2009 Transforming Lives

COLLEGE OF EDUCATION & HUMAN DEVELOPMENT

n The Aggienator pg 4

n Fly Me to the Classroom pg 12

EST. 1969

n Two Sisters, One Dream pg 22

SPRING 2009

Transforming Lives is published annually for the benefit of former students and 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 Diane Oswald at doswald@tamu.edu.

Douglas J. Palmer, Dean Steve Blomstedt, Director of Development Jenna Kujawski, Communications Manager Diane L. Oswald, Promotion and Development Coordinator Writers: Amy Klinkovsky, Jenna Kujawski, Tanya Nading, Diane Oswald, Amanda Reed, Kara Sutton-Jones Designer: Esther Ewert Photo Credits: Derrick Brown: page 27 Esther Ewert: page 24 Stefano Giove: pages 6, 7 Jenna Kujawski: pages 14, 22, 31 Amanda Mather: cover, page 16 NBC Network: pages 4, 5 Amanda Reed: page 3 Kara Sutton-Jones: pages 20, 21, 29 Texas A&M Foundation: page 30 Visit the college online at www.cehd.tamu.edu.

On the cover (from left to right): Heather Marvets ’11, Tara Schwirtz ’09, Lisa Feldman ’09 and Megan Jones ’09 understand that study abroad opportunities offer more than just a chance to get away—they provide cultural, social and educational experiences that just can’t be learned in the classroom.

In addition to adventures in Costa Rica, Italy, Switzerland, Germany and Eastern Europe, the College of Education and Human Development offers preservice teachers opportunities to student teach abroad and connects graduating seniors to Aggie teachers already teaching internationally.

“We believe that study abroad trips help our students to become better teachers for all students,” says Dennie Smith, teaching, learning and culture department head.

Heather, Tara, Lisa and Megan were part of a larger group of education students who spent their 2008 spring break holiday on a study abroad trip to the Czech Republic and Poland. This particular picture was taken at the medieval castle ruins in Lanckorona, Poland.

For more information on how our students are transforming lives abroad, see the stories on pages 12 through 19.

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4

The Aggienator

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Developing Self and Others

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Sporting Success

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Shooting for the Stars

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Fly Me to the Classroom

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Building a Bridge to the Barrio

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A Walk to Remember

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Go Away!

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In His Father’s Footsteps

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Two Sisters, One Dream

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Outstanding in Their Fields

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Remarkable Student and Teacher

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Rising to the Occasion

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It’s a Rap

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Thanks for Giving

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The Story Behind the Gift

Then 1969

First-generation student

Three television channels

Bell-bottom jeans and T-shirts Flower power

Flower power

Mom dropped out of school to work on the family farm to provide for her family, but she later earned her high school GED. Dad graduated from high school and joined the military, serving in World War II. Growing up in a family with limited resources, being able to attend college was an incredible opportunity for me.

Now 2009

Making education more accessible to firstgeneration students

In 1969, the year the College of Education and Human Development was established at Texas A&M University, I was a sophomore at California State University, Los Angeles. A psychology class sparked an interest in my working with special education students. Later, a volunteer position with the Neuropsychology Institute enabled me to work in an intervention program for autistic children. This experience ignited a passion for education that has been a driving force throughout my career. Eight years later, following my graduate work at UCLA and a post-doctoral internship in Washington D.C., I joined the faculty at Texas A&M as an assistant professor.

Listening to music by Jimi Hendrix, Jefferson Airplane, Bob Dylan and Miles Davis

Hanging out with friends in the HaightAshbury district in San Francisco

I am a first-generation college graduate.

Doug Palmer Sophomore, Cal State, Los Angeles

As dean of the College of Education and Human Development, providing a quality education and access to health services for all is a priority that is deeply rooted in my personal experience. To meet this goal, the college is preparing outstanding educators and health professionals and conducting research that will impact practice. Forty years ago, the college began with a small cadre of talented faculty, staff and students; upon this foundation, we are now recognized as a state and national leader. Currently, we have over 200 faculty, 150 staff and 5,400 students. Among Texas universities, we prepare the largest number of teachers in high-need areas, including special and bilingual education, science and mathematics. Our grants and contracts activities to support research, teaching and student initiatives were approximately $20 million in 2008, and the research scholarship of our faculty and students have national and international impact.

Still listening to music

by Jimi Hendrix, Jefferson Airplane, Bob Dylan and Miles Davis Over 250 television channels

Doug Palmer Dean, College of Education and Human Development

Swimming at the rec center Coat and tie or jeans and T-shirts Power of education

“It is our commitment to transform lives through education that has distinguished our college in the past, and that will continue to define us in the future.”

—Doug Palmer

As I reflect on the college’s 40-year history, what stands out in my mind aren’t the changes that have occurred, but rather what has remained the same. It is our commitment to transform lives through education that has distinguished our college in the past, and that will continue to define us in the future.

We hope that you can join us on campus to take part in one of our many 40th Anniversary events this year!

Doug and his classic bug

Doug Palmer Dean

Doug and his wife, Darlene 3

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“

I apply my education on a daily basis when training. Competing against top athletes in American Gladiators was like a dream come true.

”

– TIM OLIPHANT

Tim with fellow contestant Mike Gamble (left), jumping across a platform in the Sideswipe event (center) and in Hollywood for the taping of the show (right)

The Aggienator Aggie wins American Gladiators, puts health degree to the test While many Aggies still patiently await the day their school will bring home a national football championship, one Aggie is celebrating his own “American” championship.

Not only was he the first Aggie on the show, but he had his hand in a number of other firsts as well, setting two speed records in the Eliminator event and defeating the undefeated Titan in the Pyramid event.

Tim Oliphant ’97, who earned his bachelor’s degree in exercise technology from the Department of Health and Kinesiology, took home the top prize in Season 2 of American Gladiators, a reality show where amateur athletes compete against action stars and stunt professionals in contests of physical strength and endurance.

“Competing against top athletes in American Gladiators was like a dream come true,” Tim says. “The show was the most fun thing yet the hardest thing I’ve ever done, but every time I got on the arena floor, my adrenaline would drown the anxiety, and I’d be free to perform as best I could.”

“As a student in the health and kinesiology department, I became much more aware of my body and what I could do with it,” Tim says. “I learned ways to push it harder and to more efficiently maximize results. I apply my education on a daily basis when training.”

Tim, a 33-year-old media director for Kanakuk Kamps in Branson, Mo., admits that he was always the little guy while growing up, but because of his size, he was constantly out to prove himself to others.

Besides winning the competition for himself, Tim wanted to win the competition for the entire Aggie family.

“There is no school anywhere that has more loyalty and dedication to its students and former students than Texas A&M University,” he says. “It’s just awesome to know that I have hundreds of thousands of supporters backing me up and cheering me on. No other school can hold a candle to the greatness of the 12th Man!”

Pictured left: American Gladiators Season 2 winner Tim Oliphant talks with co-host Hulk Hogan after setting a second record in the Eliminator event.

Tim and his buddies at an Aggie football game in 1995 Tim and fellow winner, Ally Davidson from Dallas, Texas, each received $100,000 and a new Toyota Sequoia.

Tim hopes that he’ll be back on the show next season not as a contender, but as the newest American Gladiator.

“I have always loved to compete,” he says. “I live for it!”

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Developing Self and Others Saudi professionals learn human resource development knowledge and skills to serve others In the words of Muhammad Ali, “Service to others is the rent you pay for your room here on earth.” For three Saudi Arabian first-year master’s students— Mallee Hussain Al-Howaidi, Nada Abdul Baqi AlAswad and Hala Alturki—they aren’t just paying their rent but making a career out of serving others.

“Inside every person, there is a trigger, and with the human resource development program, I’m able to find that person’s trigger and bring his or her capabilities to the surface,” says Nada, a senior statistical assistant for Saudi Aramco. “I do believe that human resource development is a humanitarian aspect of life—it gives you the processes to make the community a better place.”

Now in its second year, the Human Resource Development Master of Science Program in Saudi Arabia, a collaborative agreement between Texas A&M University and the Arabian Society for Human Resource Management, offers flexibility to busy professionals like Mallee, Nada and Hala. Students complete coursework online for graduate-level courses each year. They also attend a face-to-face class periodically throughout the year with College of Education and Human Development faculty who travel to Saudi Arabia to teach.

“Internationally, people are very excited about human resource development,” says Toby Egan, assistant professor and managing director of the Saudi Arabia master’s program. “Our workplace is dynamic; it’s changing all the time. We’re becoming more aware of the importance of lifelong learning to the basic success of an average employee, not to mention to an organization that wants to excel.”

Sixty percent of Saudi Arabia’s population is under 20 years of age, and the economy is largely servicebased. Therefore, many companies in the country are jumping at opportunities to train their employees so they can excel.

Mallee, Nada and Hala are among the 22-member charter group who will earn their master’s degrees in 2010.

And Hala, along with her classmates, is enthusiastic about the learning opportunities afforded to her through the Saudi Arabia master’s program.

“For the few who have the opportunity to study human resource development, their knowledge and skills are in great demand,” she says.

“The program offers more than content,” Mallee, also a senior statistical assistant for Saudi Aramco, says. “It gives students courage and allows them to challenge their own thoughts and assumptions. It escalates the inner reflection process to a whole new level.”

Education faculty already have collaborated with the Golden Trust Institute and Consultancy in Bahrain to implement the Human Resource Development Master of Science Program there this spring and are cultivating relationships for additional programs in Taiwan, Kenya, Mexico, Jamaica, Albania and Chile.

Hala, director of People and Change Advisory at KPMG, knows that Saudi Arabia can take full advantage of the skills taught through the Saudi Arabia master’s program.

“We are in urgent need for human resource development practitioners to guide us on important policies, legislation and direction for developing our youth in line with the foreseen growth of the country and to equip them with the skills and knowledge in this particular market,” she says.

Pictured left: Hala Alturki (center) works with fellow cohort members Esam Kabli, Hattan Seit and Nouf Alfraih on a class project.

Mallee Hussain Al-Howaidi in Fred Nafukho’s adult learning class

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8

“

You feel like you’re making a difference, and you can see you’re making a difference in these kids’ lives. It really is something special.

”

– TONY ROSSELLI Camp supervisor Michael Thornton huddles with campers during flag football (left) while a camper canoes the lake (center) and Tony Rosselli supervises a dizzy bat activity.

Sporting Success Summer sports camp changes lives of both campers and counselors For Tony Rosselli, it’s about more than just a summer job.

Tony, a senior kinesiology major, works as a counselor at Deerfoot Youth Camp, a summer sports camp for at-risk, underprivileged boys ages 10 to 13 in Magnolia, Texas.

“You’ve got a cabin with six to eight kids. You’re their parent, teacher, coach and mentor,” Tony says. “It’s very draining, but it’s very rewarding at the same time.”

Tony came onboard as a counselor in 2006, after being asked by Michael Thornton, camp supervisor and clinical assistant professor.

“It’s a big deal to me that we hire good people because of what they’re going to be doing,” Michael says.

Deerfoot was established in 1978 by Thomas and Joan Read to give boys the opportunity to attend a summer camp at no cost to them or their families. In 1981, he approached Leonard Ponder, then head of the Department of Health and Kinesiology, about running the camp.

“My conception of what I was going to see was a creek, some pine saplings and a couple of pup tents,” Leonard recalls. “I walked onto the campus and realized I was way off the mark.”

Today the department continues to operate the 450-acre camp, which typically has 130 campers over a summer.

The boys compete in all kinds of sports activities, ranging from swimming and canoeing to basketball and floor hockey. Campers also go on field trips to area attractions including NASA and the Houston Museum of Natural Science.

“You feel like you’re making a difference, and you can see you’re making a difference in these kids’ lives,” Tony says. “To be a part of these kids’ lives—it really is something special.”

In addition to the short-term benefits of having counselors as role models, campers can have longterm benefits as well. Campers who attend Deerfoot four consecutive summers and are later accepted to

Pictured left: Deerfoot Youth Camp Counselor Tony Rosselli ’08 (far right) completes the cube activity with fellow campers on Pirate Day.

Texas A&M University or Texas A&M at Galveston are provided with financial support through the Read Scholarship program. Deerfoot currently has seven former campers at Texas A&M and three at Texas A&M at Galveston.

Smiling, Tony remembers making a positive impact with one troubled first-year camper in his cabin. “This kid was from a bad home. No respect, none of this, none of that. He was like my project kid, and they stuck him with me.”

He worked with the boy for several weeks. “Eventually, he came to the point where I was his guy, and he wanted to be around me and get my attention. One day we go to a Round Rock Express baseball game, and he’s just laying it on me. I’m thinking, ‘I can’t stand this kid, and I can’t wait for the summer to be over.’

And he looks up at me and says, ‘Coach Rosselli, I love you.’ It was touching, and it let me know I was doing something good in his life.”

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“

The kids I counseled my first summer had an amazing impact on me. They made me realize that I was meant to work with kids.

”

– ANDREW MARTINEZ Andrew Martinez and students participate in the Wacky Olympics (left), smile for a group photo (center) and sport their wacky costumes (right).

Shooting for the Stars Aggie counselor finds true calling through experiences with the Youth Adventure Program At a summer camp for teenagers trying to discover what they want to be when they grow up, an Aggie counselor finds his true calling in life.

A meteorology major with a minor in mathematics, Andrew Martinez never considered studying education during his undergraduate career. When a friend recommended that he take a student worker position in the Department of Educational Psychology in the College of Education and Human Development, he was given the opportunity to serve as a camp counselor for the Youth Adventure Program (YAP).

students are able to take courses such as law, veterinary medicine, architecture and business. The camp also incorporates team-building activities into its program, including sports at the rec center and an end-of-camp dance.

“I have always enjoyed working with kids, but seeing how kids interact with each other and how they are different really interested me,” Andrew says. “I became very curious about the interactions between my campers.”

“YAP is a series of one-week courses held during the summer for gifted and talented students in junior high and high school and is designed to encourage career exploration,” says Jay Woodward, director of YAP.

This past summer marked Andrew’s fourth season as a YAP counselor. He admits that it isn’t just the fun experiences with the campers that keep him coming back each year, but the relationships he has created with them.

As a YAP counselor, Andrew was the first contact many of these students had to Texas A&M University.

In addition to learning what it is like to be an Aggie,

“The kids I counseled my first summer had an amazing impact on me. They made me realize that I was meant to work with kids,” Andrew says. “There

Pictured left: Andrew Martinez (center) engages students in one of many Youth Adventure Program activities.

really is not one certain experience that I could call my favorite. They have all been great.”

The experiences at YAP led Andrew to enroll in graduate studies in the school psychology program.

After graduation, he intends on working as a school psychologist while continuing research in his field.

However, his future goals still embrace his past experiences at YAP. “I know for sure that I want to run a camp similar to YAP or at least be actively involved in a camp while pursuing a separate career,” Andrew says. “YAP has influenced my life in so many ways, and I want to continue in that same path.”

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Fly Me to the Classroom Student teaching abroad expands Aggie perspectives Last spring, Anna Sauvageau, an early childhood education major, stepped out of the box—or country —to student teach in Switzerland.

Anna was one of four education students to make the overseas trip. She and three middle school education majors, Ashley Broll, Megan Malnar and Andrea Smith, were the first Aggies to student teach at the International School of Lucerne in Switzerland, says Dennie Smith, head of the Department of Teaching, Learning and Culture.

“I wanted to know the different kinds of teaching methods out in the world,” Anna says. “I served as an ambassador in everything I did, so I kept in mind how my actions would be reflected back on the college. My school and community knew we were Aggies and expected great things from us, and I think we succeeded!”

Anna taught early childhood classes and rotated through the pre-K, kindergarten and first-grade classes at the international school, which was structured similar to American classrooms. Class began at 9 a.m., ended at 3:30 p.m. and was sectioned in 40-minute periods. Her students stayed in one class for most of the day, leaving only to go to German, music, swimming, P.E., lunch or recess.

The four girls taught all subjects, from math and science to units of inquiry and reading. With limited resources to teach her lessons, Anna had to be innovative.

“My students were inquirers,” she says. “They loved to ask questions about things they didn’t understand.”

Ashley, who had visited Switzerland the year before on a study abroad trip, had similar experiences in her classroom.

“The small sense of community allowed us to know these wonderful people on a deeper level,” she says.

“Switzerland was a place to be inspired, not just by the landscape but by the outstanding people we discovered along the way.”

Ashley, who rotated teaching second- and third-graders and fourth- and fifth-graders with fellow Aggie middle school education majors Megan and Andrea, wouldn’t change anything about her experiences abroad.

“This experience was a rejuvenation of our passion for teaching,” Ashley says. “We went to school every day and did our best to educate the students in our classroom, which is no different than all the other student teachers scattered across Texas. I can only hope that this program continues to grow and more students have the opportunity to develop their skills in an international atmosphere.”

as the Texas Essential Knowledge and Skills. Instead, teachers mold their curriculum around a list of essential characteristics that builds a lifelong love of learning, Andrea says.

Megan says she enjoyed how her students felt the classroom was their classroom rather than the teacher’s classroom.

“I developed a love for the school and the students and saw an incredible new way of teaching children,” she adds. “I saw that seeking out and teaching each child individually makes a phenomenal difference.”

The girls, who have since graduated, began their new teaching jobs in fall 2008.

“Studying and living abroad changed my life for the better,” Andrea says. “The best way that we served was by example. All of our ideas, strategies and comments further reflected our education and capabilities. By doing our best, we were able to repay all of those that helped us get to where we were.”

And, if given the opportunity, each of them would gladly step out of the country for another chance to teach abroad.

The girls did admit that although there were many similarities between Swiss and American classrooms, the Swiss approach to teaching was different. The Swiss implement an inquiry method, eliminate grades and do not adhere to a list of objectives such

Pictured left: Anna Sauvageau, now a teacher in Spring ISD, teaches a lesson to students at the International School of Lucerne in Switzerland, where she student taught in 2008.

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Building a Bridge to the Barrio Aggie teachers in Dominican Republic are well prepared to meet diverse student needs Krista Adams Wallace ’94 was looking for adventure and the chance to step outside of the life she had known during her undergraduate years at Texas A&M University. Little did she know that a one-year commitment would be the catalyst for beginning her life’s work.

“In 1995, my husband Chad ’93 and I went to the Dominican Republic with Young Life ministry to help build a youth camp,” Krista says. “To help support us, I began teaching in a private school with students from wealthy families. The school overlooked a barrio, a neighborhood where over a half million people live in poverty. But, my students had no idea that underprivileged citizens even existed in their community.”

Krista realized that the private school students, who were receiving the best education, were the future leaders of the country. If they did not understand the needs of all citizens, she wondered how they could be effective leaders.

previously had access only to public schools. “Public schools in the Dominican Republic offer three hours of instruction each weekday, and only 10 percent of the students will graduate from high school,” Krista says. “Many students haven’t even considered the possibility of going to college. But, even if they did, it is difficult for these students to get the educational foundation needed to be successful.”

Krista’s goal is for each of her students to graduate from high school and be prepared to attend college either at home or abroad. To help achieve this goal, she enlisted the help of fellow Aggies.

“Aggie teachers are well prepared to meet the needs of diverse students,” Krista says. “We have two fulltime Aggie teachers right now, and we’re hoping to recruit additional teachers as well as student teachers from Texas A&M.”

It was then that Krista and Chad established the Doulos Discovery School to serve students from wealthy families and students whose families struggled to put food on the table. “We thought that if we could merge students from these two socio-economic groups, then maybe they could learn to work together, empathize with each other and ultimately help their communities,” Krista says.

Students at Doulos Discovery School study core subjects such as math and science as well as Spanish, English and French. Each semester, students participate in a learning expedition that incorporates a common thread throughout the core subjects. For example, a group of ninth-grade students spent a year researching, designing, budgeting and building a viable way to produce electricity for a small remote village. The students determined that given the resources available, hydroelectric power would be the best alternative.

Of the 215 students enrolled in the pre-K through 12th-grade school, 103 come from families that

“The students did an amazing job researching and building the hydroelectric power generator,” Krista

Sara Marburger ’97 (left) teaches middle school math and Patricia Biffle ’03 (right) teaches first grade in the Dominican Republic.

says. “However, the farmers were concerned that when we turned the water off to install the equipment, their water source would be permanently affected.

We realized that we needed to help the community understand the implications of the installation.”

Over the years, several class projects, including an amphitheater, botanical garden and seesaw, have been completed and installed around campus.

“It is amazing what students can achieve when given the opportunity,” Krista says. “That’s why Chad and I established the school—to equip children in the Dominican Republic to become future leaders, fulfill their potential and positively impact their country.”

Pictured left: After establishing the Doulos Discovery School in the Dominican Republic with her husband, Krista Wallace serves as an ambassador for all Aggie teachers who wish to transform lives abroad.

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A Walk to Remember Study abroad opportunities provide students with out-of-the-classroom experiences At first it was easy for Megan Jones, a senior interdisciplinary studies major, to walk down the streets of Auschwitz viewing the two tons of human hair, thousands of suitcases, shoes, pots and pans, and other items confiscated by the Germans and now displayed in the city as something she would see in Ripley’s Believe It or Not. As reality sunk in, Megan recognized how immune she had become to the atrocities that happen around the world, a realization made possible by a special spring break trip.

“When I actually focused on the fact that it [Auschwitz] was real, it was hard to fathom that I was walking the same streets, taking the same steps that these people took in their last days of life,” Megan says. “Walking to and into the gas chambers was almost unbearable.

It was eye opening and made me so grateful for my own life.”

Megan and 20 other students in the Department of Teaching, Learning and Culture elected to spend their 2008 spring break on a study abroad trip to the Czech Republic and Poland.

Considered a field trip in a multicultural children’s literature course, the 21 students joined eight others in Italy to study literature emphasizing the Holocaust.

The group met in Krakow, Poland, and then visited the cities of Oswiecim (Auschwitz), Lanckorona and Wadowice. In the Czech Republic, the students traveled to Prague, Cesky Krumlov and Terezin.

“International exposure is extremely beneficial to our students and students in general,” says Amanda Mather, academic advisor and trip chaperone. “It really opens their eyes and broadens their world view.

Studying abroad brings them out of their comfort zone, and they can see how people in other nations live and what other cultures view as important.”

Tara Schwirtz, a junior education major, always thought she understood the Holocaust; however, being able to tour concentration camps in Auschwitz opened her eyes to what is really important in her life.

“Walking through concentration camps was such a mindnumbing, painful experience,” Tara says. “We know all of this history occurred here about 60 years ago, and we could feel this essence of terror. Our respect within the walls of these places was amazingly unified.”

“The Poland trip really opened my eyes to a whole new side of myself,” she adds. “I always knew I wanted to teach, but now I have a burning desire to share with others and learn more.”

Pictured left: Students on the multicultural literature study abroad trip visited Cesky Krumlov, Czech Republic, to learn more on Holocaust children’s literature.

Amanda says that the international trip made the students realize what a young country the United States is. “In a world that is rapidly shrinking, an understanding of other cultures is especially beneficial so they can appreciate and respect them,” she says.

Not only did the trip bring realizations of the differences in American and European cultures, but it impacted the students in unique ways and changed their lives.

“Going abroad was definitely the best decision I’ve ever made,” Megan says. “I plan to use the information, pictures and stories in my own classroom after graduation.”

Dennie Smith, head of the teaching, learning and culture department, wants more students like Megan to take advantage of the study abroad opportunities offered through his department and others.

“Study abroad experiences help our students develop an extended world view based on the actual trip and related studies,” he says. “We believe that study abroad trips help our students to become better teachers for all students.”

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Go Away!

International experiences transform Aggie lives

nce ad experie o r b a y d u teaching My st enced my u fl in ly te gual absolu -year bilin st r fi a s A to speak abilities. of having ss e r st e could teacher, th ve speaker ti a -n n o n ks a g; but than Spanish as in lm e h w r ove ble to have been ico, I was a x e M in e ciated to my tim also appre I . ly si a e ure do it fairly to the cult d se o p x e n sa having bee n people, because a a ic x e e r to late of the M to be able d e e n u o ies. teacher, y their famil d n a ts n e d to your stu

FROM: Gose Katherine Studied in a, Mexico Cuernavac

Gose '06 jor Katherine cation ma u d E l a u g Bilin

France

Mexico 18

I had a wonder ful ex perience while studying abro ad. I learned so much about the M exican culture.

Being Mexican-Am erican, it was important for me to discover my roots. As a bilingual teacher, my study abroad experie nce has helped me to understand th e population of students that I teac h.

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is program I would recommend th ch a great su to others because it is and academically. experience personally the things that You learn to appreciate while learning to you have back at home onment you are appreciate the new envir at my Spanish in at the time. I know th equate without would not have been ad e. this awesome experienc

Lily Nguyen '06 Bilingual Education major

Belinda Nunez '07 Bilingual Educatio n

FROM: Belinda Nunez Studied in Cuernavaca, Mexico

major

FROM: Lily Nguyen Studied in Cuernavaca, Mexico

Spain 19

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In His Father’s FootRemembering Texas A&M before the College of Education and Human Development When Arno Krebs ’64 came to campus in 1960 as a freshman, Texas A&M University was then called the Agricultural and Mechanical College of Texas, women were not allowed to enroll and participation in the Corps of Cadets was mandatory. The inception of the College of Education and Human Development was still several years away.

“It was pretty tan,” Arno jokes, referring to the color of the brick university buildings, the number of men in beige Cadet uniforms and the lack of colorful women’s clothing. “It was pretty conservative in those days.”

Arno, now a retired partner with the law firm of Fulbright & Jaworski L.L.P, followed his father’s example in coming to Texas A&M. His father, Arno Krebs Sr., graduated in 1937 and became a small town banker.

“All you needed to be admitted was to be male, have graduated from high school and have $25 for the first semester’s tuition,” Arno says. “When I got a short questionnaire from the Corps of Cadets, I noted that I played the flute, so the next thing I knew, I was playing flute in the Aggie Band.”

Arno decided to major in education, which at that time was a part of the College of Arts and Sciences. There were only 330 education majors at Texas A&M, and Arno served as president of the Student Education Association.

A&M University and women were admitted on a limited basis. Of the approximately 100 newly admitted female students, many became education majors.

“The greatest profession in the world is teaching,” Arno says. “Teachers are educating our future leaders. The most important thing we can do for our children is to give them a good education.”

“For the first time in four years, I had female classmates, which was a positive development, to say the least,” Arno says.

“Texas A&M wasn’t known then for the quality of its education graduates. The critical factor, in my opinion, was when they started admitting women in 1963.”

After graduating in 1964 with his education degree, Arno attended law school at the University of Texas at Austin. He graduated in 1967 and became a trial lawyer in Houston and Dallas.

Forty-five years after graduation, Arno remains highly involved at Texas A&M. He has done pro-bono work for the 12th Man Foundation and served in a variety of positions. He also has been a member of the board of directors for The Association of Former Students and a university associate on the Texas A&M Foundation.

In 2004, Arno was honored as an Outstanding Alumnus of the College of Education and Human Development, and he is a member of the college’s Advisory Council.

Although he did not pursue a career in teaching, he stresses its importance.

During his senior year, major changes came to the university: the name was officially changed to Texas

Pictured left: Former students like Arno Krebs, an early education graduate from Texas A&M University, paved the way for the creation of a College of Education.

Arno Krebs Sr. ’37 earned a degree in agricultural administration.

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Two Sisters, One Dream Nontraditional students Susan Butler and Robin Thurmond hope to transform lives in the classroom There is no sense in dreaming if you do not dream big.

Nobody knows this better than sisters Susan Butler and Robin Thurmond, who returned to school after more than 20 years to live out their dreams—to become teachers.

“I decided to go back to school because it was always unfinished business with me,” Susan, a middle grades language arts and social studies major, says.

Robin, who is focusing on early childhood education, agrees.

“I have always wanted my college degree. I know that an education is something that can never be taken away from you,” she says.

Susan refers to both of them as “seasoned” in comparison to their classmates. The sisters graduated from high school over 20 years ago, but their desire to start a family put their college plans on hold. After several individual attempts at college and a few more additions to their families, Susan and Robin decided

“

they had waited long enough to do what they had wanted to do most.

Deciding where to fulfill their lifelong goal of earning their teaching degree was not a tough decision. Having lived in Bryan during much of their childhoods, Robin and Susan knew how special it was to attend Texas A&M University and become an Aggie teacher. In 2006, the sisters came to Texas A&M full time to earn their degrees.

“Teaching is important to me because I see it as a worldchanging profession. I think a great teacher can change the world by making a positive impact on his or her students,” Robin says. “One comment that lifts a student up or encourages them to study is world-changing in my opinion. I want to be that kind of teacher.”

Susan sees teaching as a way to help shape the futures of her students. “Teaching is important to me because children are our future, and they deserve the best we have to offer,” she says. “I understand children because I am a mom and because I love children.”

Susan and Robin both know how difficult it is to go back to school and hope to encourage others with similar life stories to achieve their own dreams.

“Don’t sweat the small stuff,” Susan says. “Make sure your husband or wife is on board with your goals and aspirations and is willing to share you with college.

Don’t expect to make a perfect grade on everything just because you are more ‘seasoned.’”

After waiting a few decades to walk across that stage, Susan and Robin did walk the stage in December 2008 and earned their education degrees. The two sisters will teach for a few years in the Bryan Independent School District before returning to school yet again to pursue their master’s.

“Ultimately, my goal in going back to school was to get my degree, but I learned so much more,” Robin says.

“I learned about myself and my capabilities. I made lifelong friends and will forever bleed maroon.”

Ultimately, my goal in going back to school was to get my degree, but I learned so much more. I learned about myself and my capabilities. I made lifelong friends and will forever bleed maroon.

”

– ROBIN THURMOND

Pictured left: Sisters Robin Thurmond (left) and Susan Butler (right) went back to the classroom as college students so they could finally be in front of the classroom as teachers.

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Outstanding in Their Fields College recognizes 2008 Outstanding Alumni Four Outstanding Alumni were honored at the 2008 College Awards Celebration. They were Peggy Crowder Coghlan ’76, David P. Thompson ’83, Jack Michael Willoughby ’67 and Susan J. Simpson ’03, who was the Early Career Recipient.

Peggy Crowder Coghlan ’76

Jack Michael Willoughby ’67

Peggy Crowder Coghlan was the first woman to receive a doctor of education degree from Texas A&M University.

She has had an extensive teaching career, and she is currently a professional motivational speaker on human growth and development. Peggy was a charter member and chair of the college’s Advisory Council.

David P. Thompson has 20 years of experience in public education at both the PK-12 and higher education levels.

Having served as a teacher, coach, high school assistant principal, faculty member and department chair, he is currently a professor and chair of the Department of Educational Leadership and Policy Studies at the University of Texas at San Antonio.

Jack Michael Willoughby was the first male to graduate with a bachelor’s degree in elementary education from Texas A&M. He is now dean of the Graduate College at Texas State University in San Marcos. Under his leadership as dean, Texas State transitioned from a master’s only granting institution to a doctorate-granting university. Jack has brought innovation, quality programs and improved services to his students.

Susan J. Simpson, superintendent of the Grand Prairie ISD, has been a Texas educator for 28 years. Through turning around a financially unstable school district, improving student achievement, and increasing the number of recognized and exemplary campuses, she has excelled in her role as superintendent. Susan graduated from Texas A&M in 2003 with her doctorate in educational administration.

Pictured below: Peggy Crowder Coghlan, Jack Michael Willoughby, Susan J. Simpson and David P. Thompson at the 2008 College Awards Celebration

Susan J. Simpson ’03

David P. Thompson ’83 24

Remarkable Student and Teacher Qatar University’s student of the year inspires in her own classroom Some people make outstanding students, and others are gifted teachers. Occasionally, the combination occurs in one person, like Latifa Al Kuwari.

Latifa, who held an undergraduate degree in science education, graduated in the first group of certificate students in the Primary Educator Preparation Program at Qatar University, offered through the College of Education and Human Development at Texas A&M University.

able to make great improvements in their education,” Patricia says.

Latifa’s improvement strategy is simple: know your students. “I believe that each child has a different way to learn,” she says, “so I try my best to understand each child and let her learn in her ownway.”

This flexible approach to education is the hallmark of a widespread educational reform initiative taking place in Qatar. This reform calls for the establishment

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of government-funded independent schools that undergo annual assessments. The initiative stresses school autonomy, accountability and variety as well as freedom of choice for parents.

Latifa is enthusiastic about the change and what it means for both students and teachers. “The education reform in Qatar changes the way of life and the way of thinking for a lot of people. It improves the education system and helps the students to be independent and creative in their choices.”

Patricia Lynch, clinical professor in the Department of Educational Psychology, lived and taught in Doha, Qatar, for the first two years of the five-year program.

She met Latifa in one of her classes and took note of her dedication to her education. “Latifa was a student who always did her best and had high expectations of herself in her school work,” Patricia says.

“She was very skilled in technology and used this in developing her teaching materials and in her teaching, which was not typical of our students,” she adds.

Impressed with Latifa’s work, Patricia nominated her for Qatar University’s 2007 Student of the Year Award, a campus-wide honor reserved for a graduate. Latifa won.

Today Latifa teaches first grade at Al-Shaqab Primary Independent School for Girls, where she was asked to be a coordinator during her first year of teaching. She instructs students in English, mathematics, science and life skills.

“I like to teach children and feel so happy to see their eyes sparkling when they learn something new,” Latifa says.

Student learning is a priority in Latifa’s classroom, and she has made large strides to improve that learning.

“She had students who spoke almost no English and was

Latifa Al Kuwari, one of the first students to graduate from the Primary Educator Preparation Program at Qatar University, inspires her first-graders each and every day.

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Rising to the Occasion “The students I teach are going to be the teachers of my children, and they can’t lead where I haven’t led them.”

– Anna Davila

Aggie recognized for her commitment to educating all students “We rise to the occasion, and the occasion is this life, right now, just as it is.” -Donna Farhi While most of us make a conscious effort to choose the path for our lives, Anna Davila admits that her path in life chose her.

“I didn’t initially choose teaching as a career,” Anna says. “Many of the adults and teachers around me in high school encouraged me to teach. They saw something in me that I didn’t, and it really paid off. I love my job and feel that I have truly used the talents I was given.”

Anna, who earned a degree in education in 2001 from Texas A&M University, teaches math to sixth-graders at Sartartia Middle School in Sugarland. In 2008, she was one of eight Texas educators to receive the HEB Excellence in Education Award in the Rising Star Secondary Category. Rising Star awards recognize teachers with less than 10 years of experience.

“The students I teach are going to be the teachers of my children, and they can’t lead where I haven’t led them,” Anna says.

As someone who is passionate about educating all students, Anna has spoken at the Fort Bend Council for the Teachers of Mathematics to advocate for special needs learners, providing examples of modifications teachers might use in their classrooms to make math more accessible to low-performing students. She says her greatest experience as an educator has been working with special needs students in an inclusion setting and seeing them rise to the expectations she has for them.

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She also has created a compacting program for highachieving students, allowing them to work on abovegrade-level material so they are prepared for the credit by examination test and can be correctly leveled each year.

“Every day I come to work, I’m happy. I’m happy to be with my students, my colleagues and my administrators,” Anna says. “We encourage our students to achieve more than what they think they can. My students are willing to step out of their comfort zone because they know school is a safe place to take risks.”

And, just as Anna challenges her students to take risks, so does she.

As part of the Student Success Initiative, Anna has built accelerated math classes for students that do not pass the Texas Assessment of Knowledge and Skills test and is working with other teachers in the Fort Bend Independent School District to develop a program to effectively bridge the learning gap from fifth to sixth grade.

“I want to build programs to help teachers reach every student in their classroom,” she adds.

In the next three years, Anna plans on pursuing her master’s in educational administration to become a math coordinator or a program director of professional development.

“As an educator, I hope I can use every bit of talent God gave me to reach kids,” she says.

Pictured left: Anna Davila, a 2008 HEB Excellence in Education Award recipient, teaches sixth grade in Fort Bend ISD.

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It’s a Rap Aggie uses music to teach “I’m talking about reading, the #1 thing, You have to read to rap, and read to sing, You have to read the plays in football or hoops, You have to read if you’re a part of the military troops.”

Using rap music to educate students about basic curriculum in an effort to improve standardized test scores is the creative concept of Ron Kelley ’06. The idea culminated from Ron’s two areas of expertise— music and education. He originally began his career in the music industry as owner of an independent record label, and after getting involved in education, worked his way from a teacher to a principal.

Ron, who earned his doctorate in public school administration from Texas A&M University, saw schools struggling to keep their standardized test scores high and noticed that many of the techniques they were using did not capture the students’ attention. So, as a principal in the South San Antonio Independent School District, Ron began experimenting with music in the classroom.

“I saw how successful hip hop was when I worked in the music industry, so I decided to tie hip hop and education together,” Ron says. “It was successful because I focused on positive and educational rap.”

Validation for the idea came when he gave a homemade CD to the music teacher at his school. Not only did students love the music, but teachers began using the CD as a learning tool, and ultimately, the students’ test scores improved. In his first year as a principal, his school earned Gold Performance Acknowledgements.

Ron’s CD project quickly became a professional endeavor. Renamed the Edu-Rap CD, it became

available to schools across the state that were hoping to increase their test scores. In the Houston area, there were several 30-point jumps in Texas Assessment of Knowledge and Skills (TAKS) scores across the district.

The Edu-Rap CD contains a fun song for every subject covered in the TAKS test, and the song breaks down various components of the subject. Subjects range from reading and math to science and social studies.

“I realized I was onto something big,” Ron says. “Other principals would come to me requesting that I speak at their school. It was then that I began to improve student achievement full time.”

In 2005, Ron created his educational consulting company—Konfident Enterprises—traveling to schools across the nation sharing his teaching techniques. His first CD has maintained popularity since its release in 2005 and was one of the contenders on the Grammy Awards ballot. His Edu-Rap Vol. II has been sold out since its release in November 2008.

While Ron has influenced the teaching styles used in many classrooms, he knows that his work is not done.

His innovative techniques have improved test scores, and his music has been successful in transforming how teachers engage their students in the classroom. But, his vision extends beyond the classroom and campus.

“When I’m able to walk into a music store and see an educational music section is when I will know that I have made an impact on the education scene,” Ron says.

Ron Kelley ties hip hop music and education together, using his Edu-Rap CD to help students learn.

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Thanks for Giving Remembering Joe Mattei ’53 February 3, 1932 – February 8, 2009

We are deeply grateful for the generosity and support of these friends of the college. The individuals, corporations and foundations listed below have established one or more gifts benefitting students, faculty or programs within the College of Education and Human Development through the Texas A&M Foundation.

President’s Endowed Scholarships Mora Waddell and James L. Boone, Sr. ’21 Grace A. and Carol W. Phillips ’54 Charles R. and Patricia Wiseman, Vince Wiseman and David Franklin

≥ $1,000,000

Joe was a long-time friend of the College of Education and Human Development and a member of the college’s Advisory Council.

He and his wife, Eddie, endowed five scholarships at Texas A&M University, two of which benefitted education students. Joe was fond of saying that “the most important things in life were the three Fs—Faith, Family and Friends.” Joe was blessed to have all three. Described as “the ultimate Aggie,” Joe will long be remembered for his efforts to transform lives through education.

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Houston Endowment, Inc. Sydney and J.L. Huffines Dorothy and Artie McFerrin Ed Rachal Foundation Joan and Thomas Read Ammon Underwood

$500,000 - $999,999

Claude H. Everett, Jr. Estate* Carl B. and Florence E. King Foundation Sue and Patrick Mahoney* Gary J. Martin*

$100,000 - $499,999

John W. Anderson Foundation Robert G. Cherry Estate* Kay and Jerry Cox Gina and William H. Flores W.L. Gerner Estate* Susan Gulig* Mary Evelyn Dunn Hayes Estate* Herman F. Heep and Minnie Belle Heep Foundation Carolyn and Tommie Lohman Eddie and Joe Mattei Betty and David Smith/Wilda Smith Scott Trust Karen and Terry O. Smith* Omar Smith Estate/Omar Smith Enterprises, Inc.*

Foundation Excellence Awards George W. Brackenridge Foundation Joyce Ann and Col. Thomas M. Jackson Sue and Patrick Mahoney Karen and Steven Morris Susan and Bill Ouren Ellen and Rod Thornton Gary W. “Buddy” Williams Diane and Bob Winter Claudia and Rod Stepp* Deanna and Tom Yates Bob Winter

$99,999

Barbara J. and Walter E. Anderson Mary Barnhill Estate James L. Boone Mora Waddell Boone Geraldine Longbotham Bowers Janie and Ralph Bowler* George W. Brackenridge Foundation Beth and Sherman Bradley Lynda M. Brown Michelle Thornberry Bunch Capital City A&M Club Todd Christopher Class of ’66 Michele and Tom Davis* Dr. Gogi Dickson James K. Dougherty, Jr. Foundation Dow Aggies Lt. Col. Louis C. Draper Sally and Ralph C. Duchin Sylvia and Raul Fernandez* Janie H. and Gordon R. Flack Donna and Donald Foster* W.L. Gerner*

Endowed Opportunity Awards Mary Evelyn Dunn Hayes Estate Mildred F. and Carl Henninger ’49 Estate

Sul Ross Scholarships James L. Boone Mora Waddell Boone

Mary Ann and Gordon F. Gibson Don Hinton Thomas Hogan Alma Dell and Robert M. Johnson Kyle Kepple Patsy and Warren Kirksey Erin and Jim Kracht* Mary Jo and Billy Lay Harry Lucas Andrea “Sissy” and John R. McKenna Nancy and Brock A. Nelson* Susan and William Ouren Carol and M. Michael Park Grace and Carroll Phillips Marlene and Robert Powell* Sue and Rick Rickman, III* William B. Roman, Jr. Suzy and Arnold Romberg Langston Terry Janice and John Thomas Nancy and Fred Thornberry Molly Thornberry Whisenant Patricia and Charles Wiseman Janeen Holland Wood* Zachry Construction/The Zachry Foundation Michael Zerbel

The Story Behind the Gift The Lohmans’ recipe for success When Carolyn Lohman was a home economics teacher, her final exam consisted of handing students a bag filled with groceries and telling them to create a dinner using only those ingredients. Today, Carolyn no longer teaches home economics, but she and her husband Tommie are experts in making something great out of the ingredients of their lives.

The Lohmans have a special talent for putting together the right people in the right places with the right resources to create success. And, they have made generous contributions to Texas A&M University in the form of professorships, scholarships, learning communities and the new basketball facility. But to the College of Education and Human Development, one of their greatest contributions was a simple sculpture.

“By far, watching Carolyn put together the Shaping the Future sculpture was one of my most satisfying experiences with the College of Education and Human Development,” Tommie says. “From working with the university administration to the physical plant, it was something to behold.”

to be a part of the process. Faculty, staff and students were encouraged to go to the artist’s studio and assist in placing the clay at the base of the sculpture. Careful inspection reveals hundreds of fingerprints and a few Aggie ring indentions.

Carolyn also takes delight in several barely noticeable, but deeply meaningful parts of the sculpture.

“The teacher is wearing two rings. One is an Aggie ring from 1969—the first year of the college,” she says. “And, the other is a butterfly ring to symbolize the transformation inspired by education.”

And, just in time for the college’s 30th Anniversary Celebration in 1999, the sculpture became the focal point of Education Plaza on the west side of the Harrington Education Center.

But, even with all the time, effort and work that Carolyn puts forth in order to accomplish great things for the benefit of Texas A&M, she is quick to give credit to those who provide assistance along the way.

“The donors who supported the project deserve credit for their belief in the vision of what the sculpture could do for our university and our college,” Carolyn says.

“At the end of the day, we all just want to make Texas A&M an even greater place to get an education.”

Today, the Aggieland Visitor Center highlights the sculpture on campus tours, and it is not uncommon to see students posing by the sculpture for a photo.

And, the Lohmans can take a quick break before working on their next big recipe for success to enjoy the fruits of their labor.

The Shaping the Future sculpture was the first sculpture on the Texas A&M campus to feature a woman with children, all of whom represent a different ethnicity.

“I remember President Ray Bowen saying he didn’t think it could happen,” Carolyn recalls. “And I said, ‘You know, I think I am going to do it anyway.’”

“We, as a university, couldn’t let the century end without including women and diversity in the sculptures on our campus,” she says.

True to her words, Carolyn got to work on the sculpture with Tommie by her side and the support of then Dean Jane Close Conoley. She raised the necessary money, worked with the sculptor and invited the entire college Carolyn and Tommie cooking up something special

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Operation Spirit and Mind.

The rising cost of college stands in the way of many exceptional students who want to attend Texas A&M. Some of these students are recruited by top universities eager to sponsor their potential.

With a goal of $300 million, Operation Spirit and Mind will bring excellent, deserving student scholars to Texas A&M. You can support pure academic merit, talent-in-need, leadership or global study scholarships or prestigious graduate fellowships.

Operation Spirit and Mind is in motion. Be part of its success. Let your generous Aggie spirit lift brilliant Aggie minds.

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The Texas A&M Scholarship Initiative.

Contact Steve Blomstedt ’83, Director of Development College of Education and Human Development 979-847-8655 or s-blomstedt@tamu.edu

Nominations College of Education & Human Development

Outstanding Alumni Awards Annually, the College of Education and Human Development recognizes former students who have distinguished themselves in their professions.

Nominations for the 2009 Outstanding Alumni Awards will be accepted until April 3, 2009, with awards being presented at the College Awards Celebration to be held on Friday, Sept. 18, 2009, at the Walter and Leonore Annenberg Presidential Conference Center. For information on how to nominate someone for the college’s Outstanding Alumni Award, please visit our Web site at http://www.cehd.tamu.edu/articles/outstanding_ alumni or contact Diane Oswald at 979-845-5355 or doswald@tamu.edu.

You Are Invited College of Education & Human Development

40th Anniversary Celebration Dean Doug Palmer was selected to be a 2009 Fish Camp Namesake. Camp Palmer co-chairs, Kimberlee Ward and Phillip Garcia, shared the good news with Doug during a college leadership meeting.

2009 Advisory Council: College of Education & Human Development Karen Brown Lynda Brown Kay Cox Michele & Tom Davis Kathy Denton Gogi & John Dickson Jim Drew Jerry & Nancy Easterly Barbara Erwin Gina Flores Anne Holubec

Diane Jackson Ron Kelley Patsy Kirksey Arno Krebs Gaye Lang Carolyn & Tommie Lohman Sue & Patrick Mahoney Eddie & Joe Mattei Dorothy McFerrin Doug McIntyre Karen Morris

Rick Rickman Betty & David Smith Donna Stauber Claudia Stepp Betty Thompson Ellen & Rod Thornton John Trott Bob Winter Dee & Tom Yates

This year, the College of Education and Human Development is celebrating four decades of transforming lives through education. Several events are planned that will shine a light on the accomplishments of our students, graduates, faculty and staff. We hope that you will be able to join us on campus throughout the year to help us mark this auspicious occasion.

We are working to update the college’s history and would appreciate receiving photos and stories about individuals who helped to shape our past, present and future. Please send stories or photos to doswald@tamu.edu or by U.S. mail to: Diane Oswald, Promotion and Development Coordinator College of Education and Human Development 4222 TAMU College Station, TX 77843-4222 For information on the college’s 40th Anniversary events, please visit http://www.cehd.tamu.edu/articles/40th_anniversary.

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4222 TAMU College Station, TX 77843-4222

www.cehd.tamu.edu