they need. We can’t be expected to
completely change a country’s government or economy overnight. What we can do is be
that one pebble that changes the course of the river, we can make a difference in every life
we touch.
When I came home, I felt like there was a missing puzzle piece. I’ve finally put it together
– what this trip did for me was tie together all the parts of my life, all of the service done at
home, the long hours of studying for college mid-terms, and the possibilities that I dream
about. The experience had managed to do all of that in a week, simply by showing me
another part of the world. We can become numb to both the splendor and the bleakness of
the environment around us - both the early morning sunrise and the homeless man asking
for help just become part of our daily routine. When we go somewhere new, that routine
fades away. The complexities of both the ugly and the beautiful are newly examined.
Assumptions, suggestions, and solutions emerge.
Because I was in Jamaica, I finally understood how a business based on the enjoyment of
others can exploit and impoverish the people who work in it. The simplest things, such
as getting rid of the bag of trash, can become difficult in a country without sanitation
services. I learned that I am privileged in more ways than I often give thanks. Though I
can feel guilty because of that privilege, it is more useful to, instead, use my privilege and
opportunities to impact the lives of others.
I also discovered that it is possible to learn the most about yourself as you serve with others.
We can all respect and love each other, despite our differences. In truth, these were all
things I knew before I left for the trip. The new outlook, however, helped me develop both
as a leader and world citizen.
It is not a necessity to travel abroad, but it offers opportunities and a perspective unique to
anything else. A quote from Marianne Williamson describes it best:
“Your playing small does not serve the world. There’s nothing enlightened
about shrinking so that other people won’t feel insecure around you ...
and as we let our own light shine, we unconsciously give other people
permission to do the same. As we are liberated from our own fear, our
presence automatically liberates others.”
5
Scott M. Niswonger Receives 2014 Donald R. Myers
Humanitarian Award
Scott M. Niswonger, President and Founder of the Niswonger Foundation,
received national recognition as he was chosen by the Development District
Association of Appalachia (DDAA) to receive the 2014 Donald R. Myers
Humanitarian Award. Mr. Niswonger was honored with a special award
ceremony in Washington, D.C., on Monday, March 24, 2014.
This award was dedicated by the DDAA in 2009 in memory of Donald Myers,
who was executive director of the Ohio Mid-Eastern Governments Association
and president of the Eastern Ohio Development Alliance (EODA). Known as
a dedicated public servant and champion of the people of Appalachia, Myers
exemplified the humanitarian spirit the award was created to recognize and
honor.
Mr. Niswonger was cited by the DDAA for his leadership and service in the
cause of “numerous educational, community, and economic development
endeavors.” He was commended for his tireless efforts that had “greatly
contributed to the growth and development of northeastern Tennessee and
enhanced the quality of life for many of the Region’s residents.” It was further
stated that “Mr. Niswonger’s philosophy of Learn, Earn, and Return has
helped to empower the Region’s young people.”
The DDAA is a membership organization of the 73 local development districts
(LDDs) in the Appalachian Region. The DDAA works to strengthen LDDs
and their member governments and to provide leadership to support the
Appalachian Regional Commission’s federal-state-local partnerships.
Register Now for the Niswonger Foundation
Eighth Annual School Success Symposium!
by Barbara Bates, Executive Assistant
This year’s Niswonger Foundation School Success Symposium will be held on Thursday,
June 19 at Greeneville High School and the Niswonger Performing Arts Center. We are
excited to have as our keynote speaker, Jeff Charbonneau, 2013 National Teacher of
the Year. Mr. Charbonneau is a science teacher at Zillah High School in Washington’s
Yakima Valley. His work at Zillah helped transform this small school into a place where
nearly every student graduates with some college credit. His passion inspires other
teachers to push themselves. He is known for his innovative, enthusiastic, challenging and
motivating style of instruction. In addition to the keynote address, Mr. Charbonneau will
offer a session for our teachers involved in STEM instruction.
Jeff Charbonneau, National Teacher of the Year
Online Registration for attendees opened on May 1 (www.nflconline.com).
The registration process will be somewhat different this year. After attendees have registered
online they will receive an automated “ticket” by email along with a catalogue of sessions
to help them plan their day. Attendees will need to print the automated ticket and bring it
with them on June 19. They will choose the breakout sessions they want to attend on the
day of the symposium rather than when they pre-register. Check-in will be at 7:30 A.M.
in the GREENEVILLE HIGH SCHOOL CAFÉ. A continental breakfast will be served.
More than 1000 educators from around the region are expected to participate in this
year’s event. It is a wonderful opportunity to gather each year to hear and learn from our
colleagues in the field of education and to network with one another.
See you there!
2013 Symposium
6
News from Recent NF Partnerships and Grants
Each year, the Niswonger Foundation supports partnerships in K-12 public schools and colleges in Northeast Tennessee. These partnerships, generally
multi-year, address specific needs identified by a school or school system. In addition, the Foundation provides up to 10% of the budget for mini-grants.
While the mini-grant projects vary widely, the fundamental goal is that they serve an educational purpose and/or create a sustainable program.
The following are a few examples of our most recent partnerships and mini-grants.
Young Peoples Symphony Orchestra Concert
More than 2000 students from
Northeast Tennessee elementary
schools attended a performance
of the Knoxville Symphony
Orchestra at the Niswonger
Performing Arts Center, in
Greeneville, on March 4.
Sponsored by the Niswonger
Foundation, the primary goal of
this annual program is to provide
Knoxville Symphony Orchestra
the opportunity for children to see a
quality orchestral performance. Each
year, the concerts are specially designed as a teaching/learning
experience. The Niswonger Foundation supports the belief that
developing an appreciation for the arts is an important aspect of
becoming an educated person.
The 2014 program explored the development of music and the different periods of music history.
Using quiz show formats like “Jeopardy” and “The Price is Right,” the children were engaged in
learning about composers, instruments, musical eras, and compositions from the Renaissance,
Baroque, Romantic and Contemporary periods. The children explored the development of music
including Bach’s “Brandenburg Concerto No. 3,” Mozart’s “The Marriage of Figaro,” Tchaikovsky’s
“Nutcracker Suite,” and Bernstein’s “Rhapsody in Blue.” Curriculum materials, including CD’s and
lesson plans, were provided to teachers in advance of the concert so students could be prepared for
the concepts introduced during the live concert experience.
Pioneers Preparing for Life (PPFL)
Developing the skills to be successful for life begin in the
academic classroom. Additional skills such as time management,
financial planning, elocution, body language and etiquette can
make a distinct difference in a student’s success in the future. The
Niswonger Foundation, in partnership with Tusculum College,
developed the Pioneers Preparing for Life. This program, now in its
eighth year, identifies students who are interested in learning those
skills that will make them a “cut above.” The year-long program
exposes the students to key leaders, and provides training in the
“soft skills” desired by future employers. The program is directed
by Randy Loggins, Assistant Athletic Director.
with this Fall Semester, all Tusculum College students will begin
participation in a Professional Leadership program. This expanded
effort is modeled after the PPFL program.
In addition to the skills listed above, the students participate in a
dining etiquette class instructed by Dr. Amelia Brown, etiquette
expert. Students are also introduced to a cultural arts event. This
year, the Pioneers Preparing for Life attended the Fantasticks
performance at the Niswonger Performing Arts Center.
The success of this program has led to a larger partnership between
Tusculum College and the Niswonger Foundation. Beginning
Students participate in etiquette dinner with Dr. Amelia Brown
7
Technology Comes to Kindergarten!
The implementation of Tennessee’s
Common Core State Standards
has provided an opportunity for a
reassessment and realignment of
instructional strategies in classrooms
across our region. The Niswonger
Foundation strongly supports the
implementation of these Standards
that are providing more rigorous
instruction, with a focus on
developing critical thinking skills.
One aspect of the new Common
Core Standards is that technology
is being introduced early in the
student’s classroom experience. Claire Idell, kindergarten teacher at
Doak Elementary School submitted a proposal that allowed her to
introduce iPads in her classroom instructional strategies.
The first goal was to provide individualized instruction for student
mastery of Common Core skills. With the use of specially selected
educational apps, Ms. Idell is able to offer direct instruction to her
students at every ability level. Students can be observed receiving
enrichment, reinforcement or remediation, depending on their needs.
The iPads also provide an opportunity for the classroom teacher to
spend valuable “one on one” time with the students who have the
greatest need for special assistance.
Importantly, the iPads are providing an opportunity for the
kindergarten students to become comfortable with the use of
technology. We do not know all we would like to know about the job
skills these five-year-olds will need when they graduate from college
in 16 years. We do know, however, that the skillful ability to use
technology will most likely be a requirement for their employment
success.
Sullivan North School Band Program
Disaster struck the Sullivan North High School band program
when water from a fire sprinkler malfunction did nearly $30,000
in damage to musical instruments, supplies and equipment last
November. Students and staff members worked in standing water
to salvage as much of the program as possible. With hopes that
insurance would help with the rest of the recovery, it was learned
that a $50,000 deductible left the future of the band in jeopardy.
The Sullivan North band has been in the process of rebuilding. In
the past two years, the program has more than doubled in size.
Sherry Gillum, SNHS director of bands and choirs, stated “The band
program is an avenue whereby students who are not involved in sports
or other school-funded activities have the opportunity to experience
something they are passionate about. The opportunity to perform in an
energetic environment makes an intense impression on young people.”
Sam Brashears, Niswonger Scholar and 2013 graduate of Sullivan North
High School, did the honors of presenting a check from the Niswonger
Sam Brashears, Niswonger Scholar, presents check
Foundation to Principal Brent Palmer and Director Gillum. The $5000
check will be used to jumpstart the efforts to rebuild the music program.
Brashears is a freshman, premedical student at Wake Forest University.
Members of the SNHS band joined for the presentation as Brashears
shared what it had meant to him to be part of the band program.
Greene County Schools and Greeneville City Schools Foundations
events hosted by both school systems. The purposes of both events
were to raise awareness of the needs of the schools, and to encourage
financial contributions to support each school system.
The goals of the Greene Leaf Foundation (Greene County Schools) are
to provide the tools necessary for students to succeed; improve literacy;
and recognize outstanding students, teachers and staff. The Greene
Leaf Foundation luncheon was hosted by Director of Schools, Dr.
Vicki Kirk.
Scott Niswonger
with Dr. Linda Stroud
Scott Niswonger with Dr. Vicki Kirk
Both the Greene County Schools (Greene Leaf ) and Greeneville City
Schools Foundations were recognized by the Niswonger Foundation
for creating nonprofit organizations to provide support to these two
school systems. President and Founder Scott M. Niswonger, along
with other members of the Niswonger Foundation staff, attended
The current work of the Greeneville City Schools Educational
Foundation is focused on providing the technology needed in the
schools. Director of Schools, Dr. Linda Stroud, stated “Technology
devices as educational tools are as critical today as paper, pencils, and
Encyclopedias have been in the past.”
On behalf of the Niswonger Foundation, Mr. Niswonger provided
financial contributions to both Dr. Kirk and Dr. Stroud at their
respective Foundation events.
8
Congratulations Senior Scholars!
It is with pride that we recognize our graduating class of Niswonger Scholars. Yaying Wang and Alex Croghan will be recognized at a
dinner provided in their honor on Tuesday, May 27, 2014. At the conclusion of the Scholars’ Summer Leadership Training, these graduating
seniors will travel to Europe. The focus of their travels is to see, first hand, the commitment and sacrifices made in World War II. The Scholars’
visit will be centered in Normandy, France. They will also visit key sites in London and Paris.
Given that Yaying and Alex are both committed to the field of medicine, they were asked to share about the experiences that have led to
their career decisions.
ALEXANDER CROGHAN
Lipscomb University - Biology Major
Healthcare and Biology are my passions. I was
exposed to the blood and guts involved with biology
at a young age. I had a plethora of experiences taking
care of farm animals on my father’s cow farm from
checking newly born calves, to removing placental
afterbirth, and even burying cows that didn’t survive.
Those were my first encounters with the real side of
biology and instead of being disgusted; I only wanted to know more.
I drove my parents crazy with my continuous questions about viruses,
sickness and infection. This led to my volunteering at the local Veterans
Administration hospital. I have volunteered hundreds of hours at the James
H. Quillen Veterans’ Affairs Medical Center. I volunteered in multiple wards
doing various tasks throughout the hospital to observe different roles that
make a hospital run. I job shadowed several doctors from various fields and
other healthcare professionals such as physical and occupational therapists, as
well as R.N.s and C.N.A.s. These experiences have helped develop my love for
medicine and show me the amount of hard work and dedication that it takes
to be a health care provider.
When both of my grandfathers were diagnosed with heart disease
(that eventually took both of their lives), I wanted to learn more so that I
could help provide the best care for them. Coming in and out of hospitals
has shown me the hard work that goes into patient care and the diagnostic
challenges that can occur for doctors. It has also shown me that sometimes
medicine can only go so far and that some patients will die no matter what
you do. Instead of being discouraged by my grandparents’ death, I want to
strive to make medical care better for patients so they can have the dignity and
care that they deserve.
As I have gone through the biological curriculum at Lipscomb
University, my thirst for knowledge has only grown. Interactions with
bacteria, viruses, and proteins as they exist with the human body are so
complex and diverse that I could spend a lifetime searching for answers and
more questions in any
of those particular fields.
Fueled by the want to
learn more about biology,
I was able to earn a
research fellowship under
Dr. Bonnie Millimaki,
where I studied isoforms
of the TDP2 protein and
how those isoforms affect
neurological development.
I am currently trying to
run Northern Blots on
TDP2 isoforms and create a
transgenic GFP/TDP2 line
of C. Elegans that will be
used by the research fellows
that follow me.
Research has shown
me that problem solving
requires meticulous
observation and “thinking
outside the box.” Research
has also shown me that
the pursuit in bettering
medicine come in small but important steps. The answers that we find are
worth all the time and hard work spent because they can lead to even more
discoveries in the future. Through all my experiences, I am thankful for all
the good that I have been able to do. Those accomplishments that I have been
able to achieve have made my hard work worth doing.
More importantly, I am grateful that I have the chance to learn. When
I succeed, I enjoy the accomplishment. And from occasional failures, I have
learned sometimes my best isn’t enough and those are the times that I decide I
need to grow and learn more. My failures cause me to reevaluate my methods,
keep my ego in check and cause me to pursue my goals even harder. Both
my achievements and short comings have created the passion and pursuit of
excellence that I have today. They drive me to make this world a better place
through medicine and they allow me to focus on becoming what I am driven
to be, a health care professional.
YAYING WANG
Emory University - Psychology, Neuroscience
and Behavioral Biology Major
I grew up in a rural village of 600 people located
at the seashore of south China. It is a place where
outsiders never visited; so we lived a very private life.
The lifestyle is easy and slow-paced. Most people wake
up whenever the roosters make their morning calls. At
6 am, the market would be overflowing with tanks of
fish still flopping from the previous night’s catch, baskets of fresh vegetables
and fruits locally harvested, and all parts of newly slaughtered pigs and
chickens. The main street would be so crowded that any vendor transporting
food would have to yell ‘”hot food, hot food, hot food” even though it could
just be baskets of fruits. This is the busiest part of the day and the one chance
that people can stock up on a day’s meal. Of course, the market would go
on for hours since everyone knew each other and it could easily turn into a
socializing party.
Growing up, I was a healthy kid. I never had to go to the doctor, take
extra vitamins, and never had a cold that lasted more than three days. I
was my grandmother’s proud trophy. She had raised me “as healthy as a
horse.” However, the year 1996 changed my family forever. I came close to
experiencing death, due to a doctor’s malpractice. The viral infection nearly
destroyed my immune system, knocked me unconscious and paralyzed for
days. After my surgery, I was not the same free running kid anymore. I was
easily tired, was never able to wake up at the rooster’s call, and seldom went
to the morning market with my grandmother. My grandparents retired early
and dedicated their full energy to restoring the healthy granddaughter that
they once had. Most heartbreakingly, they were left to live with regret. In
the next few years, my family worked hard to help me build up my immune
system and fight viruses and bacteria that could easily attack my body without
a defense.
No child needs to endure the malpractice of a trained physician, but
needs to be able to trust a physician’s expertise. In the United States, and from
the several medical volunteer trips abroad, I witnessed the true healing hands
of many physicians. They not only respect their own trained expertise but
were also able to genuinely convey that to their patients, and to establish trust.
They listened, evaluated, asked, and made suggestions like a coach helping
a patient take control of their own health. “You have to help them change
the way they think,” one physician said to me after seeing a patient who had
returned to the hospital due to a persistent behavior of unhealthy dieting.
Then she began counseling the patient on the myths around dieting, the
illusion of “slim appearance” by some products, and the true meaning of being
healthy. She was an emergency room physician, but she did not let that title
9
confine her. I hope to become a physician who is wholeheartedly committed
to fostering a healthier community.
The Niswonger Foundation’s motto to “learn, earn, and return” is
a philosophy that I live by more and more as I began to understand the
grandeur behind these words. We learn through experience and knowledge,
earn to become financially able to reach the unreachable, and return to serve
those who have been forgotten. It’s a community-transforming cycle that will
take years of investment and resource provision.
As a psychology and neuroscience and behavioral biology double major, I
have gained insight into the marvelous world of biological science. More than
knowledge gained in academia, I learned how to be a learner, to think for my
own, and to apply and share what I have learned. I hope that the experiences
that I have gathered will carry me far in the professional world.
Then I will be able to move onto the next step, which is to earn. Mr.
Niswonger is a prime example of the motto in his philanthropy work in that
he is able to improve the community by giving back and “paying forward.”
Without these resources, many areas of our community would have remained
underserved.
I am extremely grateful for the Niswonger scholarship, knowing that
I have the privilege of being involved in such an influential group. The
Niswonger Foundation has provided leadership training, generous financial
support, community service, communication skills training, and greater
hope for the future generation. True commitment to this motto is the biggest
blessing any community can receive. I genuinely appreciate everyone who has
contributed to this process in any way. Without the commitment of those
who care and sacrifice, we couldn’t have progressed this far. There is still much
to learn, earn, and return, but I am convinced that this motto is useful for
validating any dream.
Dual Enrollment Offers Path to College and Career Readiness
by Amy French, Director of College and Career Counseling
Increasing the college and career readiness for high school students in
our region includes offering more dual enrollment opportunities for high
school students. Students in dual enrollment classes receive college credit
while completing high school graduation requirements.
While the tangible benefits for the student are the credits earned, the
intangible benefits of taking a college-level class while in high school are
exponential. Dual enrollment students build academic performance,
increase their understanding of the expectation of college classes, and
are more likely to persist in college. Many students who complete dual
enrollment classes receive their college degrees earlier or add a major or
minor within the same traditional time period.
Dual enrollment classes offer high school students a snapshot into their
future and increased confidence as they are asked to navigate college and
scholarship applications. Some travel to the college campuses for the
classes weekly and others, at least, travel to purchase textbooks. Either
way, the mystery of the college campus that may cause fear in high school
students is defined, and dual enrollment students get a jumpstart into
college transition.
Considering the benefits, and weighing the fact that the state dual
enrollment grant does not always cover the cost of the classes, the
Niswonger i3 grant offered tuition and textbook assistance to high
school students in the 2013-14 school year. To add to the transition idea,
applicants completed an online application and the online FAFSA4caster
which prepared them for the Free Application for Federal Student Aid
(FAFSA) that is completed every year by those enrolled in college.
During the fall and spring semesters, 207 students received tuition
assistance, and 192 textbooks were provided. These grants allowed
students to participate in dual enrollment classes at East Tennessee
State University, Milligan College, Walters State Community College,
Northeast State Community College, and the Tennessee Colleges for
Applied Technology.
Many students expressed gratitude for the assistance. One example from
an Elizabethton high school student reads, “I recall being extremely
nervous and a bit upset before I heard about the [tuition assistance]. I
had counted on having to change my entire schedule around because my
family couldn’t come up with the funds to pay for my dual enrollment
classes…such a relief washed over me. I was able to enter and complete
two English courses and am now well on my way to entering UT’s
Engineering program. I am very grateful.”
Dual enrollment tuition and textbook assistance will continue for this
summer and for the 2014-15 academic year. Students who are interested
in determining if they qualify for assistance should contact their high
school counseling office and speak with a Niswonger Foundation College
and Career Counselor.
Our Counselors Support Community Effort
W
e extend our congratulations and appreciation to our Niswonger
Foundation College and Career Counselors who recently
participated in a 5K run in Johnson City. The event was a fundraiser for the “Girls on the Run” program. “Girls on the Run” is a physical
activity based positive youth development program for girls in 3rd-8th
grade. Pictured above are Darrin Burchette, Julina Pyanoe, Shawn Stewart,
and Anita Kilbourne-Greer.
10
Niswonger Scholars Shine!
Recent Awards, Honors and Leadership Roles
OUR MISSION:
To create opportunities for
individual and community
growth through education
and other sustainable projects.
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
BOARD OFFICERS AND
FOUNDATION STAFF
SCOTT M. NISWONGER
President and Founder
NIKKI L. NISWONGER
Secretary
DR. NANCY DISHNER
Executive Vice President
KATHY O’DELL
Office Manager
BARBARA BATES
Executive Assistant
IVORY SHELTON
SAM BRASHEARS
(Wake Forest University,
(Wake Forest University,
Sophomore) received
Freshman) will be
first place recognition
participating in the Wake
in the Regional HOSA
Forest Study Abroad
EMT competition. Ivory
Program. He will be
was inducted into AED
studying organic chemistry
Pre-medical Honor Society
in London. He also received
and the Golden Key
first place recognition in the
International Honor Society.
Regional HOSA EMT competition.
TREY DODSON
MATTHEW SHEPPARD
(Vanderbilt University,
(Clemson University,
Sophomore) will be
Sophomore) has been
participating in the
accepted to a summer
Vanderbilt Maymester
internship with Siemans
Program in Switzerland.
in Johnson City. Matthew
He has been selected for
has also been accepted for
an internship as spring
student co-op with General
campus representative with
Electric in Morristown for
Paramount Studios and as a Vanderbilt tour
2014/2015 school year.
guide. He has accepted a summer internship
ALEX SMYTH
with Huron Consulting Group in Chicago.
(East
Tennessee State
Trey’s summer also includes attending Deloitte
University,
Junior)
National Leadership Conference at Deloitte
organized
a
5k fundraising
University.
event for One Acre Café
MATTHEW GRIMM
in Johnson City. At the
(University of Tennessee,
request of the Wesley
Freshman) accepted an
Foundation, Alex delivered
invitation to sit on the
a sermon at the First
Dean of nursing’s student Methodist Church in Johnson City.
advisory board.
FRANCISCO
OCHOA-VARGAS
(Vanderbilt University,
Junior) will be completing
RAINI
a summer internship with
ROWENHORST
Merser Consulting in
(University of Tennessee,
Atlanta, Georgia.
Freshman) was accepted
into the University of
Tennessee Chapter of
RICHARD
Best Buddies, a program
VRADENBURGH
that serves people
(Tennessee Technological
with intellectual and
University, Sophomore)
developmental disabilities. Raini also accepted
has accepted a summer
a bid from the Tennessee Gamma chapter of Pi
internship with the STEM
Beta Phi sorority.
Center at Tennessee
LILLIE SEAL
Technological University.
(Lincoln Memorial
University, Junior) will
KAYLA WILLIAMS
participate in a summer
(University of Tennessee,
study abroad with CIEE
Senior) graduated with
to France and Spain, she
a degree in Nursing from
will be studying religious
the University of Tennessee
diversity. She was elected
and has been accepted
student government
to the Nurse Practitioner
president. Lillie received the Harold M. Finley
Master’s Program at the
Memorial Endowed Scholarship and a Student
UT-K College of Nursing.
Services Leadership Award.
11
Alumni Scholar News
KATIE BAKER
(Class of 2007) has
qualified for the 2014
Washington County
Commission election
and she will be running
as an Independent for a
commission seat in the
4th district in August.
She presented the results of her dissertation
titled, Preventing Skin Cancer in Adolescent Girls
Through Intervention with Their Mothers, at the
Society of Behavioral Medicine Annual Meeting
in Philadelphia in April. Katie is currently
an Assistant Professor in the Department of
Community and Behavioral Health at East
Tennessee State University.
WILL BRUMMETT
(Class of 2013) has
become a member of
the Board of STAY (Stay
Together Appalachian
Youth), a diverse regional
network of young people
working together to
create and advocate for
the Appalachian area. Will is currently logistics
coordinator for the Bonner Center at Carson
Newman University.
THOMAS CULLY
(Class of 2010) has
accepted a position
with Holsum Dairies in
Hilbert, Wisconsin as
a herd veterinarian. He
and his wife Olivia also
welcomed their daughter
Ruth into the world in
October. Tom is a graduate of Indiana Wesleyan
University. He received his degree in veterinary
medicine from Cornell University.
NICK DARNELL
(Class of 2006) was
married to Emily Duck
in March. They reside
in Morristown. Nick
teaches eighth grade
American history at East
Ridge Middle School in
Hamblen County.
JESSICA EPLEY
FRESHOUR
(Class of 2006) was
named the East Tennessee
State University, Bill
Gatton College of
Pharmacy, 2013-14
“Outstanding Teacher of
the Year.”
BRANDI RICKER
SHELNUTT
(Class of 2008) and her
husband Jeremy have been
certified as foster parents.
Brandi teaches science at
Greeneville High School
and is an after school
science tutor.
TAYLOR ASHBY
GRINDSTAFF
(Class of 2012) accepted
a position as school
counselor at ChuckeyDoak High School. Taylor
is a graduate of East
Tennessee State University
and received her master’s
degree in school counseling from Carson
Newman University.
TODD SKELTON
(Class of 2010) was
published in Transactions:
The Tennessee Journal of
Business Law. His article
regarding the Jumpstart
Our Business Startups
(JOBS) Act analyzes recent
rulemaking required under
the legislation and initial public offerings by
“emerging growth companies” in 2013. Todd is
currently working as a member of the securities
and corporate governance practice group at the
law firm of Baker, Donelson, Bearman, Caldwell
and Berkowitz.
KYLE HOLLIDAY
(Class of 2009) completed
and passed his CPA
exam in February. Kyle
is currently a financial
accountant at Chipotle
Mexican Grill Corporation.
He and his wife Sarah
reside in Delaware, Ohio.
BRITTANY VOGT
JORGENSON
(Class of 2008) is
completing an internship
at the Boys and Girls
Club in San Marcos,
California as a Resource
Development &
Marketing Coordinator.
She is also working as the Billeting/Housing
Coordinator for the 2014 San Diego Fringe
Festival for the arts.
VIRGINIA HINES
PHEIFER
(Class of 2007) has
accepted a position as
Senior Analyst at the
Advisory Board Company.
She is working with
hospitals to improve
post-acute care networks,
develop population health leadership, and build
affordable care organizations.
JESSICA VERRANLINGARD
(Class of 2010) completed
a summer associate position
at Weil, Gotshal & Manges
LLP in New York, where
she was the recipient of
the Weil 2L Diversity
Fellowship Award. Jessica
currently attends Stanford Graduate School of
Business pursuing her JD/MBA.
ELIZABETH
BATSON WILLIAMS
(Class of 2006) has
accepted a position with
the Dawn of Hope
Development Center in
Johnson City. Elizabeth
is a graduate of Emory
University.
RACHEL WITT
(Class of 2012) has been
accepted to graduate school
at Tulane University with
a full scholarship. She will
join their doctoral program
in anthropology in the
fall. Rachel is a graduate of
Vanderbilt University.
Niswonger Foundation
Tusculum College
P.O. Box 5112
Greeneville, TN 37743
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Niswonger Foundation
2014 Spring Newsletter
“The only ones among you who will truly be happy
are those who will have sought
and found how to serve.”
–Albert Schweitzer