2007 Transforming Lives

COLLEGE OF EDUCATION & HUMAN DEVELOPMENT TEXAS A&M UNIVERSITY

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The Great Outdoors pg 4

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Reading Resources pg 8

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SPRING 2007

New Faculty Impressions pg 14

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Transforming Lives is published annually for the benefit of friends of the College of Education and Human Development at Texas A&M University by the development and communications offices in the college. To request additional copies of this publication, please e-mail Amy Klinkovsky at amyk@tamu.edu.

Dr. Douglas J. Palmer, Dean Susan Gulig, Director of Development Amy Klinkovsky, Communications Coordinator Diane L. Oswald, Promotion and Development Coordinator Writers: Amy Klinkovsky, Jenna Kujawski, Diane L. Oswald and Lauren Rouse Designer: Patricia Santiago Photo Credits: Celina Henry; Cover Jenna Kujawski: Pages 6, 12, 13, 14 Amy Klinkovsky: Pages 10 and 21 Texas A&M Foundation and Robb Kendrick: Page 8 Allen Pearson: Pages 3, 9, 16 (Bethany Graves), and 23 Visit the college online at www.cehd.tamu.edu On the cover: Molly Snell, a clinical associate professor of dance in the department of Health and Kinesiology in open extension arabesque in New York. The department of Health and Kinesiology, offers a minor in dance and a second teaching field for teacher certification. Currently, three faculty including Molly, Carisa Armstrong and Christine Bergeron teach the 70 students that are enrolled in the dance program. The dance minor prepares students to teach, choreograph and direct in high schools, private studios, performance groups, dance/drill teams, dance within the community and/or companies or utilize their minor studies to pursue degrees in dance.

Molly Snell has been studying somatics and dance science at the EastWest Somatic Institute for over two years. Alexandra Granto and Celina Henry, students in the dance minor program at Texas A&M, are studying somatics and dance science under Molly’s direction.

Molly, Alexandra and Celina will attend the International EastWest Somatic Conference in May for a week long intensive workshop titled “Healing Dances & Integrative Body Work.” On the conference day titled “Soma & Self,” the trio will present three lectures/ demonstrations and perform a choreographic work titled “Converging Pathways.” Alexandra will present her literary paper on Shin Somatics: An Awakening of the Unconscious Self in which she just became the award recipient for the National Dance Association Student Literary Award 2007. The Texas A&M trio received a grant from the Texas A&M Academy for the Visual and Performing Arts and scholarships from the EastWest Somatic Institute to attend and perform at the conference.

For more information visit: http://tamudance.tamu.edu/

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The Great Outdoors

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My Hometown

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Reading Resources

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Beyond the Classroom

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Building a Foundation for Excellence

Creating Scholarships

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Making a Difference

A Gift for Tomorrow

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New Faculty Impressions

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For Nancy

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Giving ... Thanks

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Cumulative Giving

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Mr. Washington goes to Houston

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Understanding Bone Biology

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Financial Highlights

Five Questions with the Dean 1. What are the three most difficult challenges that you face as dean?

Acquiring resources in support of faculty’s program development activities and research is challenging. Developing funding for scholarships, especially scholarships for students with limited resources who are the first generation in their family to attend college is a priority. Beyond that, we need scholarships for students who are seeking careers in teaching, sport management and human resources and who have the potential to make an impact in their careers – we don’t want their choice to come to Texas A&M to be limited because of their financial resources. We need comprehensive financial aid packages including scholarships for these high potential/high need students.

Perhaps the most difficult challenge we face right now is the availability of space for student, faculty and staff use. We are experiencing unprecedented growth and we need more classroom, lab and office space. And the quality of the space is just as important as the quantity. We need lab and office space that fosters collaboration and informal space where students and faculty can gather to exchange ideas and learn from each other. These are challenges for sure, but the opportunities to achieve great things make it a very exciting time to be dean of this college.

2. What aspect of your position do you enjoy most and why?

I really enjoy the people. As dean, I get to work with individuals involved at every level of the university. I have more interaction with staff from across the college, and I have had a number of opportunities to work with our university’s outstanding central administration and with deans in other colleges. As dean, I am also involved in the college’s development activities, and I have met so many wonderful people with a passion for education and a commitment to Texas A&M. Working with these talented and dedicated individuals has been wonderful.

3. How do you enjoy spending your free time?

When I have some free time, I enjoy sailing and traveling, but I can appreciate staying in one place as well, maybe enjoying a warm beach for a few days. A few free hours during the evening will find me relaxing with my wife and friends or reading.

“When I was a child, I really wanted to be a pilot for the Blue Angels when I grew up.”

4. Name one of the more interesting places that you have been and explain what made it so interesting.

There are so many interesting aspects to the places that I have traveled, but, one of my favorites is Monteverde in the Costa Rican Cloud Forest, a beautiful area with rich biodiversity in plants and birds, where I attended classes to learn Spanish. For the past several years, I also have traveled to Doha, Qatar, to work with the College of Education at the University of Qatar. That is an incredible university and nation, and they are dedicated to educational reform and providing high quality educational opportunities for their students.

Favorites Music

Jazz and Classic Rock

Books and Authors

Master and Commander (series) by Patrick O’Brian, Captain Horatio Hornblower (series) by C. S. Forester

TV Shows

Lehrer NewsHour, Nova and House

5. What drives you?

I have a passion to facilitate the development of children and families and the people with whom I work. For much of my career, I have worked to foster the education of students with disabilities, students who have not been successful and who need assistance. The idea that I can have a positive impact on the quality of life of children and families is very powerful for me. I have a strong desire to empower people to do their best as educators or health professionals, and it’s the belief that I can make a difference that drives me to do this work that I love!

– Dr. Douglas J. Palmer

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Camp LIFE

The Great Outdoors A Unique Camp for Special Campers and Their Families From the top of the trees, you can hear the joyfilled, high-pitched shrills of delight from the campers as they begin their journey on the zip line.

In the kitchen, the clanking of spoons and spatulas is background music to the giggles and chatter of campers preparing chocolate chip cookies. In the petting zoo, youngsters can feel the heartbeat of a rabbit against their own. There is canoeing, archery, fishing, swimming, dancing, s’mores and late night pranks — it is Camp LIFE at its finest.

Camp LIFE, an acronym for Leadership, Independence and Friends through Experiences, provides a camp adventure like no other for what many would consider campers like no other — children with disabilities.

The idea of Camp LIFE came from Sterling Leija, class of 2003, who created the hypothetical camping experience as part of a self-directed study while a student in the College of Education and Human Development. Amy Sharp, the director of Texas A&M’s Family Support Network — an outreach program that assists families who have children with disabilities — worked with Sterling and Camp for All to make Camp LIFE not just a final project but a reality. Camp LIFE began in 2004 and Sterling Leiha is its co-director.

“We want to teach the campers how to be independent and how to advocate for themselves and tell their counselors what they need,” said Sterling. “We want the campers to have new experiences — experiences that other kids have every day. We want to give these campers the opportunity to be independent and feel normal.”

“Our special education students have all sorts of experiences as Camp LIFE counselors,” said Dr. Mike Benz, educational psychology department head. “These experiences help them see possibilities and, as future special education teachers, help them learn how to help students with disabilities see possibilities in themselves.”

Part of the Center on Disability and Development in the Department of Educational Psychology at Texas A&M University, the camp is staffed with counselors who are preservice special education students. These students have the rare opportunity to experience living, for a weekend, with children like those who they’ll one day be teaching. The one-to-one counselor to camper ratio allows the campers with disabilities the special attention necessary to allow those who have wheelchairs to participate in the zip line, the blind to hit the archery target or the autistic to take a trip through the petting zoo.

Camp LIFE is held annually at Camp for All in Burton, Texas, and provides fully accessible recreational camping experiences for special needs children and their siblings while offering shortterm respite for their parents.

“I definitely think that being [a counselor] at Camp LIFE is the best preparation for being a teacher that I could ever ask for,” said Ally Vogler, class of 2007 special education major and threetime counselor at Camp LIFE. “You have more respect for the parents, and even the kids and what they go through, after these three days.”

“Camp LIFE has saved our lives. We have no family…so this is it for us; this is the only respite that we get every year,” said Miriam and Jim Aune, parents of Nick and Daniel Aune, Camp LIFE campers with autism. “Our boys are 18 and 15, and we can count the number of nights we’ve had to ourselves on less than two hands. We’ve never had a vacation. So, to get this weekend once a year, and this past year twice, has been an incredible benefit to all of us.”

For more information on Camp LIFE visit our Web site http://fsn.tamu.edu/camplife.htm or contact Amy Sharp at (979) 845 - 4612 or sharp@tamu.edu.

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Raul Trinidad

My Hometown Funding Teacher Recruitment, Development and Retention In a perfect world, energetic, bright students from urban areas are inspired to become teachers, they return to their home school districts, and they make a difference in the lives of students in their own neighborhoods. Thanks to the Sid W. Richardson Foundation, the world is just a little closer to perfect today than it was five years ago. Meet education major Raul Trinidad ’08.

As a junior at Northbrook High School, Raul became interested in teaching through a high school teacher preparation course called Ready, Set, Teach taught

by Dorothy Schwab. Ms. Schwab’s class was one of several Houston area classes to benefit from the Sid W. Richardson Foundation’s funding of the Houston Area Initiative, a collaborative partnership between Texas A&M University, Houston area community college systems and urban school districts.

“The Houston Area Initiative’s aim is to create a pipeline for recruiting college bound students – many who are the first members of their family to attend college – and to develop and support aspiring urban teachers and school administrators from the classroom to the principalship,” said Dr. Luana Zellner, director of the Principals’ Center at Texas A&M University.

“Raul is an example of the tremendous impact that the Houston Area Initiative can have on one student.”

Raul’s interest in teaching began with observation hours at a local elementary school and eventually led him to become a student teacher at his own high school.

“In my senior year of high school, I was a student teacher in an English as a second language class. I liked trying to help teens learn, and I wanted to be a role model to encourage them to stay out of trouble,” Raul said.

Trouble, was something that Raul had seen enough of growing up in rough neighborhoods, first in Mexico and later in Texas.

At the age of 16, Raul and his mother moved to Houston where many of his friends were making choices that limited their options.

“Some of my friends dropped out of school, joined gangs; some got low-paying jobs. I wanted to do something different. I wanted to go to college.”

Raul credits his teachers for his interest in education.

“I really liked my teachers, and they made learning fun. I knew that I wanted to be like them.”

But it was through field trips funded by the Houston Area Initiative, and the support of student mentors involved in the program, that helped Raul decide to come to Texas A&M as an education major.

Raul is the first member of his family to enroll in and attend college. The information and guidance provided by teacher and student mentors associated with the Houston Area Initiative provided him with the support he needed to navigate the unfamiliar transition from high school to college.

As a college student at Texas A&M, Raul continued his involvement with the Houston Area Initiative, becoming a mentor to high school students who also aspired to become teachers.

“I went back to Northbrook to talk to high school students about college life and help them with their admissions applications. When they come to campus, I show them around and answer their questions.”

Through another Sid W. Richardson Foundation sponsored program, Teachers Networking through Technology (TNT), Raul and other college students are only a mouse click away from high school students needing information about admissions, financial aid, classes or college life. It is an interactive mentoring opportunity that provides “just in time” information.

“As part of the TNT program, we chat online and e-mail each other. Basically, I’m just here if they need support,” said Raul.

The Houston Area Initiative also supports professional development for novice urban teachers with the goal of retaining these individuals in the teaching profession, and it provides aspiring school administrators with leadership training, networking and mentoring opportunities.

“For many years, the Sid W. Richardson Foundation has pursued a program designed to attract more students to careers in teaching, to assist them in pursuing that interest through college and into their first teaching positions and to provide support for their first years in the classroom,” said Valleau Wilkie Jr., executive vice president of the Sid W. Richardson Foundation. “The Houston Area Initiative, combining the efforts of the university, community colleges and high schools, has been a great success in accomplishing that mission, and we have been very pleased to provide support for the program.”

Through funding innovative approaches to teacher and school administrator recruitment and retention in Texas, the Sid W. Richardson Foundation is leaving its indelible mark on urban education for the benefit of generations to come.

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Dr. Bob Hall, associate professor in the Department of Educational Psychology in the College of Education and Human Development, utilizes the Verizon Interactive Classroom for his educational statistics class. The classroom is available to students and faculty to create multimedia presentations and electronic portfolios and to conduct hands-on training and technical classes.

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Verizon

Jan Lewis, a graduate student in the Master Reading Teachers training program reads with a student.

The program is funded by Verizon to train reading specialists to teach in K-12 classrooms.

Reading Resources Making Literacy a Priority Reading is the key that unlocks the mystery behind Sherlock Holmes’ door at 221B Baker Street in London, and it is the train that we ride into the wizard’s world of Hogwarts. And, reading is the only form of entertainment that is an essential life skill.

Whether a parent or an educator, you can probably recall a time when you helped someone cross the threshold of nonreader to early reader.

It is a time of empowerment and transformation – when someone goes from learning to read to reading to learn. But in order to provide effective reading instruction, educators must base their teaching methods on sound scientific research.

A study published by the National Council on Teacher Quality in 2006, found that very few of the nation’s universities incorporate the science of reading instruction into their teacher preparation programs. They noted that nearly 40 percent of all American children showed persistent reading struggles and failures. One of the few universities recognized for including science-based reading instruction in its curriculum was Texas A&M University.

“Providing our graduates with expertise in reading instruction has been a particular strength of ours due in large part to the expertise of our faculty and the support that we have received from the Verizon Foundation,” said Douglas J. Palmer, dean of the College of Education and Human Development.

The Verizon Foundation has funded several projects at Texas A&M that were focused on advancing the skills of young readers. These projects ranged from providing instruction for preschool teachers to sponsoring a program to train Master Reading Teachers in high-need schools.

In an effort to support and continue the training of effective teachers and promote increased literacy levels among children, the Verizon Foundation has awarded the College of Education and Human Development a $95,000 grant to develop early reading software tools.

The Verizon Early Reading Online Project will make science-based reading instruction a more accessible tool for teachers, school administrators and parents. “The five modules will be developed using scientific research on reading and reading instruction as defined in the Report of the National

Reading Panel,” said Dr. Barbara Erwin, clinical professor in the Department of Teaching, Learning and Culture and director of the project. The five components of science-based reading instruction will be developed for pre-K through third-grade students and include phonemic awareness, phonics, guided oral fluency, vocabulary and reading comprehension.

The content for the modules will be created by reading instruction specialists at the College of Education and Human Development and the online aspect of the modules will be developed by the college’s eEducation program. The modules will be tested in pre-K through third-grade classrooms in the Bryan/College Station area before being released nationwide on the college’s eEmpowerment Zone Web site. These modules will be available at no cost to anyone who has Internet access.

“Verizon is pleased to support projects that will have a profound impact on potentially thousands of children,” said David Russell, vice president of external affairs of the Southwest Region for Verizon. “We are committed to improving literacy in K-12, and this project will certainly help do that.”

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Tia M. Fichera

Beyond the Classroom Students Offered Business and Technology Career Options Students in the College of Education and Human Development can chart a course that leads them to careers in the classroom, boardroom, weight room or wherever their dreams may take them. By choosing a major and selecting a minor that either complements their career objective or differentiates them from their peers, students can customize their education to give them a winning edge in the workplace.

Each program includes an internship experience where students obtain direct experience in a real work environment. The internships are designed to match the background and work interests of the students. Since the program began in 2002, students have been placed with private businesses within the Brazos Valley as well as with companies outside of the area, including HEB, Continental Airlines and Merrill Lynch.

Today, both traditional and non-traditional education students have the opportunity to select minor fields of study in business administration while pursuing degrees in human resource development (HRD) or technology management (TCM).

“The internship is the capstone experience. All coursework is directed to making the best possible experience by equipping the students with the knowledge and skills necessary to be successful,” Ann said. “We get very good feedback from the corporate supervisors and requests for a continued partnership with interns each semester.”

“The basic difference between our K-12 teacher preparation program and our HRD and TCM options is that we prepare our students to be teachers and trainers of adults rather than children and adolescents,” Ann Gundy, chair of the human resource development program, said. “Students are attracted to the program because it culminates with a career of their choice.”

Both degree options prepare students to enter the private or public sector in education, business, government, health care or industry. HRD graduates provide workforce development and training that is critical to the ever-changing economic and societal needs while TCM graduates install, support and manage the technology applications by which information and training is delivered and productivity enhanced.

In addition, many students in the program can still elect to pursue alternative teacher certification upon graduation, thereby capitalizing on the diverse degree options available in the college.

Tia M. Fichera, class of 2007, will graduate from the human resource development program in May. During her final semester at Texas A&M, she is interning with the human resource department at Hughes Christensen, a division of Baker Hughes, in The Woodlands, Texas, where she is involved in recruitment, employee development, instructional design training, orientation programs and other special projects.

Baker Hughes provides the worldwide oil and natural gas industry with products and services for drilling, formation evaluation, completion and production.

“As a land grant institution, our mission is to meet the needs of the citizens of the state,” Ann said. “We will always need a strong K-12 teacher preparation program, but we need teachers of adults too.”

And today, the college is equipped to do just that and more.

“Our students are bright, energetic and interested in building corporate careers,” Ann said. “I see a tremendous amount of growth in a short period of time as they mature academically, personally and professionally.”

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Building a Foundation for Excellence The signature block on her e-mail reads “Proudest member of the Fighting Texas Aggie Class of 2008!” As a first-generation college student, Yvette Barrera should be proud. She is an interdisciplinary studies major whose goal is to become an elementary bilingual education teacher and, with the help of a Foundation Excellence Award (FEA) scholarship funded by the George W. Brackenridge Foundation, she is right on track to realize her dream.

“I love working with children because they are so eager to learn. Each day in the classroom is like a new adventure filled with fun activities and active learning,” said Yvette.

Yvette Barrera

FEA scholarships provide $2,000 per year for up to four years for students from under-represented groups or educationally disadvantaged backgrounds. For many students, FEA scholarships make the difference between being able to afford college or not.

“I was grateful to receive this award because it helped to pay for my tuition at Texas A&M. I can only imagine how many students applied for this; yet, I was one of the lucky ones to receive this award,” said Yvette.

As a high school student in San Antonio’s Thomas Alva Edison High School, Yvette studied hard. As a college student, she studies even harder. She has never minded the work, and she has embraced the opportunity.

“There is always work to be done, but you must remember why you’re doing all this in the first place. For me, if I can walk out of college and make a difference in one child’s life, then this whole experience has been worth it.”

Creating Scholarships Bricks and mortar can build a lot of things including walls, bridges and buildings to name a few. But in the case of the Shaping the Future Scholarship Brick Program, bricks and mortar will be paving a path to brighter futures through scholarships for students in the College of Education and Human Development.

In the spring of 2007, the first four $500 scholarships from this new program were awarded to students in each of the college’s four departments, making their lives just a little easier.

Alicia Gutiérrez ’07, is a middle school education major: “To me, receiving this scholarship meant that I am not only being supported and encouraged to become an educator; but also, I am one step closer to achieving my dream.”

Russell Lambert

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Belinda Núñez

Jill Mazoch

Alicia Gutiérrez

Russell Lambert ’07, is a human resource development major: “Thank you so much. This is really a special event to be taking part in, and I hope that one day I can do the same for another Aggie in need.”

Belinda Núñez ’08, is a bilingual education major: “It helps me prove to those doubtful of the ‘American Dream’ that it can be achieved through hard work and dedication. My dream was going to college and making something of myself.”

Jill Mazoch ’09, is an applied exercise physiology major: “I plan on attending graduate school to become a licensed physical therapist and concentrate on sport rehabilitation or pediatrics. I would like to thank everyone for all of their hard work, dedication and time they put into developing this scholarship.”

You can create scholarships while honoring former students, faculty, family or friends by permanently engraving names in stone on the Texas A&M University campus. To learn more, visit the college Web site at http://www.cehd.tamu.edu and click on “Order an Engraved Brick” or contact Diane Oswald at 979-845-5355 or doswald@tamu.edu.

Making a Difference The idea that many hands make light work may have been the inspiration for Tom Haggai when he established the Tom Haggai and Associates (THA) Foundation. In 1966, Tom asked 120 individuals to contribute $120 each on an annual basis to fund scholarships so that “young people will be prepared to help the youth of our country.”

From these initial gifts, the first scholarship was awarded. His approach has proven so successful that the Foundation is now able to award 25 to 30 scholarships annually. Through the years, the mission of the Foundation has evolved to include support of non-traditional students preparing for careers in early childhood or middle school education.

“The older student who decides to go into teaching is expected to have a much longer tenure in the teaching profession on the average than the traditional student,” said Dr. Murphy Osborne, education director for the THA Foundation. “It is hoped that our funding will encourage these quality people to seek a teaching

profession that will ultimately change the lives of young children.”

As a grandmother and mother of three, Debbie Dillard ’07, defines nontraditional student. Debbie is an early childhood education major in the College of Education and Human Development.

“My career goal is to teach in an elementary school with lower income students. I have always wanted to teach, but because of family obligations, it was never a possibility. Now my children are grown, and I still have the passion to teach,” Debbie said.

Making the transition from full-time employee to full-time student can be a daunting challenge adding complications to a nontraditional student’s life well beyond what will be covered on the midterm. But for Debbie and others who aspire to be teachers, the sound of school bells, an apple for the teacher and a child who finally understands how to solve the problem are the things of which dreams are made.

Debbie Dillard

A Gift for Tomorrow At 14 years of age, Laura Romberg was a bright student who had an uncanny gift for mathematics and science. Living in Dallas with her family, she tutored her neighbor, Carolyn Lohman, to help prepare her to take the Graduate Record Examination. “She was very smart and only half my age. She had a great sense of humor and grew into a wonderful young woman,” said Carolyn.

Laura first attended Southern Methodist University in Dallas but later transferred to Texas A&M University to pursue a degree in education. “She wanted to become a teacher, and she would have been extraordinary,” said Carolyn.

When Laura was tragically killed in a car accident, her parents, Suzy and Arnold Romberg, endowed the Laura Todd Romberg Memorial Math/Science Scholarship.

Through generosity during a time of great sorrow, many students are able to fulfill their dreams of becoming teachers. One of those students is Xylina Rivera ’07.

Xylina is an education major who will graduate this spring with a certification to teach math and science in middle grades 4-8. She knew at a young age that she wanted to become an Aggie.

“That dream began 15 years ago when I first came to the Texas A&M University campus for the dedication of a memorial bench for my uncle, Justino D. Reza, Jr. ’71.

Being awarded the Laura Todd Romberg Scholarship made a difference not only for Xylina, but for her entire family. “If only you could have heard the sound of relief and joy in my mom’s voice when I told her that I was receiving this scholarship, maybe then you could understand just how much this means to me,” Xylina said.

At age 14 Laura Romberg had a gift for mathematics and science. Today the memorial scholarship that bears her name gives the gift of an education to the teachers of tomorrow.

Flip Rivera Xylina

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NEw Faculty Impressions The College of Education and Human Development has hired 22 full-time, tenure-track and clinical faculty for 2006 - 2007 and will be conducting 14 faculty searches for 2007 - 2008. Our new faculty will broaden and deepen our community’s expertise. Their backgrounds and experiences will enhance our ability to prepare professionals and conduct research that will improve the education and health of an increasingly diverse citizenry. We asked several of the new faculty to share their first impressions of Texas A&M.

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“It has surprised me how high-tech Texas A&M is. Perhaps it shouldn’t be a surprise, since the university is renowned for its engineering and technical departments, but I am impressed with the instructional technology available, the online resources of the library and the Blackboard Vista system.”

Quentin Dixon, Assistant Professor Teaching, Learning and Culture “I realized that Texas A&M could be a place that I could successfully grow my research agenda and attain my academic goal. The people at the school, our department head, the personnel and the faculty were all welcoming and supportive of my transition.”

Bugrahan Yalvac, Assistant Professor Teaching, Learning and Culture “The two main reasons I decided to come to Texas A&M were the opportunity to work with some of the best scholars in our field and the phenomenal resources the department could provide me.”

Catherine Quatman, Assistant Professor Health and Kinesiology “I have been surprised at the many resources that are available to faculty to support their research endeavors. Also, there are great resources to recruit doctoral students as well.”

Chance W. Lewis, Associate Professor Teaching, Learning and Culture

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“I came to Texas A&M because I perceived that my work on diversity, equity and social justice issues would be valued among some, and that I could carve a space to continue raising such issues in my scholarship and in my practice.”

Mary V. Alfred, Associate Professor Educational Administration & Human Resource Development “What has surprised me the most about Texas A&M University is the access provided to faculty to key resources.

My productivity level has gone through the roof!”

Fred Bonner, II; Associate Professor Educational Administration & Human Resource Development “Texas A&M is a first-rate Research Level 1 university, and it has the infrastructure, prestige and support that attracts and maintains active research programs. I would only consider a Research Level 1 university for my work at this point in my career (as a senior faculty member). And, when I visited, I found an unbelievable reserve of untapped resources at this institution that would complement and expand the next wave of my research goals. I interviewed at several universities this past spring; no other university possessed these attractive qualities, and no other truly competed with the overall package that awaited me at Texas A&M. Furthermore, no other university had the vision or the leadership that was expressed in the university vision statement.”

Tim Elliott, Professor Educational Psychology

Also Shown a. E. Lisako McKyer, HLKN b. Terry Jimarez, TLAC c. Chris Woodman, HLKN d. Lisa Bowman Perrott, EPSY e. Yeping Li, TLAC f. Glenda Byrns, EPSY g. Tracy Collins, TLAC h. John Singer, HLKN i. Hersh Waxman, TLAC j. Evangelos Christou, HLKN k Trina Davis, TLAC l. Yolanda Padron, EPSY m. Anthony Rolle, EAHR n. Erin McTigue, TLAC o. Demetra Christou, HLKN EAHR

Education Administration and Human Resource Development

EPSY

Educational Psycology

HLKN

Health and Kinesiology

TLAC

Teaching, Learning and Culture

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Bethany Graves, the first recipient of the Nancy Anne Powell ’83 Memorial Scholarship is a freshman interdisciplinary studies major studying to become an elementary school teacher.

“I would like to teach kindergarten or work at nursery school someday. I grew up in a large family and cannot imagine a greater job than helping young children grow during such a vital time of their lives,” Bethany said.

The impact of a scholarship as a gift or memorial will often have intangible value for the scholarship student. “My parents are paying for two kids in college and one in grad school at the same time, so this scholarship is very helpful financially. However, because this scholarship is in memory of a former student, I feel even more honored to receive it and will strive to honor Nancy’s memory in earning the same degree she would have earned,” said Bethany.

For Nancy A Scholarship for Future Teachers

Nancy Anne Powell, Class of ’83, was on her way to becoming a teacher until her life was cut short in 1981.

In an effort to remember her commitment to children and education, Don Hinton, Class of ’90, established and funded a $50,000 endowed scholarship 25 years after her death in her memory.

later she was killed in an automobile accident while attending summer school. Don then left Texas A&M for active duty in the Marine Corps, but returned to Texas A&M in 1987 to finish his degree in history.

Currently, he is a senior staff engineer with the Institute for Software Integrated Systems at Vanderbilt.

“Nancy was a wonderful person who loved children and wanted to become a teacher,” Don said. “She never got that chance, and as the 25th anniversary of her death approached last summer, I wanted to do something for her.”

In addition to endowing the scholarship, one of the largest in the college, through the Texas A&M Foundation, Don gave an additional $4,000 so that the first scholarship could be awarded immediately in the fall of 2006 to the first recipient – Bethany Graves, a freshman interdisciplinary studies major. Nancy’s family also has contributed $5,000 to the scholarship and there have been contributions from other family friends.

The Nancy Anne Powell ’83 Memorial Scholarship Fund is a four-year scholarship based on financial need and is designated for Texas residents who graduated from public high schools and who are enrolled in the College of Education and Human Development at Texas A&M University pursuing a teaching certification in elementary education.

“Unfortunately, our society doesn’t support teachers or public education the way it should,” Don said. “I can’t do much to change that, but hopefully setting up this scholarship will set an example. If nothing else, maybe it will show the recipients how much people care.”

Don and Nancy met in 1979 when he was a sophomore and she was a freshman at Texas A&M. They began dating shortly afterward. Two years

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“We are very pleased that this fund has been established in our daughter’s memory,” said Nancy’s parents, Marlene and Bob Powell. Don, Marlene and Bob had the opportunity to meet Bethany at the college’s annual donor appreciation luncheon which was held on September 29, 2006.

“Had Nancy lived, she would have become a teacher and would have helped shape the lives of thousands of children,” Don said. “She never got that chance, but perhaps this scholarship can help others take her place and do what she so wanted to do – teach children.”

Seven great Aggies. Four great ways to give.

There is more than one way to give to Texas A&M University’s College of Education and Human Development. At the Texas A&M Foundation, we help great Aggies use creative giving methods to benefit not only their university, but also themselves and their families. Gifts such as real estate, life insurance and individual retirement accounts may provide tax advantages to donors while greatly benefiting Texas A&M. To explore the many ways you can support the college while achieving your financial objectives, call Susan Gulig, director of development at 979847-8655. Or, visit us at http://giving.tamu.edu.

Your tax-free IRA rollover can make an impact on the College of Education and Human Development at Texas A&M University*

Mike Park Current gift to endow fellowships

David and Betty Smith Real estate gift to endow scholarships

Texas A&M Foundation

Sue and Patrick Mahoney Life insurance to endow fellowships and professional development fund

401 George Bush Drive, College Station, Texas 77840-2811

800-392-3310

Rod and Claudia Stepp Individual retirement account to fund dance program endowment

http://giving.tamu.edu

• Individuals age 70½ can transfer up to $100,000 directly from IRAs to the Texas A&M Foundation in 2007.

• The amount of the gift is not included in adjusted gross income and no charitable deduction is allowed.

Your gift can fund an endowed scholarship or provide necessary resources for students and faculty. For more information contact Susan Gulig at the Texas A&M Foundation (sgulig@tamu.edu or 979-847-8655). * Gifs should be made to the Texas A&M Foundation to benefit Texas A&M University.

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Thanks The College of Education and Human Development would like to thank the many donors recognized in these pages.

Through your generous support, the college is able to help meet the needs of our students, faculty and programs. Your gifts enable the college to continue our tradition of excellence in education through teaching, research and service.

The individuals, corporations and foundations listed below contributed at least $100 to the college through the Texas A&M Foundation during 2006. All gifts to the college are greatly appreciated.

2006 GIFTS In recognition of John Trott’s commitment to students, he was recently named a 2007 Fish Camp Namesake. Sarah Wyatt and Eric Steglich, co-chairs of Camp Trott, surprised John with a “revelation” that included John’s wife Cheryl, and several of their friends.

Cheryl and John Trott established the Trott Excellence Fund for Sport Management in the College of Education and Human Development.

The fund will support the Cheryl and John Trott ’66 Lecture Series which will bring experts in the field of sport management to campus to speak to students as well as provide funds to upgrade facilities at the Sport Management Career Center and support access to job placement Web sites for current students to create and maintain connections with former students.

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$100,000+

Jon Hagler The Herman F. Heep and Minnie Belle Heep Foundation Carolyn and Tommie Lohman Diane and Bob Winter

$10,000-$99,000

Kay and Jerry Cox Dell USA LP Tom Haggai and Associates Foundation Mary Evelyn Dunn Hayes Estate Don Hinton Intel Foundation Patricia and Pat Kirksey Barbara and Arno Krebs Mary Jo and Billy Lay Joan Read William B. Roman, Jr. Cheryl and John Trott

$500-$9,999

Susan and Bill Ambrose American Assoc. of Physicians of Indian Origin Lynda Brown Janet Cass Jane and Collie Conoley Albert Cylwicki Michele and Tom Davis

Maurice Dennis Jim Drew Sharon and James Fales Josephine Field Deborah Harrison Hastings Entertainment, Inc. Hochheim Prairie Insurance (Brazos Branch 219) Houston A&M Club Henry M. Jackson Foundation Erin and James Kracht Harry Lucas Susan and David Magee Eddie and Joe Mattei Dorothy and Artie McFerrin Florence Oeding Estate Richard Parker Paul Parrish Marlene and Bob Powell Cynthia Riccio Sue and Rick Rickman Sandra Soto Janice and John Thomas Ellen and Rod Thornton

$100-$499

Abilene A&M Mothers’ Club Lillian and John Baum Cindy and Ben Boettcher Mary Bumann-Gedwillo Carolyn Clark Bryan Cole Virginia and Aaron Collier Traci and Barry Cooper

Jon Denton Barbara F. Erwin Barbara K. Erwin Sylvia and Raul Fernandez Lyssa Garza Jacqueline Gramann Donna Gravelle Anna Gundy Carolyn and John Hoyle Linda and Kenneth Key Theresa and John King Amy Klinkovsky Rebecca Kubena The Lake Living Trust Wynell LeCroy Yvonna Lincoln Pat Lynch Kathleen May Karen and Steve Morris Linda and Tom Nelson Diane and John Oswald Darlene and Doug Palmer Kyle Prater Nancy Purvis William Rae Bernard Richardson Jim Scheurich Stephen Stark The Tech Training Group, Inc. Kimberly Vannest Carol Wagner Angela Welch Linda Wenske Pat and Larry Wiese

Giving The individuals, corporations and foundations listed below have contributed or committed at least $5,000 to the college through the Texas A&M Foundation since 1980. We are deeply grateful for the generosity and support of these friends of the college. * Denotes a planned gift as a portion of the total amount

$1,000,000+

Houston Endowment Inc. Sydney and J.L. Huffines Ed Rachal Foundation Joan and Thomas Read Sid W. Richardson Foundation Verizon/Verizon Foundation

$500,000-$999,999

Claude H. Everett Jr. Estate* Jon L. Hagler Intel Foundation Carl B. and Florence E. King Foundation Walter E. Koepp* Carolyn and Tommie Lohman Sue and Patrick Mahoney* Lynn and Gary Martin* SBC Foundation/AT&T Omar Smith Estate/Omar Smith Enterprises, Inc.*

$100,000-$499,999

Abell-Hanger Foundation, Inc. John W. Anderson Foundation Apple Computer Kay and Jerry Cox Danforth Foundation, Inc. Dell USA LP ExxonMobil Foundation Ray C. Fish Foundation

W.L. Gerner Estate* Susan M. Gulig* Tom Haggai and Associates Foundation Mary Evelyn Dunn Hayes Estate* Carl Henninger* Herman F. Heep and Minnie Belle Heep Foundation Hewlett Packard Hogg Foundation for Mental Health Eddie and Joe Mattei O’Donnell Foundation Picture Tel Corp.

Sue and Rick Rickman* Betty and David Smith/Wilda Smith Scott Trust Claudia and Rod Stepp* Texas Instruments/Texas Instruments Foundation Ammon Underwood VTEL Corporation Western Oregon University Diane and Robert Winter

$25,000-$99,999

3COM Corp.

Barbara and Walter Anderson Ascend Communications, Inc. BP Foundation BVCAA, Inc. Bank of America Charitable

Contributions Mary Barnhill* Mora Waddell Boone Geraldine Longbotham Bowers Janie and Ralph Bowler* Lynda M. Brown ChevronTexaco Jane and Collie Conoley Michele and Thomas Davis* Kim and Rodney Dockery Sally and Ralph C. Duchin Janie and Gordon Flack Ford Foundation Mary Ann and Gordon Gibson Don Hinton Marilyn and James G. Hooton International Business Machines, Corp.

Kyle Kepple Erin and James Kracht* Mary Jo and Billy Lay Harry Lucas Charles Stewart Mott Foundation The National Academy of Education Nortel Networks Oregon State System of Higher Education Vicky and Harris Pappas/Pappas Restaurants Carol and M. Michael Park Pepsi-Cola South (continued on page 20)

In loving memory of his wife, Robert Winter established the Diane S. Winter Scholarship Fund in the College of Education and Human Development. Diane, a native Texan, was committed to advancing the educational needs of young people and previously endowed two scholarships at Texas A&M. The Diane S. Winter Scholarship will be awarded to an education student working toward certification in math or science.

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The message on the answering machine says it all. “This is the Lohman’s Aggie house.”

Carolyn and Tommie Lohman are Aggies 24-7, and they are helping to make Texas A&M University a top tier institution through their leadership and generosity.

Recently, they established the Carolyn S. Lohman/Heep Endowed Graduate Fellowship in the College of Education and Human Development. The fellowship will support the work of graduate students in program development and research to determine the impact of learning communities on undergraduate achievement, retention and graduation rates.

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Grace and Carroll Phillips RadioShack Corp.

William B. Roman, Jr. Suzy and Arnold Romberg/Laura Romberg Memorial Fund Sage Publications San Antonio Area Foundation The Spencer Foundation Nelda C. and H.J. Lutcher Stark Foundation Cheryl and John Trott Absalom T. Webber Jr. Patricia and Charles Wiseman The Woodlands Corp.

Dee and Tom Yates Zachry Construction/The Zachry Foundation Michael Zerbel

$5,000-$24,999

3M Co. Alcatel USA Aldine ISD Alta Graphics, Inc. American Association of Physicians of Indian Origin American College-Sports Medicine Foundation, Inc. Association for the Study of Higher Education Nina Heard Astin Charitable Trust Elizabeth A. Blakemore Beth and Sherman Bradley Janice and Jordan A. Brooks, Jr. Cain Foundation Camp Trust Capital City A&M Club Kay and Sidney Cauthorn Celanese Chemicals Martha and Billy J. Chaney Robert G. Cherry Gerri and Todd D. Christopher

Clark Foundation Douglas R. DeCluitt Foundation Delta Education Maurice Dennis/Traffic Safety Programs Devon Dow Chemical Foundation Eastman Chemical Co. Eastman Kodak Co./Eastman Kodak Charitable Trust The Educational Advancement Foundation Sylvia and Raul B. Fernandez Gallery Furniture Preston M. Geren Jr. Jo Ann Haltom George and Mary Josephine Hamman Foundation Jo Ann and Arthur Hengst Hispanic Association of Colleges and Universities Hochheim Prairie Farm Mutual Ins. Thomas C. Hogan, Jr. Adele R. Hooker Trust Houston A&M Club Houston Golf Association Henry M. Jackson Foundation Fred S. James Co., Inc. Judy and Weldon Jaynes John G. Keller W.K. Kellogg Foundation Harris and Eliza Kempner Fund Kerr-McGee Corp.

Patsy and Warren Kirksey Koworld Policy Institute Barbara and Arno W. Krebs, Jr. John H. Lindsey Mildred and Stanley Lowy Susan and Lance Lowy Marathon Oil Foundation MCI WorldCom, Inc. Metropolitan Life Foundation Judy and Thomas F. Murrah/ Murrah

Investment Group, Inc. Donald Morris Audrey and James K.B. Nelson Alice and Erle Nye Florence Oeding Estate Phi Epsilon Kappa Rentabyte RGK Foundation Joe C. Richardson Peggy and Willis Ritchey Rockwell International Corp. Trust Sea Drift Pipeline Corp.

Shell Oil Co. Foundation Jane Stallings Russell W. Stein Robert Stinnet Swiki Anderson & Associates Taub Foundation Tenneco Gas, Inc. Texans for Quality Education, Inc. Betty and Robert Thompson Travelers Foundation TXU Energy USX Foundation, Inc. Ventura Group, Inc. Westinghouse Electric/Westinghouse Foundation John Wiley and Sons, Inc. Neddie and Walter Wilkerson

Mr. Washington goes to Houston Reflections on Learning to Teach in Inner-City Schools Program

Joey Washington The Learning to Teach in Inner-City Schools program (LTICS), funded by the Houston Endowment Inc., provides preservice teachers with specialized training and support in urban education. Through LTICS, preservice teachers may receive a stipend to help with housing costs so that they may live in inner-city communities where they teach in order to become familiar with the unique culture, values and challenges that shape the lives of their students.

Additionally, preservice teachers are paired with successful teachers in the district who act as mentors and collaborators.

North Shore 9th -10th Grade High School is tucked in between Interstate 610 and Beltway 8, in one of Houston’s industrial, urban fringe neighborhoods.

Precisely at 7:07 a.m., students enter the building, making their way to the first of seven classes. While numerous bells keep students on schedule, educators like Joey Washington keep them on track.

Joey, who currently serves as the foundations coordinator for North Shore, was a 2000 graduate of the Learning to Teach in Inner-City Schools (LTICS) program. When he first arrived at North Shore, he taught debate and communications applications and coached the debate team. Two years ago he was promoted.

“I oversee campus climate issues, positive reinforcement activities, staff feedback surveys and student tardy concerns,” Joey said.

“The aspects of the LTICS program that I think were the most valuable were the neighborhood visits and common planning. Being able to understand where your students come from really helps as you plan and prepare to become a teacher.”

Joey credits the LTICS program with helping him to connect with students and develop strategies for success to make a difference in their lives. The LTICS program also provides preservice teachers with insight and experience that are unique to the urban setting to enable them to make those connections and develop

the strategies necessary to be successful. Among the challenges facing inner-city schools are parental involvement and relevant learning.

“The inner city often suffers from a lack of parental involvement. This leaves the school with inadequate support for the task of educating and disciplining students. What the student lacks at home often falls to administrators, counselors and teachers at the innercity school,” Joey said.

“Relevant learning is mandatory for today’s students, especially inner-city students. When a student is unable to connect what they are learning in school to their everyday life, educators struggle to settle students into the learning and achievement mode,” Joey said.

Additionally, the LTICS program gives preservice teachers the rare opportunity to investigate urban schools as an option for their teaching career with experienced mentors to help navigate unfamiliar territory. Although there are challenges in teaching in inner-city schools, there are also many rewards.

“Teaching a young person is the most unique, fun, inspiring and rewarding opportunity you can ever have. In the inner-city school, perhaps where the need is greatest, you can be a role model, parent, teacher, mentor, leader and expert,” Joey said. “Most of my family members are educators, so I thought I would enjoy the experience. And, guess what? I am enjoying it immensely!”

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Understanding Bone Biology Graduate student Josh Swift, works with Susan Bloomfield, professor in the Department of Health and Kinesiology, in the Bone Biology laboratory.

Josh and his colleagues in the laboratory seek to understand the integrative physiology of bone by looking at how different environments, nutritional factors and exercise regimens impact bone strength and risk of fracture.

“Dr. Bloomfield has given all of the students in the lab every opportunity to increase our lab skills by encouraging us to learn new techniques that will enhance our bone biology lab’s analysis capabilities, develop new protocols for current research studies, and develop and complete our own research projects,” Josh said.

Last fall, Josh received a fellowship from the National Space Biomedical Research Institute (NSBRI), which provides a stipend and tuition support for two years to pursue a Certification in Space Life Sciences in addition to a doctoral degree.

The fellowship offers enrichment of graduate student experiences in space life sciences.

“Taking an active part in the team effort required to complete a number of bone biology projects, along with developing the skills and expertise required in this area, is a critical part of graduate training for anyone in the life sciences,” Dr. Bloomfield said. “Further, these experiences afford him critical experience in skills such as preparing manuscripts for publication and creating competitive applications for funding of his research.”

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FINANCIAL HIGHLIGHTS

2005-2006 FISCAL YEAR Unaudited

Sources of Funds

State Funds (Including Tuition)

Student Fees

Grants & Contracts (Including Indirect Cost)*

Income from Centers, Institutes, Continuing Education and Other University Funds

Endowment Income (TAMF and TAMU)

Gifts and Contributions (TAMF and TAMU)

Other Income

$77,655

Total Sources

$59,878,521

$25.4 M

$18,892,507

$23.6 M

$4,286,390 $32,408,554

Outstanding Alumni Awards

$21.5 M

$2,014,076

$19.8 M

$928,419 $1,270,920

Uses of Funds

Compensation and Benefits (includes TAM Research Foundation)

$27,363,455

Operating Expenditures

$16,357,513

Scholarships and Fellowships

$671,625

Development Fees and Other Expenses

$114,585

Total Uses

$44,507,178

Ending Balance

$15,371,343

04

03

Market Value at December 31 (Includes Campaign Commitments) Programs

TAMU = Texas A&M University

Scholarships

* Includes multi-year contracts and grants that extend into future years

05

ENDOWMENT

TAMF = Texas A&M Foundation

College of Education and Human Development

06

Annually, the College of Education and Human Development recognizes former students who have distinguished themselves in their professions. Nominations are generally due in the spring with awards being presented at the college’s Awards Celebration to be held in the fall. For information on how to nominate someone for the Outstanding Alumni Award, please visit the college Web Site at http://www. cehd.tamu.edu/articles/outstanding_alumni and click on Outstanding Alumni or contact Diane Oswald at 979-845-5355 or doswald@tamu.edu.

Chairs

One Spirit One Vision Campaign Summary

A special thank you to everyone who made the One Spirit One Vision Campaign so successful for the College of Education and Human Development. Through your generosity, $20.6 million was raised including $10.3 million that was added to the college’s endowment to fund five new endowed chairs, three new graduate fellowships, 65 scholarships and two endowed programs.

We appreciate your support and look forward to continuing our work together in Transforming Lives through education.

The 2006 Outstanding Alumni Award Honorees: Joseph Mitchell ’83, 23 Deneese L. Jones ’88 and James Fales ’72

4222 TAMU College Station, TX 77843-4222

www.cehd.tamu.edu