Dr. Hulett earned a PhD in English and a Master’s degree in Communication from the University of Kentucky in Lexington, Ky.  She is currently an Assistant Professor at Voorhees College.  She has worked previously at Morris College and SC State University.  Her research interests include Southern Literature and First World War Murder Fiction.  Her teaching philosophy focuses on preparing students to write and research effectively and to learn the most current information available in their field of study.  Inspirational Quote: Matthew 5:9: “Blessed are the peacemakers for they shall be called children of God.”  I am single but I’m a devoted sister, aunt and great-aunt as well as my dog Gracie’s best friend.

EDUCATION-Bachelor of Arts in Music-Spelman College, Atlanta, GA, Master of Music Education-Howard University, Wash. DC.,  Ph.D. Humanities-concentrating in (Interdisciplinary Studies, African-American Studies, and Fine Arts)-Clark Atlanta University

WORK EXPERIENCE-I have taught at Shorter University (Undergraduate, Graduate  and Professional Studies )-Rome, GA.,  Talladega College, Talladega, Al., Spelman College-Atlanta, GA.,  Morris Brown College-Atl. GA. and Claflin University-Orangeburg, South Carolina.

RESEARCH EXPERIENCE-I have written a Guidebook for College teachers entitled, “Humanities and the Whole Man-An Interdisciplinary Approach to Teaching Humanities on the Post-Secondary Level: A Teaching Handbook” by Dr. Norma F. Watts

INSPIRATIONAL QUOTES-My favorite quotes are “This is the Day the Lord has Made, let us rejoice and be Glad in it!” and “Yea though I walk in the shadow of Death, I Shall Fear No Evil!”

FAMILY-I come from a family of teachers and I have one daughter and one son.

1.) Educational Background

I attended Claflin University where I majored in Sociology/Criminal Justice. I’m also a member of Alpha Phi Sigma a National Criminal Justice Honor Society. I received my Master’s degree in Criminal Justice from Boston University. Im currently pursuing my Phd (ABD) in Business Administration with a specialization in Criminal Justice at Northcentral University.

2.) Teaching Philosophy                                                                                                                

Fifteen  years of experience managing individuals coupled with eight years of law enforcement, has afforded me the opportunity to work with a plethora of personalities. Given the responsibility to supervise persons with diverse backgrounds and vast culture differences required devotion, time and determination to foster a healthy environment of solidarity.  From these intimate bonding experiences the power of positive reinforcement through words, as well as the enormous benefits of listening were learned.  Working in public service was the foundation of my desire to become an educator.  Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open dialogue of ideas and a judicious approach to discipline.  I implore that individuals impart more by way of example than precept, and that others are very perceptive in recognizing when someone is a hypocrite; and does not practice what (s)he preaches.  Thus, I desire to be transparent with my students by living a life that emphasizes the importance of learning.  In my mind, “knowledge is power”, is far from a cliché but a wisdom that once embraced will open doors of unlimited opportunities for students.  There are several principles that I believe are paramount to providing quality education.  In essence, the premise encompasses the importance of organization, preparation, and homework; respect for other people and their views; public service obligations; the value of clear and effective communication both written and oral; and lastly the centrality of equality.  Therefore, I will deliberately teach students, both by words and actions.  The very nature of people involves an inquisitive spirit.  Consequently the goal of education should be to foster seekers of truth, based on personal exploration, instead of mere acceptance.  I seek to facilitate this advancement of knowledge, by cultivating critical thinkers.  Hence, the main theme of my teaching philosophy is to challenge students to question everything.   According to Aristotle, it is the mark of an educated mind to be able to entertain a thought without accepting it.

B.S in Business Administration, M.S. in Technology in Education:  Work Experience:  VC Freshman Seminar Instructor, Administrative Assistant to the VP of Academic Affairs, 2010-2012 Voorhees College Upward Bound Instructor, SC Notary Public, 2019 VITA Tax Certification: Inspirational Quote “  “OUR DEEPEST FEAR IS NOT THAT WE ARE INADEQUATE. OUR DEEPEST FEAR IS THAT WE ARE POWERFUL BEYOND MEASURE” Marianne Williamson.  Family- Married, 3 adult children and 2 grandchildren

Education

UCLA (Los Angeles): PhD African history; French Colonial history

UCLA (Los Angeles): M.A. African history

Columbia University (New York City): B.A. American history major; French minor

Work Experience

Voorhees College, Professor of History 2004-present

UNESCO (European Centre for Higher Education, Bucharest, Romania) Senior Editor, Programme Specialist, and Professor, 1983-2004

University of Constantine (Algeria) successively maître assistant, maître de conférences, and professeur, 1980-1983

Voorhees College, Associate Professor of History, 1975-1978

Research Experience 

PhD dissertation, “General Faidherbe, the Maurel and Prom Company, and French Expansion in Senegal,” UCLA, 1974 leading to numerous articles and book chapters “mined” from or inspired by the research accomplished to write the dissertation, the most recent one appearing in 2013. Two additional and related book chapters are currently in press.

Numerous short encyclopedia articles, mostly on African subjects, published between 1983 and 2018 by such presses as Oxford University Press, Wiley, and ABC-CLIO.

Numerous book reviews in scholarly journals including 20 book analyses for H-Net Humanities and Social Sciences on Line <http://www.h-net.msu.edu/reviews> produced by Michigan State University (1999-2016).

Editing and Research for UNESCO: five publication series including the quarterly review, Higher Education in Europe, two compiled volumes on educational subjects, two compiled volumes on South East European history and culture, an illustrated album on the Kretzulescu Palace in Bucharest (the building that housed the UNESCO office in that city), and three successively expanded versions of a study of the European Centre for Higher Education, the most recent one appearing in 2013. A shortened version of the latter appeared in Comparative Civilizations Review in 2017.

Teaching Philosophy

Exposure to history classes will awaken the student’s curiosity about the wider world in which he or she lives, how it came to be what it is, and what it may become in the future. Once a basic factual knowledge has been acquired from reading, from other sources including audio-visual, and in some cases from experience, the student should be able to make historical comparisons, gauge change over time, reason chronologically, and be able to search for and to recognize truth. As history is a literary discipline, the study of history should stimulate improved communication skills, particularly formal writing, that can be applied to other disciplines and endeavors.

Family

Dr. Barrows had been married to Adra Benaïssa of Constantine, Algeria, since 1985. They have one daughter, Nassima Irene Barrows, who is employed by the Nuclear Security Agency of the US Department of Energy in Vienna, Austria.

Biography

Dr. Marcus Amos is a native of Augusta, Georgia, 1988 graduate of Lucy C. Laney High School (Augusta, Ga.), and a member of Alpha Phi Alpha Fraternity Inc. He received bachelor degrees from Saint Augustine’s College, majoring in Physical Education, and Southern University, majoring in Therapeutic Recreation. He went on to obtain dual Masters degrees from South Carolina State University, majoring in Rehabilitation Counseling, and LSU, majoring in Sport Management. He received his doctorate degree from the University of Tennessee, with a concentration area in Kinesiology and Sport Management. He has spent over 20 years working within academics,  sports, and social services, combining all within  the aspects of life-skill development in athletics. His passion for ongoing Athletic Player Development has touched the lives of athletes on the amateur & professional levels. Dr. Amos has also become one of the leading educators & advocates in the country providing Prescription Drug Education in Sports. He has presented as a research speaker at local, state, and international conferences; while receiving numerous community, academic, and service awards. Dr. Amos has provided expert media consultation for:

• HBO Real Sports

• ESPN Outside the lines

• ESPN Radio/ESPN News

• 60 Minutes

• 20/20

• L.A. Times

• ABC News

Work Experience

Academic Work Experience:

Voorhees College: Assistant Professor Sport Management (8/15 – present)

University of Tennessee: Volunteer Graduate Student Guest Lecturer (8/12 – 1/15)

University of New Mexico: Graduate Teaching Assistant (1/11 – 5/11)

Athletic Work Experience:

Prevention Education for Athletes: Player Development Consultant (9/05 – present)

Z.E.A.L. Life-Skill Development Program for Student-Athletes (8/10 – present)

NCAA IHOOPS Men’s Basketball Program: Mentor (8/03 – 1/11) 

NBA Washington Wizards: Basketball Operations Intern (8/5 – 2/6)

University of New Mexico Athletics: Academic Mentor (8/10 – 1/11)

Louisiana State University Athletics: Academic Mentor (8/03 – 12/05)

Elite Global Sports: Director of Player Development (6/6 – 5/10)

NCAA Health & Safety Grant Speaker (10/04 – 1/08)

His areas of research interest include: Opioid Prevention in Sports, Athletes and Life-Skill Development, and Barriers that affect athletes off the playing field.

 Publications:

Spearman, L., Norwood, D., S., Amos, M. (2016). The Thrill is Gone: Scouts perspective on the decline of African-Americans in major league baseball. [The Journal of Sport Behavior: Vol 40 (2), [2017].

 Amos, M., L. (2014). Have today’s African-American athletes honored the struggle of ‘42’? In S. Waller (Ed.). 42: Essays on the intersection of race, class, spirituality, and sport in the Jackie Robinson story (pp. 70-86). Scottsdale, AZ: TBI-Wilshire Press.

Bell, R., Parisi, B., Ritz, A., Schaerchterle, A., Spencer, A., Wiginton, A., Amos, M . . . Saunders, W.(2015). Don’t should on your kids: Build their mental toughness. California, DRB Press.

Amos, M. L. (2015, Accepted). Education on prescription drug abuse. In M. Robinson (Ed.). Personal Player Development. Sarasota, FL: First Edition Design Publishing. 

Inspirational Quote

“Education is useless, if you are not using it to help someone else. If you wake up every day, and not help to educate at least one person in some capacity, your day could be considered useless” (Creagh, 2005). 

 Teaching Philosophy

“Education is useless, if you are not using it to help someone else.” If you wake up every day, and not help to educate at least one person in some capacity, your day could be considered useless” (Creagh, 2005). This quote is very inspirational to me because of the impact that one may have on another individual due to the knowledge they have gained while matriculating through their own educational path.

My teaching philosophy is somewhat electric, which promotes energy and communication among students. My primary goal is to ignite feedback and participation through life examples that relate to educational topics discussed. In no way could I be effective in the classroom if I did not provide students with real-life situations from my practitioner background and combine this with my research experience. Among the many challenges teachers face, I believe that the most difficult task is encouraging engagement from students. Classrooms are composed of different cultures and ages. I’m aware that it is sometimes extremely difficult to motivate each individual while addressing educational topics. I think you must be a skilled individual to create an atmosphere that provides students with confidence, not disengaging, but wanting to challenge their own selves in classroom discussions. I consider myself to have the capability of being a skilled teacher, with certain positive characteristics. I believe that everyone can grow, I believe in giving positive messages, and I believe in setting the right tone in order to create a positive climate for students.

I have noticed throughout my years of presenting on several subjects within the educational settings that students have responded well when I utilize personal experiences with classroom topics. This encourages individuals to seek further answers and initiate questions surrounding pertinent topic discussion. By nature, some people can be very inquisitive. One goal of my teaching philosophy is to promote questions and answers during and after any lecture that I present. I believe that as a professor, you should always plant a seed of interest, with hope that your students will have a craving to return to your classroom could not be the type of professor that relies on knowledge which is only gained by research outcomes. I believe that information that is applied is also effective in providing students with resolutions to different questions/topics. Another critical aspect of my teaching philosophy involves the encouragement of students to interact; to be confident in their responses to classroom discussion topics; and instill a culture of overall support, rather than discrediting a student’s response. I want to help students gain deep respect for their colleagues, and their environment. This can be impacted by openly sharing ideas and learning how to identify positive statements during subject dialogue.

I think it is increasingly important to create a learning environment promoting self-encouragement.An important quote by Carol B. Hillman (1989), which targeted educating young children, can be translated to apply to college students of all ages, “A positive learning climate in a school for adults is a composite of many things. It is an attitude that respects students. It is a place where students receive guidance and encouragement from the responsible adults around them. It is an environment where students can experiment and try out new ideas without the fear of failure. It is an atmosphere that nurtures a love of student’s self-confidence so they dare to take risk. It is an environment that nurtures a love of learning.”

The delivery of information literacy to students has become essential in helping them progress through their academic careers. The use of technology has provided efficient ways of information gathering. There are so many electronic resources available not only students, but for professors as well. Students need to be encouraged to utilize the electronic options available for specific purpose as needed. As a professor, I believe it is essential to promote the use of technology for student success. Although I did not start out as a technology expert, I have developed an understanding that students want access to any electronic outlet that will help with their educational success. We are driven today by more social media involvement. I truly support the use of technology in classroom settings. I believe that a professor’s knowledge of electronic sources can have an impact on the student’s success.

The experience I’ve gained from previous professors has allowed me to be more initiative in leading classroom discussions, and becoming a critical thinker. It is equally important to research and study topics that will be relevant to the subject matter presented, and the interest of the student population. These are some important qualities that I will transition as I progress as an educator within a leadership role. As a graduate student at Louisiana State University, Dr. Leonard Moore, who is now a professor and current Vice President in the Division of Diversity and Community Engagement at the University of Texas, was then, and has continued to be a key influence, and motivator throughout my educational path. As a graduate student under his guidance, he instilled in me the importance of being a leader in the classroom, taking charge, be decisive and to always be attentive to the positive responses of an individual. As I moved forward with my interest in wanting to eventually become a college professor, I realized that the skills he instilled in me were compatible with what I wanted to instill in students.

Dr. Leonard Moore has always instilled in me to consider the personal path of each student. Everyone does not gather information the same, everyone does not interpret information the same, and everyone does not have the same mental capacity to learn. But you must be skilled enough to create an atmosphere that everyone feels as if they have the same opportunity to succeed.

Finally, I aim to promote awareness to students in the area of educational networking. Regardless of what school a person graduates from, there needs to be awareness that students have to place themselves in certain surrounds / environments that relate to their career goals as an educator or practitioner.

BS in Biology, University of South Carolina.  25 years in the emergency management field and current Emergency Management Director for Barnwell County.  I focus my classes on experience in the Emergency Management field with a hands on approach.  Also like to incorporate soft skills in my lesson plans.    Married to Beth Riley for 26 years and have two young adult children.  

PROFESSIONAL EXPERIENCE

Associate Professor of Mathematics                                                                                    08/2017 – Present  

Voorhees College, Denmark, SC

Professor of Mathematics 09/2012 – 12/2016 

Slantsy Private College, Slantsy, Russia (Private college focused on economic education)

Professor of Mathematics 01/2012 – 08/2012

St. Petersburg State Mining University, Saint Petersburg, Russia

(Oldest Russian technical University and one of the oldest technical universities in Europe)

Professor of Mathematics 09/2010 – 12/2011

North-Western State Correspondence Technical University, Saint Petersburg, Russia

(Russian Technical University (now is the structural unit of the St. Petersburg State Mining University))

EDUCATION 

Doctoral (Ph.D.), Education, 02/16/2015

Moscow State Institute of Culture, Moscow, Russia.

28 published scientific articles on Education (5 of them – in leading reviewed research journals). 

– Equivalent to U.S. Ph.D. degree in the field from an accredited institution according to International Education Evaluation, Charlotte, 2017. 

Master of Science (MS), Mathematics,  06/26/2007, with honors (Summa Cum Laude)

State University of Cyril and Methodius, Luga, Russia.

– Equivalent to U.S. Master’s degree in the field from an accredited institution according to International Education Evaluation, Charlotte, 2017. 

Bachelor of Science (BS), Mathematics,  06/26/2005, with honors (Summa Cum Laude)

State University of Cyril and Methodius, Luga, Russia.

– Equivalent to U.S. Bachelor’s degree in the field from an accredited institution according to International Education Evaluation, Charlotte, 2017. 

Dr. Yavuz Cakir completed his undergraduate degree at College of Veterinary Medicine at Ankara University in 1993.  He then moved to USA to pursue higher education in 1995. Dr. Cakir received his Ph.D. from the University of Tennessee at Knoxville where he investigated beta-adrenergic-arachidonic acid and potassium channel associated regulation of human breast cancer cell. He then worked at University of Alabama at Birmingham for 4 years as a Postdoctoral Research Associate. He investigated the role of alcohol, environmental tobacco smoke and the free radicals or reactive oxygen species (ROS) on the mitochondria in cancer and the cardiovascular system. While he was doing his postdoctoral research, he participated in a new program called Preparing Future Faculty (PFF) and published two articles with another PFF fellow in Science’s Next wave in 2003: Learning to Teach, Part 1 and 2, Science’s Next Wave, 2003. Dr. Cakir then joined faculty at Lane College in Jackson, TN. After teaching there 3 years, he moved to Columbia, SC to teach at Benedict College.  Dr. Cakir is now teaching at Voorhees College since 2018. His current research focus is on the aging, mitochondrial DNA damage, cardiovascular diseases, atherosclerosis, free radicals and caloric restriction. Dr. Cakir was interested in how the interaction of mitochondria with ROS can modulate cell signaling pathways and molecular events, which control ROS production in the diseased cells. Dr. Cakir is also an International Baccalaureate biology program examiner; he reads and scores student exams and essay papers every year in England. He is currently teaching Biology, Zoology and Botany courses. Dr. Cakir’s philosophical belief about college level teaching is that the study of life sciences both at undergraduate and at graduate level must open the students’ minds and help them realize the world from an entirely new perspective. He always interacts with his students and form a learning and student-centered teaching environment where all multicultural, multiethnic, socioeconomically diverse groups of student study and learn together to improve their scientific and intellectual abilities. He always reminds his students that in the current era, the knowledge is the most important power, and to reach the knowledge, we must continue reading and studying together. HIs Inspirational is “Yesterday is history. Tomorrow is a mystery. Today is a gift. That’s why it’s called the present” – Bill Keane

Dr. Cakir enjoys reading, travelling and playing soccer in his leisure time. He is married with 2 college attending sons and 2 daughters.   

EDUCATION 

Doctoral (Ph.D.), Economics,  11/12/2015

Saint Petersburg State University of Economics (UNECON), St. Petersburg, Russia. – Equivalent to U.S. Ph.D. degree in the field from an accredited institution according to International Education Evaluation, Charlotte, 2017. Proof of evaluation available upon request.

• created new mathematical methods for evaluation of climate conditions, anthropogenic pressure and development of transportation in tourist destinations. 

• 15 published scientific articles on mathematical approach to Economics (5 of them – in leading reviewed research journals).

• developed 10 original formulas for evaluation of conditions of tourism development at tourist destinations

Master of Science (MS), Mathematics,  06/26/2009, with honors (Summa Cum Laude)

State University of Cyril and Methodius, Luga, Russia.

– Equivalent to U.S. Master’s degree in the field from an accredited institution according to International Education Evaluation, Charlotte, 2017. 

Bachelor of Science (BS), Mathematics,  06/26/2007, with honors (Summa Cum Laude)

State University of Cyril and Methodius,  Luga, Russia.

– Equivalent to U.S. Bachelor’s degree in the field from an accredited institution according to International Education Evaluation, Charlotte, 2017. 

WORK EXPERIENCE

Adjunct Professor of Mathematics                                                                           01/04/2019 – Present  

Voorhees College, Denmark, SC

• Taught courses: Discrete Mathematics, Fundamentals of Mathematics II, Calculus I

• Designed syllabi and managed supporting documentation

Volunteer – Regional Finance Director                                                                    10/18/2017 – Present

Bamberg, Allendale, Barnwell, Edgefield, & Hampton Counties Marine Corps 

Reserve Toys for Tots, Bamberg, SC, USA

Charitable organization that provides Christmas toys for underprivileged children

• Provided leadership to the Company’s  Finance and Accounting strategy, optimized the Company’s financial performance

• Provided financial analysis and guidance on all activities, plans and targets, took ultimate responsibility for the Company’s cash management policies

• Established a high level of credibility and managed strong working relationships with customers and donors

Associate Professor of Mathematics                                                               09/01/2013 – 06/30/2017 

Slantsy Private College, Slantsy, Russia

Private college focused on economic education

• Taught a variety of math courses and tutored students

• Served as an Academic Advisor for 24 students

• Improved the students’ achievement (increased 34%) using student – centered approach in    teaching

• Designed syllabi and managed supporting documentation

Bachelor of Science Accounting ,

Masters of Arts Leadership and Management 

Master of Arts Acquisition and Procurement

Military Service both Active Duty and Army Reserves (28 Years)

Assistant Warehouse Distribution Manager 

Assistant Professor of Military Science

Recruiting Operations Officer SROTC Program