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Grant proposal Grant proposal Document Transcript

  •   1   Community  INTERNs   Integrating  Technology  Education  into  Rural  Neighborhoods       Windsor-­‐Bertie  County  Chamber  of  Commerce   and  the   Moses  B.  Gilliam  Technology  and  Entrepreneurial  Center   121  Granville  St.   Windsor,  NC  27983   Phone  #:    (252)  794-­‐4277   Fax  #  (252)  794-­‐5070     Lewis  W.  Hoggard,  Chamber  Executive  Director   windsorbertie@gmail.com                   Total  Grant  Request……………………………………………………………………………………$32,881.74   Project  Duration…………………………………………………………………August  2013  –  June  2016                   Submitted  by:     Karen  Lea  Branch   3331  Clubview  Dr   Farmville,  NC  27828    klsharpe@ncsu.ed     Tawanda  Coston-­‐Smallwood   1450  Governor  Rd     Windsor,  NC  27983    tlcoston@ncsu.edu     Windsor-­‐Bertie  County  Chamber  of  Commerce  -­‐  Interns   North  Carolina  State  University  –  Northeast  Leadership  Academy  
  •   2   Project  Summary       The  program  Community  INTERNs:  Integrating  New  Technology  Education  Into   Rural  Communities  (INTERNs),  proposes  to  increase  the  computer  and  health  literacy  of   the  low-­‐income  citizens  of  Bertie  County  and  to  increase  the  number  of  students  applying   for  and  succeeding  in  college  and  the  workforce  in  health  professions.  We  will  engage  high   school  juniors  and  seniors  with  an  interest  in  healthcare  related  fields  in  a  semester  long   internship.  As  part  of  INTERNs,  students  will  connect  with  supportive  healthcare   professionals  for  sixty  hours  of  job  shadowing  and  mentoring  that  will  enable  the  students   to  complete  a  portfolio  process  suitable  for  their  Senior  Project  and  for  college  entry.  The   students  will  agree  to  take  advanced  science  courses  while  in  high  school  and  seek  online   courses  at  the  local  community  college  for  credit  transfer  to  a  degree  in  a  healthcare   related  field.  These  same  students  will  give  back  to  their  community  as  part  of  the  program   by  assisting  with  planning  and  implementing  sessions  focused  on  technology  and  health   literacy,  and  by  setting  up  a  website  for  the  local  Farmer’s  Market  to  promote  healthy   eating  and  to  begin  online  ordering  from  surrounding  counties.  The  sessions  will  be  held  at   the  Moses  B.  Gilliam  Technology  and  Entrepreneurial  Center  and  available  to  up  to  eighty   citizens  within  Bertie  County.  Some  of  the  mentors  from  healthcare  professions  will  also  be   available  to  instruct  and  provide  resources  for  residents  and  students  in  healthy  living   practices  at  the  Moses  B.  Gilliam  Technology  and  Entrepreneurial  Center  and  surrounding   locations  throughout  the  community.  All  participants  will  help  create  informational   brochures  and  flyers  to  disseminate  information  on  healthy  living  to  citizens  of  the  County   and  surrounding  areas.    
  •   3     Table  of  Contents   Page        Project  Description     I. Background  and  Significance   4   II. Goals  and  Objectives   6   III. Program  Design   7   IV. Program  Evaluation     11   V. Sustainability  Plan   12            Appendices     Appendix  A:    References   13     Appendix  B:    Biographical  Sketch   15     Appendix  C:    Budget   22     Appendix  D:    Budget  Narrative   23     Appendix  E:    Program  Logic  Model   28     Appendix  F:    Program  Timeline     29                                      
  •   4   Background  and  Significance     Bertie  County  is  one  of  the  largest  counties  in  North  Carolina  spanning  741  square   miles.    Bertie  County  is  comprised  of  fertile  uplands  and  lowlands,  with  some  large  swamps   called  pocosins  making  Bertie  County  ideal  for  agriculture.    As  of  2012,  Bertie  County’s   population  was  20,653.    The  high  school  graduate  or  higher  rate  of  persons  age  25  and  over   is  73.5%.    The  bachelor’s  degree  or  higher  rate  of  persons  age  25  and  over  is  only  10.8%.     There  is  a  huge  discrepancy  in  the  number  of  people  graduating  from  high  school  and  the   number  of  people  going  on  to  higher  education.       “As  the  United  States  becomes  a  more  racially  and  ethnically  diverse  nation,  health  care   systems  and  providers  need  to  respond  to  patients’  varied  perspectives,  values,  and   behaviors  about  health  and  well-­‐being.  Failure  to  understand  and  manage  social  and   cultural  differences  may  have  significant  health  consequences  for  minority  groups  in   particular”  (Betancourt,  2002).      According  to  Betancourt  (2002),  there  are  barriers  among   patients,  providers,  and  the  U.S.  health  care  system  in  general  that  might  affect  quality  and   contribute  to  racial/ethnic  disparities  in  care  including:   • Lack  of  diversity  in  health  care’s  leadership  and  workforce.   • Systems  of  care  poorly  designed  to  meet  the  needs  of  diverse  patient  populations.   • Poor  communication  between  providers  and  patients  of  different  racial,  ethnic,  or   cultural  backgrounds  (p.  v).   According  to  Reece  (2013),  “Health  disparities  remain  a  serious  problem  in  the  United   States.    Minorities  and  lower-­‐income  residents  have  overall  higher  rates  of  morbidity  and   mortality  attributable  to  preventable  and  manageable  conditions  compared  with  non-­‐ Hispanic  whites  and  individuals  of  high  socioeconomic  status.    Causes  of  disparities  range  
  •   5   from  the  environmental,  such  as  substandard  housing  and  poor  air  quality;  to  the   behavioral,  such  as  higher  rates  of  smoking  and  obesity;  to  medical  such  as  inadequate   access  to  high-­‐quality  and  culturally  competent  medical  care”  (p.  259).   According  to  Paasche  (2011),  “health  literacy  is  the  degree  to  which  individuals  have   the  capacity  to  obtain,  process,  and  understand  health  information,  skills  and  services   needed  to  make  informed  health  decisions  and  take  informed  actions”  (p.  1122).     Good  health  is  a  determinant  of  economic  growth  and  a  component  of  the  well  being  of   a  population.    There  is  a  need  to  employ  qualified  healthcare  personnel  to  both  prevent  and   treat  medical  conditions.    Healthcare  jobs  are  expected  to  grow  faster  than  any  other   industry  roughly  22%  or  3.2  million  new  jobs  by  2018  (All  Healthcare,  2013).  T.    There  is  a   lack  of  job  opportunities  in  Bertie  County.    The  jobs  available  in  this  rural  Eastern  North   Carolina  community  are  in  the  local  education  system,  healthcare  occupations,  one  Purdue   Farms  factory,  the  local  court  system,  a  few  family  owned  businesses  and  farming.  It  is   imperative  that  the  community  partner  up  with  healthcare  agencies  to  provide  knowledge   and  job  opportunities  in  the  county.      The  partnerships  created  will  assist  low-­‐income   families  with  applying  for  classes  related  to  the  healthcare  profession  in  order  to  increase   their  readiness  to  enter  the  job  force.    High  school  students  will  also  benefit  by   participating  in  an  internship  related  to  the  healthcare  profession.  Community  members   will  benefit  through  easy  access  to  healthcare  information.   The  Windsor  Area  Foundation  is  a  nonprofit  organization  whose  major  focus  is   enhancing  the  quality  of  life  of  the  citizens  of  Bertie  County.    Our  goal  is  to  help  close  the   innovation  gap  by  focusing  on  new  technologies  and  entrepreneurs  as  it  relates  to  the   healthcare  profession.      
  •   6   Goals  and  Objectives   The  Community  INTERNs  program  is  designed  to  increase  computer  and  health  literacy  of   the  low-­‐income  citizens  of  Bertie  County  and  to  increase  the  number  of  citizens  applying   for  and  succeeding  in  college  and  the  workforce  in  health  professions.  The  two  major  goals   of  the  Community  INTERNs  are  written  as  measurable  SMART  goals:   1. Community  INTERNs  program  will  increase  the  computer  and  health  literacy  of  the   participants  by  50%  by  the  end  of  June  2014.   2. The  Community  INTERNs  program  will  increase  the  number  of  citizens  applying  for   and  succeeding  in  college  and  the  workforce  in  health  professions  by  25%  by  June  2015.   Community  INTERNs  will  address  the  stated  goals  by:   (1) Providing  introductory  computer  skills  classes  for  a  target  of  80  citizens  of  the   community,  (2)  teaching  citizens  how  to  look  and  apply  for  health  jobs  online,  (3)    teaching   students  how  to  take  online  classes  for  health  professions;  including  use  of  required   educational  software,  (4)  providing  opportunities  for  Health  Professionals  to  train  low-­‐ income  residents  and  on-­‐site  facilitators,  (5)  teaching  how  to  research  health  related   information  online,  (6)  building  partnerships  among  community  agencies  and  schools  to   enable  student  internships  in  health  related  fields,  (7)    providing  a  continuous  local   resource  for  healthy  living  information.     These  goals  will  be  achieved  through  the  following:   • There  will  be  10  computer  sessions  targeting  a  total  of  80  low-­‐income  citizens.     These  sessions  will  provide  introductory  computer  skills  and  research  techniques  to  locate   information,  job  opportunities  and  access  to  health  related  issues  and  fields.  The  program  
  •   7   directors  and  high  school  interns  will  facilitate  these  sessions  with  input  from  local   healthcare  organizations.   • We  will  target  5  high  school  students  per  semester  for  internships  in  health  related   fields.    These  students  will  be  assigned  to  a  mentor  that  is  already  practicing  in  a  local   healthcare  organization.  These  students  will  also  participate  in  the  computer  sessions  at   the  Tech  Center  to  give  them  insight  on  health  related  careers  and  college  courses   available.   • Two  on-­‐site  facilitators  will  be  trained  to  provide  continuing  support  to  citizens   seeking  information  on  available  courses,  jobs  and  training  in  fields  related  to  health   services.       • A  Television  monitor  will  be  mounted  in  the  Technology  Center  that  will  portray   programs  during  hours  of  operation  from  the  Discovery  Fit  and  Health  network.   • Brochures  and  flyers  will  be  secured  or  created  and  dispersed  through  the   Technology  Center  to  provide  updated  healthcare  information  to  the  community       Program  Design   The  program  Community  INTERNs:  Integrating  New  Technology  Education  Into  Rural   Communities  (INTERNs),  proposes  to  increase  the  computer  and  health  literacy  of  the  low-­‐ income  citizens  of  Bertie  County  and  to  increase  the  number  of  students  applying  for  and   succeeding  in  college  and  the  workforce  in  health  professions.  We  will  engage  high  school   juniors  and  seniors  with  an  interest  in  healthcare  related  fields  in  a  semester  long   internship.  As  part  of  INTERNs,  students  will  connect  with  supportive  healthcare  
  •   8   professionals  for  sixty  hours  of  job  shadowing  and  mentoring  that  will  enable  the  students   to  complete  a  portfolio  process  suitable  for  their  Senior  Project  and  for  college  entry.   This  program  is  designed  to  help  families  across  Bertie  County  by  teaching  them  the   skills  necessary  to  research,  apply,  and  take  online  classes  related  to  the  healthcare   profession.    The  goal  of  the  program  is  to  impact  at  least  80  low-­‐income  citizens.    The   program  will  also  focus  on  5  high  school  students  per  semester  to  complete  an  internship   in  a  health  related  field.    The  students  will  work  closely  with  a  local  healthcare  agency   while  completing  a  60-­‐hour  internship  and  an  electronic  portfolio  documenting  their   experiences.    The  students  will  also  create  a  website  for  the  county’s  local  Farmers  Market   to  help  advertise  the  entrepreneurships  available  in  the  county  as  it  relates  to  the  overall   health  of  the  citizens.    This  program  will  also  increase  the  number  of  students  enrolled  in   advanced  placement  science  classes  by  providing  them  with  information  and  support.       The  program  director  will  plan,  implement  and  evaluate  the  Community  INTERNs   program  throughout  the  regular  school  calendar  year.    They  will  also  assist  in  organizing   and  facilitating  training  nights,  creating  partnerships  among  healthcare  professionals,   schools  and  individuals,  and  assisting  with  student  internship  activities.    They  will  also  act   as  a  liaison  for  lines  of  communication  between  the  local  school  system,  community  college,   Moses  B.  Gilliam  Entrepreneurial  and  Technology  Center  and  Healthcare  agencies.    The   program  director  will  promote  and  advertise  programs  being  offered  at  the  Moses  B.   Gilliam  Entrepreneurial  and  Technology  Center,  create  and  enforce  policies  for  using  new   technologies,  track  data  of  participants,  and  plan  and  implement  the  equipment  check  out   system.    They  will  also  be  responsible  for  evaluating  and  maintaining  documentation  for   the  Community  INTERNs  program.    They  will  conduct  an  initial  meeting  for  staff  and  
  •   9   volunteers  to  establish  regulations  and  policies  for  the  Moses  B.  Gilliam  Entrepreneurial   and  Technology  Center.    Training  will  also  be  provided  for  staff  and  volunteers  on  how  to   use  the  hardware  and  software  programs  before  the  youth  and  community  can  utilize  the   center.    Additional  trainings  and  meetings  will  be  conducted  throughout  the  year  as   needed.   We  have  several  critical  partners  who  will  assist  us  in  the  program  development  and   implementation,  including  the  Windsor-­‐Bertie  Chamber  of  Commerce,  the  Moses  B.  Gilliam   Entrepreneurial  and  Technology  Center,  Health  Professionals,  and  Bertie  County  Schools.     Each  of  these  partners  brings  a  particular  expertise  to  the  program.       • The  Windsor-­‐Bertie  Chamber  of  Commerce  is  a  major  part  of  reaching  the  citizens  of   Bertie  County.      They  will  provide  their  expertise  in  linking  the  activities  offered  in  the   county  with  the  local  school  system  to  help  increase  awareness.    They  will  also  provide  a   site  office  space  for  the  program  directors  to  operate.    This  facility  will  be  provided  Monday   through  Friday  at  no  cost  to  the  program  since  they  are  already  open  and  staffed.       • The  Moses  B.  Gilliam  Entrepreneurial  and  Technology  Center  is  a  part  of  the   Windsor-­‐Bertie  Chamber  of  Commerce.    The  center  is  equipped  with  eight  desktop   computers  and  one  printer.    The  center  offers  free  Internet  access,  minimum  cost  printing,   business  seminars,  digital  literacy  camp,  internet  safety,  social  networking  safety,   entrepreneur  training,  basic  computer  skills  classes  and  a  site  for  Perdue  applications.    The   center  would  become  the  central  part  of  the  Community  INTERNs  program  since  all  of  the   meetings  with  the  community  will  commence  there.       • Vidant  Health  is  the  Medical  Center  umbrella  for  our  part  of  the  State  promising  to   “work  as  one  for  a  healthier  Eastern  North  Carolina.”  Connecting  students  with  mentors  is  
  •   10   an  integral  part  of  the  INTERNs  program  implementation.  Professionals  from  local   healthcare  facilities  will  serve  as  mentors  for  high  school  interns.  They  will  allow  job   shadowing,  mentor  students  through  their  electronic  portfolio  process,  and  hopefully   provide  financial  support  for  students  interested  in  pursuing  a  career  in  a  healthcare  field.   • Bertie  County  Schools  will  provide  the  student  interns  that  will  be  used  in  the   program.    The  teachers  will  support  the  students  as  they  work  on  their  electronic  portfolio.     They  will  also  provide  the  program  with  relevant  data  such  as  the  student  dropout  rate,   attendance,  advanced  placement  classes  taken,  etc.         This  program  will  provide  access  to  updated  technologies  while  increasing  the  number   of  families  who  become  computer  literate.    The  technologies  provided  by  this  program   paired  with  the  relationships  built  with  local  healthcare  professionals  will  increase  the   number  of  citizens  that  apply  for  jobs  in  health  related  fields.      Partnering  high  school   students  with  the  same  healthcare  professionals  for  internships  will  increase  their   knowledge  and  their  aspirations  to  enter  into  the  healthcare  profession.       With  sustained  facilitator  support,  citizens  in  Bertie  County  will  continue  to  receive   support  as  it  relates  to  computer  skills,  research  techniques,  job  opportunities  and  access   to  health  related  issues  and  fields.    As  a  result  of  these  goals  and  objectives,  students  will  be   more  aware  of  the  opportunities  available  in  health  related  fields.    Students  participating  in   INTERNs  will  develop  positive  relationships  with  their  mentors,  increase  their  readiness   for  college,  and  learn  valuable  hands-­‐on  tasks  involved  in  the  field  of  healthcare.      
  •   11   Program  Evaluation   The  program  director  and  co-­‐director  will  be  responsible  for  securing,  implementing   and  tracking  evaluation  data  for  the  program.  Qualitative  and  quantitative  data  will  be  used   to  evaluate  program  success.    Pre  and  post  surveys  will  be  administered  to  all  participants.     We  will  track  the  number  of  students  enrolled  in  advanced  placement  science  courses   through  the  school  over  a  period  of  three  years.    There  will  be  a  website  counter  on  the   South  Windsor  Farmers  Market  website  to  tally  the  number  of  people  visiting.    Using  the   local  schools,  we  would  keep  data  on  the  high  school  drop  out  rate  for  three  consecutive   years.    We  would  track  the  percentage  of  participating  citizens  enrolled  in  health  related   courses  within  a  one-­‐year  period  of  participation  in  the  program.    Questionnaires,  such  as   the  NHANES  Food  questionnaire,  will  be  given  to  participants  at  the  beginning  of  the   program  and  again  at  the  end.  Student  interns  will  keep  a  weekly  journal  of  their   interactions  with  their  assigned  healthcare  professional  mentor.  The  same  students  will   create  and  submit  a  portfolio  with  defined  guidelines.       Sustainability  Plan   A  sustained  program  that  supports  citizens  and  high  school  students  will  have  positive   short-­‐  and  long-­‐term  outcomes.    Sustainability  will  require  funding  from  multiple  sources   including  grants,  in-­‐kind  donations,  fundraising,  and  shared  resources  from  partnerships   built  with  local  organizations  and  the  school  system.  To  begin  the  process,  we  will  use  the   Board  of  Directors  of  the  Windsor  Area  Foundation  and  their  501c3  status.  We  will  apply   for  the  Purdue  Pharma  Grants  and  Giving  Community  non-­‐Healthcare  grant.  This   organization  provides  grants  to  non-­‐healthcare  community  groups  in  support  of  a  wide  
  •   12   variety  of  educational,  cultural,  and  civic  initiatives.  While  they  place  particular  emphasis   on  contributions  to  organizations  in  the  communities  in  which  their  colleagues  live  and   work,  the  company  also  supports  local  and  national  initiatives  to  help  communities  across   the  country  encourage  the  healthy  development  of  youth  by  reducing  high-­‐risk  behaviors.   There  is  a  Purdue  Pharma  facility  located  in  Wilson,  North  Carolina.   We  will  invite  the  Healthcare  Professionals  mentors  to  become  vested  partners  in   helping  our  high  school  interns  seek  higher  education  to  secure  a  career  in  a  healthcare   profession.  With  a  lack  of  job  opportunities  in  Bertie  County,  making  the  community  and   high  school  students  aware  of  job  opportunities  in  the  healthcare  profession  will  have  a   meaningful  impact  on  the  economy.    Furthermore,  supporting  local  entrepreneurship  will   also  help  the  economy  of  Bertie  County.                              
  •   13   Appendix  A.  References       All  Healthcare.  (2013).    Top  10  in-­‐demand  healthcare  occupations.  Retrieved  from:       http://allhealthcare.monster.com/careers/articles/1801-­‐top-­‐10-­‐in-­‐demand-­‐ healthcare-­‐occupations     Bertie  County,  North  Carolina.  (2013).    Bertie  County  History.  Retrieved  from:   http://www.co.bertie.nc.us/information/history.html     Betancourt,  J.  R.  (2002).  Cultural  competence  in  health  care:  Emerging  frameworks  and   practical  approaches.  The  Commonwealth  Fund.     Brown,  R.  E.  (2013).  New  incentive  based  programs:  Maryland's  health  disparities   initiatives.  Journal  of  the  American  Medical  Association,  310(3),  259-­‐260.     Chin,  M.  (2011).  Meaningful  disparities  reduction  through  research  and  translation   programs.  Journal  of  the  American  Medical  Association,  305(4),  404-­‐405.     Davis,  M.,  &  Walter,  J.  (2011).  Equality-­‐in-­‐quality  in  the  era  of  the  affordable  care  act.   Journal  of  the  American  Medical  Association,  306(8),  2122-­‐2127     Komaromy,  M.  (1996).  The  role  of  black  and  hispanic  physicians  in  providing  health  care   for  underserved  populations.  New  England  Journal  of  Medicine,  334,  1305-­‐1310.     Cooper-­‐Patrick  L,  Gallo  JJ,  Gonzales  JJ,  Vu  HT,  Powe  NR,  Nelson  C,  Ford  DE  (1999)  Race,   gender  and  partnership  in  the  patient-­‐physician  relationship.  Journal  of  the   American  Medical  Association,  282(6),  583-­‐589.     Lurie,  N.  (2007).  Health  disparities  and  access  to  health.  Journal  of  the  AmericaMedical   Association,  297(10),  1118-­‐1121.   Paasche,  O.  M.  (2011).  Caring  for  patients  with  limited  health  literacy.  Journal  of  the   American  Medical  Association,  306(10),  1122-­‐1129.     Purdue  Pharma  L.P.  (2013).  Grants  &  giving.    Stamford,  Ct.  Retrieved  from:   http://www.purduepharma.com/programs-­‐resources/healthcare-­‐grants-­‐giving/       Smedley,  B.  D.,  &  Stith,  A.  Y.  (2001).  The  right  thing  to  do,  the  smart  thing  to  do.  The   National  Academies  Press.     U.S.  Bureau  of  the  Census.  (2013).  State  and  County  Quick  Facts.  Washington,  DC:   Government  Printing  Office.  Retrieved  from:   http://quickfacts.census.gov/qfd/states/37/37015.html     Vidant  Health.  (2013).  Get  health  information.  Greenville,  NC.  Retrieved  from:   https://www.vidanthealth.com    
  •   14     Voelker,  R.  Decades  of  work  to  reduce  disparities  in  health  care  produce  limited  success.   Journal  of  the  American  Medical  Asociation,  299(12),  1411-­‐1413.     Windsor-­‐Bertie  County.  (2013).  Chamber  of  Commerce.  Retrieved  from:   http://www.windsorbertiechamber.com/about.html     Wilson-­‐Stronks,  A.,  Kopp,  A.  L.,  Lee,  K.  K.,  Cordero,  C.  L.,  &  Galvez,  E.  (2008).  One  size  does   not  fit  all:  Meeting  the  health  care  needs  of  diverse  populations.  Hospitals,  Language,   and  Culture.  VOLUME  AND  PAGE  NUMBERS                                                    
  •   15   Appendix  B:  Biographical  Sketches   Karen  Lea  Branch   3331  Clubview  Drive,  Farmville,  NC  27828   Phone:  252-­‐375-­‐0111      klsharpe@ncsu.edu   Objective   My  goal  is  to  secure  a  position  of  responsibility  as  an  administrator  in  the  Community  INTERNs:  Integrating   Technology  Education  into  Rural  Neighborhoods  program.   Experience   Northeast Leadership Academy • Principal Intern 2013-2014 West Bertie Elementary School, Bertie County Schools • NELA Fellow NCSU 2012-2014 Bertie Early College High School 2009 – 2013 • Lead Teacher • 9th -12th grade Science Teacher • Science Department Chair (5 years) • Served on School Improvement Team • Plan and set up new Biotechnology Lab   Boston University Biotechnology CityLab/SummerLab 2010-2012 • Biogen Scholars Coordinator, NC Division • Planned and supervised the travel of high school students to and from Boston, Massachusetts • Attended and assisted with lab sessions at Boston University School of Medicine Science Facilitator, North Carolina Partnership for Improving Math/Science, Chapel Hill, NC 2003 - 2005 The North Carolina Partnership for Improving Mathematics and Science is a regional collaborative partnership initiative, supported by the National Science Foundation and the US Department of Education, to improve the quality of K-12 mathematics and science education through the professional development of teachers; engagement of science, technology, engineering and mathematics (STEM) faculty and professionals; and delivery of student encouragement activities. My responsibilities included: • Recruitment and selection of lead teachers • Designing and delivering professional development based upon the National Science Teaching Standards that also increases content knowledge in Science • Increasing parental awareness through community meetings about the NCSCOS and model strategies that can be used at home to increase parental involvement and student
  •   16   achievement PUSH (Parents Utilizing Standards at Home) • Developed District Leadership Teams that included board members, superintendents, curriculum specialists, and lead teachers Desktop Publishing Instructor, Martin Community College, Bertie Campus, Windsor, NC 2003 - 2004 Planned and executed lessons and activities for a Desktop Publishing course. Evaluated work submitted by adult participants in course. EDUCATION Emergency Medical Technician Roanoke Chowan Community College, Ahoskie, NC Date: July 31, 2005 Bachelor of Science Degree, Elementary Education East Carolina University, Greenville, NC 27858 Concentration in Biology: GPA Major 4.0, Concentration 3.9 Graduation Date: May 15, 1998 (Summa Cum Laude) Associate of Arts Degree Roanoke Chowan Community College, Ahoskie, NC College Transfer: GPA 4.0 Graduation Date: August 26, 1996 SKILLS Computer knowledge of IBM and Macintosh systems, Internet, E-mail, and Webpage Design. All major Spreadsheet, database, graphics, and word-processing programs including Word Perfect, MS Works, MS Word, ClarisWorks, PowerPoint, Hyper-Studio, KeyNote, PrintMaster, MS Publisher, Creative Writer, Perfect Picture, Quick Take 200, CBL’s, TI 83’s, Google Drive, Blackboard, Moodle, eTrex GPS, and Technology with 3D Visualizations. Relevant courses taken listed on Continuing Education Class History and Transcripts. AWARDS/CERTIFICATIONS National Board Certified Teacher, 2009-present Teacher of the Year, Bertie Early College, 2011 Teacher of the Year, Bertie Preparatory, 2009 Certification, Grades 6-9 Middle School Science Certification, K-12 Academically and Intellectually Gifted Biltmore’s Who’s Who 2007-2008 Who’s Who of American Women, 2006-2007 Who’s Who Among America’s Teachers, 2005-2006
  •   17   Certification, EMT-B, 2005-2009 Teacher of the Year, Askewville Elementary, 2001-2002 First Year Teacher of the Year, Bertie County, 1998-2000 Certificate of Recognition for Service Learning Projects, 2001-2002 PESA National Science Foundation award for Outstanding Service and Support, 2000 Recognition for Technical Assistance during the PRAXIS II NTE Workshop, 1999 Certificate of Commendation, Sallie Mae First Class Teacher Award, 1999 Pinnacle Honor Society, 1998 All American Scholar, 1998 The National Dean’s List, 1994, 1995, 1996, 1997 Phi Kappa Phi, 1996 - 2001 Golden Key National Honor Society, 1996-1998 Certificate of Recognition for Academic Excellence, 1996 North Carolina Governor’s Certification of Appreciation, 1994 Chancellor’s List, Roanoke Chowan Community College and East Carolina University ACTIVITIES Bennett’s Millpond Teacher, 2010-2012 Teacher Cadet Program Mentor, 2008 -2010 Teacher Mentor, 2007-present Director, GIRLS Science Club Officer, Ahoskie Rescue Member, Bertie County Search and Rescue Team Emergency Medical Technician, Basic Level Member, Bertie County Arts Council Director, BYTES Computer Club NCAE Member Elementary Education Club, ECU 1997-1999 Student Government Secretary and Parliamentarian 1994-95 REVITALIZE, Rural Educators Using Visualization to Inspire Teacher Advancement and Learning to Improve Science and Mathematics Education, East Carolina University, 2005 - 2007 PUBLICATIONS Conference Annual: Technology for the Excellent School Tomorrow, Greenville, NC 1998
  •   18   REFERENCES North Carolina Partnership for Improving Mathematics and Science, General Administration, University of North Carolina, Chapel Hill, NC Thomas B. Clark, PhD NC-PIMS Project Director Center for School Leadership Development 140 Friday Center Drive Chapel Hill, NC 27517 919-966-4494 Bertie County Schools, P.O. Box 10, Windsor, NC 27983 Andrew Harris, Principal Phone: 252-794-6000 Bobby Occena, Board of Education Phone: 252-794-6000                              
  •   19   Tawanda  Coston  Smallwood   1450  Governors  Rd     Windsor,  NC  27983   (252)  348-­‐3264   tsmallwood@bertie.k12.nc.us     Objective:     To  obtain  a  position  as  an  administrator  in  the  Community  INTERNs,  Integrating     Technology  Education  Into  Rural  Neighborhoods  program.       Profile:   I  am  a  highly  energetic  and  enthusiastic  individual  who  is  dedicated  to  providing  the  best   education  and  care  to  all  students.     Education:   • East  Carolina  University,  acquired  a  Master’s  Degree  in  Mathematics  in  the  year  of   2006   • Elizabeth  City  State  University,  acquired  a  Bachelor’s  Degree  in  Mathematics  in  the   year  of  1998     Professional  Experience:   1998-­‐2000:  Southwestern  Middle  School,  Windsor,  NC,  worked  as  a  7th  grade  Math  teacher   2000-­‐2007:    Southwestern  Middle  School,  Windsor,  NC,  worked  as  an  8th  grade  Math  and   Algebra  I  teacher   2007-­‐Feb  2013:    Bertie  Middle  School,  Windsor,  NC,  worked  as  an  8th  grade  Math  and   Algebra  I  teacher     Current  Employment:   Bertie  High  School,  715  US  Hwy  13N,  Windsor,  NC  27983   Principal:    Calvin  Moore,  cmoore@bertie.k12.nc.us   (252)794-­‐3034   Teaching  Algebra  II     Professional  Development/Recognition   • National  Board  Certified  Teacher  (2006)   • Currently  serves  as  STEM  Coach  for  Stem  Career  Awareness  grant  through  North   Carolina  State  University   • Currently  serves  as  Lead  Teacher  for  an  IAM  grant  through  Chowan  University   • Served  as  STEM  Coach  for  SMART  grant  through  North  Carolina  State  University   • Currently  serves  as  district  lead  teacher  for  Common  Core  in  Mathematics  and   attends  training   • Participated  in  the  Middle  Math  Project  through  East  Carolina  University   • Attended  at  least  6  Math  Conferences  through  NCCTM   • Math  Department  Chairperson     • Provided  professional  development  on  classroom  management  at  my  school  
  •   20   • Have  done  classroom  observations  per  principal’s  request   • Received  teacher  of  the  year  three  times   • Received  award  for  Team  of  the  Year  through  North  Carolina  Middle  School   Association  for  Region  1   • Visited  China’s  schools  through  the  People  to  People  Citizens  Ambassador  Program                                          
  •   21   Appendix C. Budget COMMUNITY INTERNS: INTEGRATING NEW TECHNOLOGY EDUCATION INTO RURAL NEIGHBORHOODS Account Description Overall Budget Donated Budget Requested Budget Personnel 1. Program Directors Salaries $18,600 $3,600 $15,000 2. Technology Center Part-Time Staff $21,840 $21,840 $0 Hardware & Supplies 3. 10 Laptops, 10 iPads, 1 portable projector screen, 1 projector, 2 video/photograph cameras, 1 store and charge cart, 1 apple TV, 1 Flat TV, 10 Memory Cards, Printer Ink, Computer Paper, Internet Access, Toshiba eStudio 2540c all-in-one Color copier, HP Laserjet P3005dn printer $15,381.74 $0 $15,381.74 Food & Nutrition 4. Snacks for Training $500 $500 Contractor / Subcontracts 5. Healthcare Professional Mentors $15,000 $15,000 $0 6. Honorarium for Student Interns $2000 $0 $2000 Total Costs $73,321.74 $40,440 $32,881.74
  •   22   Appendix D. Budget Narrative PERSONNEL Name / Position Comment Cost 1. Karen Lea Branch, Program Director $7,500 1. Tawanda Smallwood, Program Co-Director $7,500 1. Lewis Hoggard, $0 Executive Director Windsor-Bertie Chamber of Commerce 2. Two Part-Time $0 Technology Center Staff Mrs.  Karen  Lea  Branch  and  Mrs.  Tawanda  Smallwood  are  Principal  Interns  in  Bertie  County   Schools.    They  are  currently  attending  North  Carolina  State  University  and  are  Fellows  in  the   Northeast  Leadership  Academy  (NELA).    Together  they  will  be  planning,  implementing  and   evaluating  the  Community  INTERNs  program  throughout  the  regular  school  calendar  year,  assisting   in  organizing  and  facilitating  training  nights,  creating  partnerships  among  healthcare  professionals,   schools  and  individuals,  and  assisting  with  student  internship  activities.  They  will  also  act  as   liaisons  for  lines  of  communication  between  the  local  school  system,  community  college,  Moses  B.   Gilliam  Technology  Center  and  HealthCare  Agencies;  promote  and  advertise  programs  being   offered  at  the  center;  create  and  enforce  policies  for  using  new  technologies,  track  data  of   participants;  and  plan  and  implement  the  equipment  check  out  system.  Mrs.  Branch  and  Mrs.   Smallwood  will  also  be  responsible  for  evaluating  and  maintaining  documentation  for  the   Community  INTERNs  program.  Initial meetings for staff and volunteers will be conducted to establish regulations and policies for the Technology Center. Training will also be provided to train staff and volunteers on how to use the hardware and software programs before the Center can be utilized by the youth and community. Additional trainings and meetings will be conduct throughout the year as needed. Karen Lea Branch is a veteran educator of sixteen years in the Bertie County School System. She is certified to teach K-12 grade levels. Her recent service has been at an Early College of Agriscience and Biotechnology where she has dedicated time and effort into filtering high school students to focus within the Science content area. Mrs. Branch received and implemented a grant that allowed high school students to travel to Boston University School of Medicine to participate in summer biotechnology studies and research. Mrs. Branch received and implemented a grant that engaged community youth in technology education, a Learn and Serve project enabling students to use a wide variety of technologies and provide graphic designs for local businesses and community organizations from their knowledge gained. The proceeds sustained the program for three years after the initial funding. Mrs. Branch has also taught introductory computer classes at the local community college. For services to the Community INTERNs program, Mrs. Branch will be paid $25 per hour for 30 hours per month x 10 months, totaling $7,500.
  •   23   Tawanda Smallwood is a veteran educator of fifteen years in the Bertie County School System. She is certified to teach middle and secondary mathematics and is a National Board Certified Teacher. Her recent service has been at the high school teaching Algebra 2. She serves as a Lead Teacher for Bertie County’s Common Core and Essential Standards Team. She has been named her school’s teacher of the year three times. Mrs. Smallwood has worked with local colleges in teaching other teacher mathematics and technology. She has also conducted various workshops in Bertie County. For services to the Community INTERNs program, Mrs. Smallwood will be paid $25 per hour for 30 hours per month x 10 months, totaling $7,500. Lewis Hoggard is the current Executive Director of the Windsor-Bertie County Chamber of Commerce. Although he donates many hours creating partnerships, executing programs and securing funding and grants, the county pays Mr. Hoggard’s salary. Mr. Hoggard is willing to dedicate 10% of his time to the Community INTERNs project. The 10% of his salary donated totals $3,600. The Technology Center will secure two part-time persons that will open the center from 9 a.m. to 5 p.m., five days a week for use by youth and other community members. They will oversee the center and ensure the security and checkout procedures of equipment. They will also be available to assist users with questions about basic computer skills and programs, as well as basic trouble shooting issues that may occur. They will provide community members with available brochures, web resources, and courses available in health related fields. They will promote access to the Farmers Market website. The two part- time persons are paid by grants already secured by the Executive Director of the Chamber of Commerce. The hours listed above they will dedicate to the Community INTERNs program and pay for their services will be donated. PERSONNEL TOTAL $15,000 HARDWARE AND SUPPLIES 3. Hardware and Accessories Supply Items Computation Cost Toshiba Satellite 15.6” 6GB memory $649.99/laptop x 10 laptops $6,499.90 750Gb hard drive Prestige Silver IntelCore i5 processor iPad with Wi-Fi 16 GB Black 3rd Edition $489/iPad x 10 iPads $4,890 Shipping for Apple free shipping $0 Projecta-Versatol 77” Tripod $119.99/screen x 1 screen $119.99 Projector Screen Epson SVGA 3 LCD Projector $449.99/projector x 1 projector $449.99
  •   24   Canon Vixia HF-R20 HD 8 GB Flash $429/camera with free shipping x 2 cameras $858 Memory Camcorder with Accessories Bundle Kensington Charge & Sync Cabinet – $610.68/unit x 1 unit $610.68 Cabinet unit for 10 web tablets – charcoal - for Apple iPad (3rd generation) Model#: K67771AM Samsung 32" Class Slim LED HDTV – $479.99/TV x 1 TV $479.99 1080p, Clear Motion Rate 120, 2x HDMI, USB, Energy Star (UN32F5000AFXZA) Apple TV $110/device x 1 $110 8. 0 GB San Disk Micro Memory Card $24.99/card x 10 cards $249.90 Ink Cartridges for HP LaserJet $139.50/ set of 5 cartridges $139.50 #75334 cartridge Toner for Toshiba eStudio 2540c $573.89 set $573.89 (black, cyan, magenta, yellow) Computer Paper $39.99/box x 10 boxes $399.90 1 box 2300 sheets Internet Access $60/month x 12 months $0 Toshiba eStudio 2540c $3,999.00/printer x 1 printer $0 Color Laser Printer HP LaserJet P3005dn Printer $279.00/printer x 1 printer $0 Ten 15.6 inch Toshiba Satellite laptop computers and Protection Plan will be purchased to be housed at the Center. The laptops will be used by staff, volunteers, youth and community members to access online healthcare information, apply for scholarships and college admissions, complete course registration, student remediation and other online needs. The laptops will also be used for the training sessions that will build computer and other technology skills of all participants. The high school interns will use the laptops to create the webpages for the program and to create their required portfolios as part of the program.
  •   25   Ten iPads will be purchased to use at the Center as well as when working on projects outside of the Center. The iPads purchased will need a charge and sync cart for housing. The cart will also serve as a secure device for storing the iPads. The mobility of the iPads will ensure interns the opportunity to document their internship endeavors. A projector and screen will be needed for the training sessions. The projector and screen will be housed at the Center and will also be available for checkout following guidelines prepared by the program directors. Two Canon Vixia Camcorders will be ordered for participants to document their internships, digital storytelling to capture interviews and pictures needed to continue the quarterly Newsletter. They will also be used by the Technology Center to capture events in order to promote the Center. The camcorders allow users to video record, as well as take pictures. The accessories bundle includes an 8GB memory card, a tripod for steady video recorder, and camera bag. The Center will use the additional 10 memory cards for users that need additional space to store data and for student interns to store needed items for their portfolio process. One Apple TV device will be needed for the training sessions. The Apple TV will allow access to a variety of applications that are part of the technology skills the program wishes to provide. As part of the effort to provide healthcare information to the community, a television will be utilized as a continuous source of information. The TV monitor will display the Discovery Fit and Health for patrons of the Center. Ten memory cards will be purchased for interns to store and maintain their documents, photos and videos for their portfolio. The cards can also be used for storing the brochures created. Once the information is no longer needed, or new internships begin, the cards can be reformatted and used again. Boxes of paper and ink cartridges will be purchased, as there is printing capability at the Center. Printing will be needed for the training sessions, for intern’s portfolios, and for brochures that will disseminate information about the program, the Center, and healthcare topics. The current wireless network, Century Link, that is used by the Windsor-Bertie Chamber of Commerce will provide Internet access for the iPads and Laptops. A local church currently pays for the expense. EQUIPMENT AND ACCESSORIES TOTAL $15, 381.74 FOOD AND NUTRITION Items Computation Cost 4. Food for training sessions $50/session x 10 sessions $500
  •   26   Snacks will be purchased for youth, volunteers and citizens attending the training sessions. The snacks available will promote healthy eating habits including selections from vegetable and fruit trays. When possible, the fruits and vegetables will be purchased from the local Farmer’s Market constructed by high school students in Studio-H, a year-long high school “design/build” program at Bertie Early College High School in Windsor, North Carolina in one the poorest counties in the state. There will be 10 training sessions held throughout the program. The cost of providing food that focuses on healthy nutrition is $50 per session. CONTRACTORS/SUBCONTRACTS Computation Cost 5. Healthcare Professional Mentors $25/hour x 60 hours x 10 mentors $0 Each high school intern will be assigned to a mentor in a local healthcare facility for the duration of his or her 60-hour internship. The mentor will allow the intern to shadow their practice, assist with research and questions the intern may have during the portfolio process, and encourage the intern to pursue a career in a healthcare related field. The mentors will donate their time for the program. 6. Honorariums for student interns ($200/student intern x 10 interns) $2000 We will recruit students with an interest in advanced science courses or a career in a health related field. Five interns will be chosen through an application process each semester for two semesters. The students will commit to completing 60 hours of internship at a local healthcare facility with their assigned mentor, designing and constructing a portfolio to document their process, what they have learned and their 5 year plan for pursuing a career in healthcare. The interns will be monitored by the program directors to ensure they are completing the requirements for their internship. They will receive a small honorarium to help defray the cost of travel, portfolio construction and any training needed to assist with the technology designs for the websites, brochures and flyers that will also be a part of their commitment. Contractors/Subcontracts Cost $2000 TOTAL COSTS FOR PROGRAM $32,881.74