John Burnley Winslow’s graduation present is a 1913 Wake Forest yearbook.

When Winslow walks across the stage to get his diploma, it will be exactly 100 years after his great grandfather Albert Rufus Phillips earned his Wake Forest degree in May of 1913.

The tan, leather-bound yearbook, with the formal black and white photo of his great grandfather, ties him to his family’s impressive five-generation history with Wake Forest.

As a Wake Forest student soon after the turn of the 20^th century, Albert Phillips studied Greek and Latin, lived in a boarding house, ran track and prepared to be a minister.

One hundred years later, his great grandson studied Spanish and mathematical economics, lived in Polo Residence Hall, played golf and prepared for a career in business.

While many things about Wake Forest have changed in a century, Winslow says one thing remains the same: “The quality of the professors.”

“That is why people come here. It is why they have always come to Wake Forest.”  Among his favorites: Eric Carlson in physics and Fred Chen in economics.
 

A long legacy

Winslow remembers his grandfather, John Dalton Phillips (’49), talking about attending Wake Forest reunions with his father, Albert, when he was growing up. While visiting the Old Campus, John Dalton Phillips met legendary professors such as George Paschal. Wake Forest College was located in the town of Wake Forest until 1956, when it moved to Winston-Salem.

Nearly 40 years after Albert Phillips got his Wake Forest diploma, John Dalton Phillips enrolled. As a high school senior, he traveled from his home in Stokes County to Wake Forest with his father and two of his high school friends. “Come and bring your $50 to register for summer school,” the bursar, E.B. Earnshaw, said to him.

Soon, he had his own favorite professors: Jasper Memory in education, K.T. Raynor in math, Owen Herring in religion and Hubert Poteat in Latin.

After graduation in 1913, Winslow’s great grandfather went on to seminary. Then, he and his wife served as missionaries in Buenos Aries, Argentina. Later he became pastor of First Baptist Church in Nashville, N.C. Finally, he moved back to the family’s home place in Stokes County in 1927 and was a teacher and principal in a number of schools in Stokes and Surry Counties.

Three of the Phillips’ children attended Wake Forest: John Phillips (’49), Anne Radford Phillips (’58) and William Rufus Phillips (’60 BA, ’63 MA).

Back to the beginning

Matthew D. Phillips (1875)

The Phillips/Winslow family’s Wake Forest legacy actually stretches back to 1875 when Winslow’s great, great grandfather Matthew Dalton Phillips and great, great uncle John Y. Phillips earned their Wake Forest degrees.

John Y. Phillips (1875)

According to a brief family history compiled by William Rufus Phillips, Winslow’s great uncle, the curriculum at Wake Forest College in the late 1800s included four years of Latin; four years of Greek; four years of mathematics and four years of English. Both brothers came to Wake Forest in 1871. They graduated together in June 1875, in a class of nine men.

John Dalton Phillips has the 1875 class picture hanging on the wall in his Raleigh home.

Two Wake Forest awards were established in the brothers’ honor in 1975. The Matthew D. Phillips Award recognizes an outstanding student in the classical languages department each year. The John Y. Phillips Award honors an outstanding math student each year.

“This feels like home”

“I don’t think there’s another legacy like this. It makes me excited and proud and gives me goose bumps,” said Winslow’s mother, Catherine Phillips Winslow, who recalls driving over to the Old Campus with her father and visiting with her father’s friends and professors when she was growing up. She remembers the sense of history and belonging.

John Winslow (’13) talks with his great uncle, William Rufus Phillips (’60, MA ’63), his grandfather John Dalton Phillips (’49) and his great aunt Anne Radford Phillips (’58) in front of Reynolda Hall.

“John made up his mind in seventh grade that he was going to make straight As and get into Wake Forest,” Catherine Winslow said.

Was her son pressured to follow in the family footsteps and become a Demon Deacon? No, John Winslow said, even though his father Robert Raymond Winslow III is also a Wake Forest graduate.

“It came down to what was going to be the right spot for me. I set foot on campus and it was magical, and I thought, ‘this feels like home.’”

Wake Forest’s commencement ceremony remains on schedule to be held outside on Hearn Plaza at 9 a.m. Monday, May 20.

Weather forecasts currently call for a possibility of light, scattered showers in this area on Monday morning. Severe weather is not expected, according to multiple local meteorologists the University has consulted.

If plans change due to unexpected severe weather, the University will inform local news media, place information prominently on the University’s website (www.wfu.edu) and send an email message to graduates by 7 a.m. Monday.

Because the ground is expected to be wet and showers may be in the area, the University encourages everyone attending to dress accordingly. Some may want to bring a raincoat, plastic poncho or hat to wear, as well as shoes appropriate for damp ground. Open umbrellas during the ceremony are strongly discouraged.

Live streaming is planned for the commencement ceremony at http://go.wfu.edu/livestream. The live stream also will be broadcast on the University’s cable TV channel and can be seen in Pugh Auditorium in Benson University Center.

Additional details on commencement weekend are available at http://commencement.wfu.edu.

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About Wake Forest University: Wake Forest University combines the best traditions of a small liberal arts college with the resources of a large research university. Founded in 1834, the school is located in Winston-Salem, N.C. The University’s graduate school of arts and sciences, divinity school, and nationally ranked schools of law, medicine and business enrich our intellectual environment. Learn more about Wake Forest University at www.wfu.edu.

Wake Forest University will be closed to through traffic for its commencement ceremony Monday, May 20, from 5:30 a.m. until the ceremony ends around noon. Gwen Ifill, moderator and managing editor of “Washington Week” and senior correspondent for the “PBS NewsHour” will deliver Wake Forest’s 2013 commencement address on May 20 to more than 1,600 graduate and undergraduate students.

Commencement parking passes and commencement tickets are required to enter campus and attend the event.  Passes and tickets are reserved for graduates and their guests. Those without commencement parking passes will not be allowed to enter campus.

Traffic at the University’s Reynolda Road, Polo Road and University Parkway entrances is likely to be heavy. Anyone not attending the commencement ceremony should plan to take alternate routes around campus.

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By saving 139,196 gallons of water, Wake Forest University placed among the top five schools in the country in the Campus Conservation Nationals 2013 competition for greatest average reduction of water usage in residence halls.

More than 120 colleges and universities participated in the three-week competition.

From Feb. 4 to April 26, campus teams for residence halls tracked their energy conservation efforts using the Building Dashboard.  In addition to water usage, they also tracked electricity usage in residence halls. Wake Forest collectively saved 74,789 kilowatt hours of electricity during the competition.

Campus Conservation Nationals (CCN) is the largest nationwide electricity and water reduction competition on college and university campuses. In its third year, CCN gives a common voice and motivation to hundreds of thousands of students, all working together to reduce consumption.

Ravish Paul, Wake Forest’s energy manager, facilitated the University’s participation in the competition in partnership with Residence Life and Housing office. Claire Nagy-Kato, a Wake Forest junior and an intern for the Office of Energy Management, helped coordinate Wake Forest’s efforts.

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About Wake Forest University:  Wake Forest University combines the best traditions of a small liberal arts college with the resources of a large research university. Founded in 1834, the school is located in Winston-Salem, N.C. The University’s graduate school of arts and sciences, divinity school, and nationally ranked schools of law, medicine and business enrich our intellectual environment. Learn more about Wake Forest University at www.wfu.edu.

In many ways, Courtney Flynn (’14) is the poster child for a 21^st century liberal arts education.

A junior Classical studies major, she pursues her passions while simultaneously safeguarding her future with the help of Assistant Director of Career Education and Counseling Carolyn Couch.

“I believe that while primary the purpose of the institution is to teach us, it’s also to teach us things that are applicable to the rest of our lives,” said Flynn, who will intern with Citigroup this summer. “There are no Romans out there hiring and I don’t want to go to law school, which is the typical path afterwards. I declared my Classical studies major because I love it. For me, the career office is a vital link between what we learn and what we can do with it.”

Wake Forest has been at the forefront of transforming the traditional, outdated concept of “career services” into a holistic, four-year approach to personal and career development.

Now, a new report issued by the Office of Personal and Career Development (OPCD), “A Roadmap for Transforming the College-To-Career Experience” outlines a seven-step process to help colleges and universities of all sizes and resources rethink the way they prepare students for the world of work.

This crowdsourced paper, which includes input from 20 innovators in higher education and business, also profiles and shares insights from some of the country’s leading personal and career development models in higher education.

Building upon the ideas of national thought leaders representing the professional world and from 74 premier colleges and universities, the report captures feedback from the “Rethinking Success” conference hosted by Wake Forest last year.

In addition to examining issues related to the value of a liberal arts education and employment today, the conference also helped catalyze a national movement with a clear takeaway and an urgent call-to-action.

Chan

“Career preparedness is not a talking point for graduation season only. Higher education as a whole must do more to prioritize personal and career development as a four-year long, mission-critical component of the college experience,” said Chan. “To achieve a life of meaning and purpose, students need to be employable for life, not just employable immediately after graduation.”

Investing in personal and career development pays off

Four years ago, President Nathan Hatch envisioned an undergraduate experience that gave students not only an academic education, but also a career education that teaches them about themselves and their options in the world of work.

Since 2009, Chan has built an innovative, resourceful “College-to-Career” community designed to intentionally prepare students in a comprehensive way, starting with their first days on campus.

In three years, Wake Forest has raised more than $10 million to invest in personal and career development, and the results are paying off. Of the Class of 2012, 95 percent reported being employed or graduate school just six months out of college (compared to a 66 percent nationally).

Rethinking personal and professional success for students

To that end, it might seem surprising that, according to the National Association for Colleges and Employers, colleges and universities have slashed career office budgets by an average of 16 percent in the past year.

Though many schools – from large public research universities to traditional liberal arts colleges – face real resource constraint issues, they cannot be an excuse for not providing the necessary career support for every student, says Chan. To that end, he outlines seven key steps institutions of all types should take to successfully enable and implement transformational change in the area of personal and career development.

“Unless we can demonstrate to current and prospective students and their families that the four years spent at college will result in real employment prospects, there will continue to be those who disparage a college education as a waste of time and money,” Chan said.

For students like Flynn, the OPCD experience isn’t just professional – it’s personal.

“I want to emphasize how office is invested in us as people. I have developed a relationship with my career counselor and she emails me all the time about events that would be of interest to me,” she said. “She’s also interested in how I am as a person and how things are at home. That’s the allure of the office. They’re interested in getting to know you and helping you.”

The full report and roadmap are available at http://opcd.wfu.edu.

Members of the media are invited to attend Wake Forest University’s commencement ceremony Monday, May 20. Gwen Ifill, moderator and managing editor of “Washington Week” and senior correspondent for the “PBS NewsHour” will deliver Wake Forest’s 2013 commencement address.

The outdoor ceremony will begin at 9 a.m. on Hearn Plaza (the Quad). The event is not open to the public and parking passes will be required to enter campus. To ensure access to campus for your staff, please request passes by May 16.  All members of the media are also asked to carry their own media credentials. Early morning television crews may arrive as early as 5 a.m.

Parking:

Reserved media parking will be on Davis Field, near Scales Fine Arts Center. Media must enter campus through the Reynolda Road entrance. Reserved parking for television trucks only will be in Parking Lot B, located between Taylor and Davis residence halls on the Reynolda Road (west) side of campus.  Because of heavy traffic, all members of the media are encouraged to allow plenty of time to park and set up on Hearn Plaza.  Here’s a link to a campus map.

Members of the media are encouraged to enter Hearn Plaza through the access point from Parking Lot B and will need their media passes.

Seating:

Reserved media seating will be in the front row. Direct audio feeds and power outlets will be provided.

In case of rain, the commencement ceremony will be moved to Lawrence Joel Veterans Memorial Coliseum and begin at 9:30 a.m. Media will be notified by early morning May 20 if the rain plan is put into effect.  More information regarding media arrangements for the coliseum will be distributed as needed.

Here’s a link to commencement-related story ideas.

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About Wake Forest University:

Wake Forest University combines the best traditions of a small liberal arts college with the resources of a large research university. Founded in 1834, the school is located in Winston-Salem, N.C. The University’s graduate school of arts and sciences, divinity school, and nationally ranked schools of law, medicine and business enrich our intellectual environment. Learn more about Wake Forest University at www.wfu.edu.

From researching regenerative medicine in Sweden to teaching in Vietnam, 11 Wake Forest students and recent graduates have been awarded Fulbright scholarships to go abroad during the 2013-1014 academic year. The Fulbright U.S. Student Program — the most prestigious international exchange program sponsored by the U.S. government — offers opportunities for students and young professionals to conduct research or teach English in more than 155 countries worldwide.

Jason Green (’13) of White Plains, N.Y., will conduct regenerative medicine research in Sweden, and Diane Hazel (’05) of Washington, D.C., will study law in Namibia.

Nine students were awarded Fulbright English Teaching Assistantships and will be teaching English abroad:

• Sal Badillo (’13) of Tampa, Fla. is teaching in Spain
• Theodore Barton (’13) of Pinon Hills, Calif., is teaching in Poland
• Amanda Cain (’13) of Alexandria, Va., is teaching in Vietnam
• Elizabeth Cannon (’13) of Atlanta, Ga., is teaching in South Korea
• Carter Kenyon (’13) of Brentwood, Tenn., is teaching in Germany
• Carleigh Morgan (’12) of Greensboro, N.C., is teaching in Turkey
• Annie Ornelles (’11) of Winston-Salem, N.C., is teaching in Andorra
• Becky Perry (’13) of Monroe, N.C., is teaching in Germany
• Renee Slawsky (’13) of Knoxville, Tenn., is teaching in Russia

Including the 11 named here, 83 Wake Forest graduates or students have been named Fulbright scholars since 1992.

Two students who were recommended by the U.S. Fulbright committee to the host committees in other countries are currently listed as alternates for English Teaching Assistantships (ETA) abroad:

• Molly King (’13) for Ecuador
• Ken Meyer (’13) for Turkey

Maggie Rodgers (’13) is an alternate for the Fulbright ETA to Germany. She is the recipient of an Austrian Fulbright Commissions ETA for 2013-14.

One Wake Forest graduate, Paige Haynes (’11), was chosen as an alternate to conduct political science research in Poland.

Rachel Cox spent the tail end of her biology for non-majors class delving into the intricacies of global climate change. Cox, a sophomore, wrapped up the course taught by senior biology lecturer Dan Johnson with a final presentation this week.

While many students have taken Johnson’s course before, Cox’s experience this spring was unique. She was one of a handful of students asked to test out a new kind of e-textbook as the sole take-home educational resource for a semester.

BioBook is an electronic learning tool that offers content in an unconventional way. Unlike the thick and convoluted textbook of old, BioBook is accessible by smart-phone, tablet or computer. Developed by Wake Forest researchers, it breaks down complex and lengthy topics into small, manageable chunks of knowledge that can be changed and updated as educators see fit. It also provides students instant access to multimedia from national research organizations such as the National Aeronautics and Space Administration (NASA) in addition to traditional text, class lectures and practice quizzes.

“If a page uses an unfamiliar word, there’s usually a hyperlink on the word that will lead to its definition,” Cox said. “Features like this make it better than many of the textbooks I’ve used in the past.”

Within three years, the approximately $30 BioBook is expected to replace the $200+ paper textbooks of up to 1,200 students taking general biology at Wake Forest and Forsyth Technical Community College. More students and schools are expected join the initiative as well, said Johnson, BioBook’s principal developer.

The new collaborative initiative officially kicked off this semester. It will be incorporated into a multi-state $15 million Department of Labor initiative (led by Forsyth Tech) to help displaced workers find a new home in the 21st century workforce.

“We particularly appreciate that BioBook can be offered to students at little to no cost,” said Michael Ayers, dean of Forsyth Tech’s Math Science and Technology Division. “This is important because many students struggle to purchase science books that may cost hundreds of dollars.”

Ayers said the new initiative is part of a longstanding relationship between Wake Forest and Forsyth Tech. For example, Forsyth Tech’s nanotechnology students learn how to work with electron microscopes at Wake Forest.

“We hope to continue to strengthen our partnership by helping to improve BioBook and by working together to produce other science books,” Ayers said.

Johnson said BioBook takes material and content developed in a biology for non-majors class and puts it into a malleable and easy-to-access format so that educators, regardless of institution, can use the material and evaluate it as they see fit. “So rather than constantly reinventing the wheel,” he said. “If something works, it is already in a sharing and ready to go format.”

Johnson and Jim Curran, chair of Department of Biology at Wake Forest, both used BioBook as the sole resource for their biology for non-majors classes. Slides, lecture notes, and supplemental material were added to the book’s data bank as the semester went on, giving students a wealth of new information to choose from, Curran said. “It is something I think students find very helpful and I plan on using in future classes.”

Perhaps the most useful aspect of BioBook will be its adaptability. Johnson said it will enable both teachers and researchers to track what learning tools worked for students at the end of the semester. Educators can then use this data to hone future lesson plans based on what is most effective for their particular brand of student.

“The BioBook by definition is a big data set generator,” Johnson said. “If you see that a particular resource isn’t working or doesn’t fit the way a particular group of students likes to learn, then you can change it.”

Johnson said BioBook has the potential to tackle some of the big questions emerging around the 21st century classroom-like whether or not to incorporate social media as a learning tool. “The data is going to allow us to ask these really interesting questions that will help to improve electronic learning materials in the classroom,” he said.

As for Cox, she said she would like to see more reading intensive classes adopt a similar platform in the future. She said it would not only be useful from an academic standpoint but would also save her some cash. “The total cost of my textbooks would be under $100 if some of my other classes did this; last semester it would’ve been almost cut in half.”

When Rahel Tafese spent a day shadowing a sales representative for a company called BioRx, she learned a lot about treatments for immune deficiency, but more importantly, she made connections that will help her as she figures out what path she will take within the health professions.

Tafese, a first-year student from Maryland, participated in Wake Forest’s new job shadow program with Wake Forest alumni offered through a course in the counseling department called “Options in the World of Work.”

“It was amazing,” said Tafese, who is thinking about majoring in health and exercise science.  “Several of the physicians and pharmaceutical company representatives I met offered the opportunity for me to shadow them as well. Where else would I get that kind of connection?”

Forty Wake Forest alumni in North Carolina offered an insider’s view of their work to current students. On the flip side, alumni find out what it is like to be a student today.

“It’s a fun way to stay in touch with the Wake Forest family,” said Eric Hill (’88), who arranged Tafese’s visit to BioRx, the company he co-founded. “It doesn’t require a lot of effort to give a student access to a real business environment. I would encourage other alumni to do this.”

In addition to connecting students with sales representatives in the Winston-Salem area, he has offered to arrange for students to visit the company’s operations center in Cincinnati, Ohio.

“This program has been successful in more ways than we imagined,” said Department of Counseling instructor Heidi Robinson, who directs the series of College to Career courses. “Students are experiencing all different industry and career settings:  consulting, sales, finance, education, medical practices. And, our alumni provide each opportunity.”

One student spent a day with a chaplain in an Iredell County hospital.  Another shadowed an orthodontist. Robinson partnered with Lori Sykes, who works on the employer relations team in the University’s Office of Personal and Career Development (OPCD). Wake Forest’s Alumni office helped recruit local alumni to participate.

“Job shadowing opens up possibilities,” Sykes said.  “It opens a student’s mind to hear from an alumnus who received a history degree, but works in private wealth management. Making that connection to someone who has been in their shoes before can make a huge difference in how they see their future.”

For some younger students, who have no idea what career they want, just seeing a day in the life of someone in the work world is valuable.  For others, who are already focused on a particular career, shadowing that professional either makes them confident about their choice or makes them take a broader look at what else is out there.

“Either way, it’s very beneficial for the student to do that earlier rather than later,” Sykes said.

Opportunities were listed in the OPCD’s recruiting system on a first-come, first-served basis. As soon as it was posted, Nick Syris signed up to job shadow Cameron Kent (’79), a news anchor for WXII-TV.

“I met everyone from producers, to the traffic reporter, the weather director, the sports director, to the people who run the station’s website and handle the technical aspects of the news station,” said Syris, a first-year student from Florida. “Three hours felt like three minutes.  I loved the adrenaline rush I got from watching a show go live.”

Robinson said job shadowing gives students three things:

• Confidence to reach out to other people and ask for job shadow opportunities on their own as they explore possible career interests.
• Competence in skills – preparing thoughtful, well-researched questions, reflecting on experiences, writing thank you notes – professional qualities that will be essential as they prepare to enter the job market after they graduate.
• Clarity about the kinds of work environments that excite them and align with their talents and gifts.

Written reflection helps students understand the value and relevance of the job shadow. They process it. Each student submitted written reflections to Robinson addressing three questions:  “What (they did)?”  “So what?” and “Now what?”

For sophomore Abby Rogers, spending two days observing accountants in different roles from procurement to internal and external reporting, confirmed she had chosen the right major for her—accounting—and fueled her enthusiasm for the accounting profession. “Shadowing took me out of my comfort zone and forced me to ask questions,” Rogers said.

At the end of his day shadowing Kris Downing (’93 MBA), director of business strategy and partnerships at the Center for Creative Leadership, Grey Miller was invited to apply for a summer internship. Miller is a sophomore from Morganton, N.C., who plans to major in communication with a minor in entrepreneurship.

“For me as an alumna, I found it refreshing to spend time with a college student and I had a renewed sense of pride in the work I do,” said Downing, who gave Miller the chance to sit in on research meetings and a conference call with a potential client. “It was very rewarding to share a portion of my day with an attentive, interested Wake Forest student.”

When students are home during summer break, they can feel confident seeking opportunities on their own, Robinson said.  “All this experience will translate into being better prepared and making better decisions when it is time to choose a major, select courses, and, of course, once it’s time to interview for that internship or full-time job.”

Many Americans struggle when it comes to basic math and science. This well-documented fact is a big problem for millions of displaced workers in a job market dominated by a burgeoning high-tech sector. It is also the driving force behind the efforts of Wake Forest University and Forsyth Technical Community College to introduce a new kind of e-textbook to biology classrooms.

Biobook is an electronic learning tool that offers content in an unconventional way. Unlike the thick and convoluted textbook of old, Biobook is accessible by smart-phone, tablet or computer. Developed by Wake Forest researchers, it breaks down complex and lengthy topics into small, manageable chunks of knowledge that can be changed and updated as educators see fit. It also provides students instant access to multimedia from national research organizations such as the National Aeronautics and Space Administration (NASA) in addition to traditional text, class lectures and practice quizzes.

Within three years, the approximately $30 Biobook is expected to replace the $200+ paper textbooks of up to 1,200 students taking general biology at Wake Forest and Forsyth Tech. More students and schools are expected join the initiative as well, said Dan Johnson, Biobook’s principal developer and a senior biology lecturer at Wake Forest University.

The new collaborative initiative officially kicked off late last month. Michael Ayers, dean of Forsyth Tech’s Math Science and Technology Division, said it will be incorporated into a multi-state $15 million Department of Labor initiative (led by Forsyth Tech) to help displaced workers find a new home in the 21^st century workforce.

“We particularly appreciate that Biobook can be offered to students at little to no cost,” he said.  “This is important because many students struggle to purchase science books that may cost hundreds of dollars.”

Ayers said the new initiative is part of a longstanding relationship between Wake Forest and Forsyth Tech. For example, Forsyth’s nanotechnology students learn how to work with electron microscopes at Wake Forest. “We hope to continue to strengthen our partnership by helping to improve Biobook and by working together to produce other science books,” Ayers said.

Johnson said the Biobook takes material and content developed in a biology for non-majors class and puts it into a malleable and easy-to-access format so that educators, regardless of institution, can use the material and evaluate it as they see fit. “So rather than constantly reinventing the wheel,” he said. “If something works, it is already in a sharing and ready to go format.”

Johnson and Jim Curran, chair of Department of Biology at Wake Forest, just wrapped up the first semester with Biobook as the sole resource for their biology for non-majors classes.  Slides, lecture notes, and supplemental material were added to the book’s data bank as the semester went on, giving students a wealth of new information to choose from, Curran said. “It is something I think students find very helpful and I plan on using in future classes.”

Rachel Cox, a sophomore in Johnson’s class, said she uses links and built-in material that her professor added to help explain unfamiliar concepts. “If a page uses an unfamiliar word, there’s usually a hyperlink on the word that will lead to its definition,” said Cox. “Features like this make it better than many of the textbooks I’ve used in the past.”

Perhaps the most useful aspect of Biobook will be its adaptability. Johnson said it will enable both teachers and researchers to track what learning tools worked for students at the end of the semester. Educators can then use this data to hone future lesson plans based on what is most effective for their particular brand of student. “The Biobook by definition is a big data set generator,” Johnson said. “If you see that a particular resource isn’t working or doesn’t fit the way a particular group of students likes to learn, then you can change it.”

Johnson said Biobook has the potential to tackle some of the big questions emerging around the 21^st century classroom-like whether or not to incorporate social media as a learning tool. “The data is going to allow us to ask these really interesting questions that will help to improve electronic learning materials in the classroom,” he said.

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To arrange an interview with Dan Johnson or a student, contact the Wake Forest news office. Michael Ayers at Forsyth Technical Community College can be reached at mayers@forsythtech.edu or 336-734-7478.

 About Wake Forest University:  Wake Forest University combines the best traditions of a small liberal arts college with the resources of a large research university. Founded in 1834, the school is located in Winston-Salem, N.C. The University’s graduate school of arts and sciences, divinity school, and nationally ranked schools of law, medicine and business enrich our intellectual environment. Learn more about Wake Forest University at www.wfu.edu.