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 Lamont A. Flowers
Director, Charles H. Houston Center for the Study of the Black Experience in Education
Clemson University
Clemson
Lamont A. Flowers, professor of educational leadership at Clemson University, provides expertise in academic achievement, student retention and educational leadership. The center addresses the academic achievement gap as well as the under-representation of African Americans at all levels of the educational system. The center implements the Research Center in a School Program, which facilitates purposeful collaborations with pre-K-16 educational institutions and community organizations. In conjunction with this, the center coordinates the African American Read-In at Clemson University as well as the Buddy Reader’s Project, both of which are designed to expose elementary students in grades pre-K-3 to multicultural children’s literature through read-aloud experiences. Flowers is senior associate editor for the College Student Affairs Journal and editor-in-chief of the Journal of the Professoriate.
 Linda A. Gambrell
Professor in the Eugene T. Moore School of Education
Clemson University
Clemson
When Linda A. Gambrell took over as president of the International Reading Association, the top professional organization in the world devoted to promoting literacy, she became the only person elected to serve as president of the three leading literacy associations in the United States. She is an author and has been recognized with IRA’s Outstanding Teacher
Educator in Reading Award and was recently elected to the Reading Hall of Fame. She is recognized for research in the critical education area of literacy, specifically literacy motivation, the role of discussion in reading and learning and comprehension monitoring.
 Nelly Hecker
Chair, Education Department
Furman University
Nelly Hecker joined the Furman faculty in 1979 and has served as chair of the education department since 1999. A recipient of a two-year Fulbright Scholarship in 1962, she has taught in bilingual schools, elementary grades and higher education. Her presentations highlight curriculum innovations, the use of children’s literature in the classroom, and content area reading strategies. As co-director of the Library of Congress Adventure of the American Mind Grant at Furman (2000-2007), she worked with in-service teachers (K-12) interested in developing skills to use online resources from the Library of Congress in their classrooms. A graduate of Springfield College, she earned a Ph.D. in reading education from the University of Georgia.
 Scott Henderson
Professor
Furman University
A. Scott Henderson has taught in Furman’s Education Department since 1998. Prior to joining the university, he served as a secondary social studies teacher in Chesapeake, Va. (1986-1989) and as an English instructor in Yamagata, Japan (1989-1990). He has coordinated several South Carolina Holocaust Institutes for K-12 teachers, was appointed a Leadership Fellow in the National Network for Educational Renewal (2003-2004), and currently serves as a board member of the Richard Riley Institute for Educational Policy and Leadership. He is also a recipient of Furman’s Meritorious Advising Award. Henderson has a bachelor’s degree in history and international affairs from Florida State University, a master’s degree in history from Johns Hopkins University and a Ph.D. in history from SUNY-Buffalo.
 Stephenie M. Hewett
Associate Professor of Teacher Education
The Citadel
Charleston
Stephenie Hewett serves as the Academic Coordinator for the GEAR UP Program, a U.S. Department of Education initiative that funds a partnership between St. Paul’s Constituent School District and The Citadel. She has also been instrumental in integrating the Stewards of Children training into the School of Education’s curriculum. She is also the founder of the Low Country Higher Education consortium for the Protection of Children.
 Robert M. Horton
Secondary math education professor
Clemson University
Clemson
In addition to preparing high school mathematics teachers, Robert M. Horton has led the mathematics portion of Emerging Scholars for several years. With support from the GE Fund, this program has helped high school students from economically disadvantaged districts prepare for and succeed in college. Horton has also helped create a network of teachers from these schools who are dedicated to improving mathematics instruction. He has teamed with education faculty in an innovative project entitled Inquiry in Motion that will strengthen mathematics and science education throughout South Carolina.
Gwen Johnson
Instructor, School of Education
University of South Carolina-Aiken
Gwen Johnson serves as the director of Professional Development School in Allendale Elementary School. She has been on special assignment in Allendale Elementary School for the past four years to work with both teachers and students to help increase student achievement. As a result of her efforts, student achievement has steadily improved, and in 2007, the state turned the district back over to local control.
 Antonis Katsiyannis
Special education professor
Clemson University
Clemson
Antonis Katsiyannis is the recipient of the S.C. Council for Exceptional Children’s Division on Career Development and Transition 2005-2006 Contributor award, which is presented for significant contribution to the field of career education and transition through a means other than direct classroom instruction. Katsiyannis researches issues dealing with early experiences, such as foster care, hospitalization and previous mental health problems in juvenile delinquency, differences in the pathways toward juvenile delinquency for white and black youth, and the adult outcomes associated with a history of juvenile delinquency focusing on race and gender differences. He also has investigated high stakes testing; the historically poor performance of students with disabilities on these assessments has raised concerns over minimum standards, permissible test modifications and alternate assessments.
 Jane Clark Lindle
Professor of educational leadership
Clemson University
Clemson
Jane Clark Lindle believes leading and teaching are closely connected and that the best leaders, along with outstanding teachers, empower others. She is well-known in the areas of school and community relations, parent involvement, micropolitical aspects of schooling, school policy evaluation and governance. Lindle has taught and advised principals who serve their students, parents and guardians, the whole school staff, and their communities. Lindle’s research has been published in Educational Leadership, Educational Policy and the Journal of School Leadership. She is past editor of Educational Administration Quarterly and has authored a book, “20 Strategies for Collaborative School Leaders.”
Susi Long
Professor, College of Education
University of South Carolina-Columbia
Susi Long is a longstanding member of the University of South Carolina College of Education community. Aside from dealing with educational access and equity issues related to the state of South Carolina’s disenfranchised children and youth, she is working with Gloria Boutte to develop a comprehensive plan for diversifying the state’s teaching force.
 Carol Marchel
Associate Professor, Richard W. Riley College of Education
Winthrop University
Rock Hill
Carol Marchel, an associate professor of education in the Richard W. Riley College of Education, teaches courses in human development, educational psychology and issues related to quality teaching during capstone teaching experiences. As Winthrop’s Singleton Endowed Professorship in Teacher Education, she researches the theme of equity in education to help teachers provide a quality education to all students regardless of race, ethnicity or economic status.
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