Insight Magazine | Spring 2014

Spring 2014

How one woman’s degree is helping her to more effectively serve others. SEE PAGE 22

VIDEO ON DEMAND SEE PAGE 12

FACULTY PROFILE: NINA LIVESEY SEE PAGE 14

Volume 11, No. 1

Formerly Vantage Point

For Alumni, Students and Friends Spring 2014, Vol 11, No. 1 DEAN James P. Pappas, Ph.D. ASSOCIATE DEAN Martha Banz, Ph.D. EDITOR John Huggins CONTRIBUTING WRITERS Pamela Ballard Julie Davis Robert Dougherty John Huggins Catherine Kerley DESIGN & LAYOUT Kaitlin Phillips PRINTER University Printing Services ON THE COVER Pamela Ballard at the Oklahoma State Capitol Photo by Kaitlin Phillips Insight is published by: The University of Oklahoma College of Liberal Studies McCarter Hall • 1610 Asp Avenue Norman, OK 73072-6405 cls.ou.edu The University of Oklahoma is an equal opportunity institution. Printed and distributed at no cost to Oklahoma taxpayers.

IN THIS ISSUE

IN THIS ISSUE INSIGHT | SPRING 2014

ON THE COVER 14 12 VIDEO ON DEMAND

FACULTY PROFILE: NINA LIVESEY

Technological advances enhance the learning experience. Video on demand is helping students to better learn and retain information.

Professor Nina Livesey champions online learning and discusses her experience on an archeological dig in Israel.

22

STUDENT SUCCESS: A DEGREE OF CHANGE

Pamela Ballard describes her experiences and why her degrees offer constant inspiration.

FEATURES 3

OLLI at OU: Christians and Israel

4

Applauding a Milestone: Ryan Tupps

20

Student Success: A Road to Recovery – An Educational Journey

22

Student Success: A Degree of Change

30

In Memoriam: Leland Gourley, CLS Graduate

INSIDE CLS 7

Book Review: Race and the University

10

2013 Tailgate Party

12

Video On Demand

14

Faculty Profile: Nina Livesey

17

Osher Scholarship

18

Lifespan Care: Win-Win-Win

IN EVERY ISSUE 2

The Dean’s Insight

27

News Briefs

32

Rite of Passage: Fall 2013 Convocation

Spring 2014 •

1

IN EVERY ISSUE

THE

THE DEAN’S INSIGHT

DEAN’S

INSIGHT

By Dr. James P. Pappas, Ph.D.

F life.

or the past few years, I have been struck by the emergence and practice of coaching in adult education and in the broader arenas of adult

What Is Meant by “Coaching”?

Everyone is familiar with the use of the term “coaching” in reference to athletics. However, becoming increasingly popular is the use of the term to relate to helping individuals make improved changes in their lives, whether those changes occur in their careers, their personal interests and pursuits, their spiritual dimensions, or other realms in their lives. Thus, coaching has become a widely accepted practice of transforming people from where they are to where they want to be.

Coaching and Adult Learners Coaching is now being used by adult and continuing education units to bolster student recruitment, retention, and graduation. As Liberal Studies students are well aware, many adults return to campus with considerable fear and trepidation. Often they have been away from an academic environment for many years and are anxious about their prospects for success.

Or they are involved in challenging accelerated or technology-based programs. Or their current life circumstances make education a difficult prospect.

Coaching can help them plan their education, their

2

• Insight

work, and, indeed, their lives.

Coaching can be particularly critical for adults wishing to return to college, thinking of new career

continued on page 26

FEATURES

OLLI AT OU: CHRISTIANS AND ISRAEL

OLLI AT OU

CHRISTIANS AND ISRAEL OLLI COURSE DETAILS: Christians and Israel Walker Robbins, History Tuesdays and Thursdays July 14-24, 2014 OCCE Forum Building, Rm A1 $35

By John Huggins

W

e are well aware of the complicated political situations in the Middle East and that often these situations involve conflicts between Israel and surrounding countries.

While it may seem easy to lump the continuing conflicts into religious disagreements, it is important to understand the time periods, both before and after the founding of the State of Israel in 1948 to fully understand the current U.S. international policy.

Christians have disagreed strenuously over the meaning and significance of a Jewish state in Palestine.

The Osher Lifelong Learning Institute (OLLI) at

OU will be offering a class to provide a context to understanding Middle East issues. Over four class periods students will look at how four different Christian groups–Catholics, “mainline” Protestants, conservative evangelicals, and Orthodox Arab Christians–have related to the Zionist movement, the State of Israel, and the Arab-Israeli conflict.

“As with all OLLI courses, we feel this course will accurately illustrate a brief history of modern Israel and its culture, thus being beneficial to those wanting to learn more about the world we live in,” said OLLI program coordinator Patrick Piscitelli. “We have no doubt students will benefit through a greater understanding of that part of the world and how it differs from our own culture.”

OLLI at OU is dedicated to promoting lifelong learning through a variety of noncredit courses and serves individuals ages 50+ who are curious about unique subjects and who love to learn. OLLI’s goal is to create an innovative learning environment that fosters learning through socialization of members and classroom discussion. For more information, visit www.olliatou.org

Spring 2014 •

3

FEATURE STORY APPLAUDING FEATURE TITLE A MILESTONE

A CONVERSATION WITH RYAN TUPPS

APPLAUDING A MILESTONE

By John Huggins

4

• Insight

FEATURES Ryan Tupps served as the Banner Carrier for the Fall 2013 Convocation ceremony, held in December. Ryan was selected for his outstanding academic achievements.

What life or college experiences led you to CLS? I began my studies at the University of Oklahoma in the Fall of 1999, directly after graduating from Cascia Hall Preparatory School in Tulsa. I wound up leaving OU after my freshman year to work for my family’s small business. While working provided me with the opportunity to gain real-world business experience, I always hoped to someday return to get my degree. After the recession hit in 2008, our family business suffered, and I realized that a degree would be imperative should the worst case scenario occur: the closure of the business. I enrolled in the College of Liberal Studies in the fall of 2010 and haven’t looked back since. For the first four semesters, I attended classes online while working full time.

Unfortunately, the business did wind up closing in December 2011. Around that same time, we learned that my wife was pregnant with our first child.

After the business closed, I continued taking classes online, but now I would be a stay-at-home dad!

Having a child was a blessing but also a reminder of how important obtaining my degree from OU was. The drive to provide for my family, and my desire to make them proud of me, led me to reapply for admission to OU in 2010, and it was the best decision I have ever made.

What is your current job and what are your responsibilities?

During my undergraduate studies, I was fortunate to be selected to serve in Washington, D.C., as a congressional intern in the office of congressman Tom Cole, of the 4th District of Oklahoma. I enjoyed my time in D.C. immensely and discovered that I wanted to be involved in Oklahoma politics when I returned home. This internship fueled my interest in politics and has driven my career path.

APPLAUDING A MILESTONE

I currently work as an account manager with AH Strategies, a political strategy firm in Oklahoma City.

In my job, I am able to witness the fast-paced and exciting world of local, state and federal political campaigns. Each day brings a new set of challenges and opportunities to grow, and I look forward to learning more each and every day. I feel that my experiences from the College of Liberal Studies have enabled me to tackle my job responsibilities in a capable and professional manner.

What do you enjoy most about your job?

I really enjoy the fast pace at which my job moves.

The organizational and time-management skills that I learned as a CLS student enable me to stay levelheaded and to complete my job tasks in a timely fashion. Additionally, of course, I am grateful for the opportunity to better my community through our political system.

Did any particular person or incident inspire you to get your degree?

My wife and daughter inspired me to get my degree.

Providing for my family is of the utmost importance to me, and I knew that I would find success with my degree from OU. Rather than becoming frightened by the challenge of obtaining my degree, I was inspired by the notion and feel that I rose to the challenge.

How did you hear about the OU College of Liberal Studies?

My ties with OU are strong. I was a former student of the university. My wife is a two-time graduate of OU, with both her bachelor’s and law degrees.

I had lived in Norman for eight years, although I had moved away prior to beginning my studies with CLS. Truthfully, there was never another option for me. Although Hoosier born, I was definitely Sooner bred. I began researching a return to OU’s Norman campus and was delighted to learn that the College of Liberal Studies would enable me to complete my studies without making the long drive to Norman each day for class.

What challenges did you face while working on your degree?

Occasionally, I felt that the time commitment needed to complete my degree was just too great.

Spring 2014 •

5

FEATURE

APPLAUDING A MILESTONE

This became especially true once my first child was born. My schedule alternated between baby, school and sleep. The financial commitment involved with a return to school full time was enormous. My wife and I tried to pay as much as possible toward my tuition and fees with the money we had, but it was not enough. We actually sold our extra possessions on eBay to make ends meet. Additionally, I took out student loans to help my family survive financially during my time in school.

What motivated you to push through those challenges?

Although not ideal, due to the financial burden that returning to school placed upon my new family, I made a commitment to them and to myself that I would make these educational expenses worth it. In

What did you learn about yourself while you were a CLS student?

I learned that I am capable. I am smart. I am worth investing in. While working full time and parenting full time, I maintained a 4.0 GPA in my studies and became a recipient of the President’s Medallion at OU. I learned that people are willing to help you in your journey, if you just ask. For example, the tribal scholarship offered by my tribe, the Citizen Potawatomi Nation, was helpful in allowing me to continue my studies, as were the Sooner Heritage Scholarships I was awarded. I am now a member of Golden Key, the OU American Indian Honor Society, and the National Society of Collegiate Scholars and was named to the Dean’s List all nine semesters. I now proudly hold a degree in Administrative Leadership with Special

I am living proof that it is not too late–it is NEVER too late–to return to college to finish your education. order to do so, I needed to focus on the end goal of obtaining my degree and walking across the stage to accept my diploma. Providing for my family was my ultimate goal. We cut back on our spending, we scrimped and saved, and I was fortunate to receive a helpful financial award from my Native American tribe each semester. Although the majority of my tuition and fees were financed by my student loans, I was fortunate to even have the opportunity to complete my education, so I look at the loans as a small price to pay. The thought of repaying student loans is far more bearable knowing that I have been blessed with a good job and knowing that my degree from OU helped me obtain that job.

How will having this degree impact your life?

I am living proof that it is not too late–it is NEVER too late—to return to college to finish your education. Obtaining this degree taught me lessons in perseverance, time-management and balancing all the things that are truly important in life. Valuing yourself and making your future and education a priority are the true rewards.

6

• Insight

Distinction from the University of Oklahoma’s College of Liberal Studies. Thanks to my invaluable education from OU, I am confident that my future is boundless.

INSIDE CLS

BOOK REVIEW: RACE AND THE UNIVERSITY

BOOK REVIEW:

RACE UNIVERSITY AND THE

REVIEW: George Henderson, Race and the University: A Memoir. Norman: University of Oklahoma Press, 2010.

Hardcover, ISBN-10 0806141298; e-book, ISBN-13 978-0806141299

By Julie Davis

I

n 1967, 17 years after Ada Lois Sipuel Fisher graduated with a law degree from the University of Oklahoma (the first black student to do so after winning a Supreme Court challenge against segregation at OU), George Henderson accepted a job as a sociology and education professor, the university’s third black faculty hire. During his 29year career as professor, community activist and student mentor, Henderson founded and chaired the Human Relations department, served as dean for the College of Liberal Studies (1996-2000) and wrote or co-authored 34 books and more than 60 book chapters and journal articles. Although these accomplishments are impressive, few of them are mentioned in his memoir, a book that takes us to dramatic location—the late 1960s and early 1970s at OU, a place and a time where, in race relations, “white silence and inaction were formidable counters to black rage and disgust” (206).

Henderson’s engaging style of recounting events draws readers in. With his vivid place and character details, you may picture yourself at the white-facultyhosted “get acquainted” dinner parties he and his wife attend and at rousing student meetings leading to the 1967 founding of Afro-American Student Union (ASU), now the Black Student Association.

But if you go to these events with Henderson, you

will also be with him as he witnesses bullets whizzing into rooms where he and black students meet, and you will be on the campus green as peaceful Vietnam War protestors are arrested and race riots threaten to explode.

This eventful narrative covers a brief time span at OU—four years from 1967 to 1971, the beginnings of Henderson’s career as a professor. This was a troubling time for black and white students, OU administration and faculty, an era of racial violence and fear, but it is also a time of hope among black and white students. The national civil rights movement was showing that change was possible and that longstanding forms of social intolerance and oppression could be overcome. At OU, change was imminent, and Henderson and a few visionary faculty and student leaders, black and white, were starting to make waves.

Intolerance and Hostility Arriving at OU in 1967 with a background in education and community activism, Henderson joined other black leaders to mentor black students (about 100 undergraduate and graduate students all together) and became a prominent leader for nonviolent civil rights activism. He and his family faced open racial hostility. While Norman was known as a seat of white liberalism and intellectual enlightenment in Oklahoma, it was also a “white haven” for families fleeing desegregation in Oklahoma City schools and was a “sundown” town (10). The fact that no black families lived within the city limits was unmentionable in polite conversation. Deciding to become the first black homeowners in Norman and making their home a safe and open place for students, the Hendersons were fighting racism where they lived.

Spring 2014 •

7

INSIDE CLS

BOOK REVIEW: RACE AND THE UNIVERSITY

The decision to live in Norman was not an easy one. After being turned down to buy two houses, Barbara Henderson then toured their future home accompanied by the sociology department chair in the hopes that neighbors would assume that she was the maid touring with the new white homeowner.

The ruse worked. The Hendersons moved in but received a barrage of threats, and the realtors who sold to the Hendersons were soon driven out of business. There were many others in Norman who welcomed the Hendersons warmly, but, as Henderson notes sadly, students themselves had no respite from racial isolation and the fact that “the university was a hostile environment” (206).

Positive Change Henderson does not rely solely on his own memory, and significant sections of this memoir include

8

• Insight

autobiographical narratives of former OU students, portions of newspaper articles, speeches and the demands articulated by the ASU in the 1969 Black Declaration of Independence presented to OU President Herbert Hollomon. Henderson clearly wants us to read this memoir for the light it can shed on the current national and global struggles over race, and he wants us to think about social reform ideas and practices in the tradition of thinkers like Saul Alinsky, Franz Fannon, Malcolm X, Martin Luther King Jr. and Gandhi—ideas that inspired Henderson and his students. Along the way, Henderson tries not to gloss over divisions among student leaders. He details the contradictory impetuses toward inclusion and coalition-building with white allies and black separatist ideologies— nonviolent protest plans as well as calls for violent retaliation when black students on campus are

INSIDE CLS

threatened, shot at, beaten and arrested.

Henderson recounts defeats and regrets in the struggle for racial justice, but this memoir is largely celebratory. When he describes activities of the ASU, Henderson’s voice shifts often from a witnessing “they” to a participatory “we,” as when in the closing chapter he describes student gains and states, “in our own ways and in our own time, we brought about some positive changes in race relations [at OU]. And, in many instances, we were changed in positive ways too” (228). While not all that black students hoped for happened (e.g., OU still does not offer graduate degrees in African-American Studies and only five percent of the OU student population is black, as opposed to the 20 percent ASU students called for), OU has changed. Henderson’s “Postscript” chapter credits OU administrators who aided efforts to make OU more equitable, including every one of OU’s presidents over the past 40 years. He gives David Boren special credit with having “initiated more culturally inclusive programs and made considerable more substantive appointments of blacks and other minorities than [all of ] the other presidents combined” (218).

BOOK REVIEW: RACE AND THE UNIVERSITY

Henderson reminds us that there is still much work to do. At OU and nationally, it is still difficult for tenured black faculty to become full professors, and “it is still considerably more difficult for blacks than whites to become a vice president, a senior or associate vice president, a dean or associate dean, or a department chair” (222). This work’s relevance goes beyond Norman and OU history; OU’s gains and shortcomings in racial diversity challenge us to reflect on questions of race and the university nationally. As Henderson urges us to remember, “the most pressing issue is not what any of us are called but how we are treated” (224). This idea summarizes the theme of Henderson’s memoir as he underlines how far the country has traveled to eliminate racism and the struggles it has taken to get there. This candid book makes us look differently at the place we live, and, as Henderson makes us think about the national journey we are on, he foregrounds education’s vital role in advancing social justice.

Julie Davis is a Ph.D. candidate in Educational Studies at the University of Oklahoma and expects to graduate in spring 2015. In 2005, she earned an OU master’s degree from the College of Liberal Studies and currently teaches online humanities and writing classes for CLS.

Spring 2014 •

9

INSIDE CLS

2013 TAILGATE PARTY

COLLEGE OF LIBERAL STUDIES

TAILGATE PARTY 10

• Insight

INSIDE CLS

2013 TAILGATE PARTY

The 2013 CLS Tailgate Party was a great success last fall with over 100 alumni, students, and staff attending. Catering was provided by Head Country Bar-B-Q, football tickets were given away, and a very lucky attendee won a football autographed by both Barry Switzer and Bob Stoops.

“We had a great time visiting with current and past CLS students,” said CLS Dean James Pappas. “We love to meet our students’ families and are glad to be able to offer a time for them to spend a day on campus and we’re looking forward to doing it again in 2014.”

The annual CLS Tailgate Party is a free event open to all CLS alumni, students, staff, and faculty and their families during the football season. Upcoming Tailgate Party information will be announced on the CLS website at cls.ou.edu.

Spring 2014 •

11

INSIDE CLS

VIDEO ON DEMAND

VIDEO ON DEMAND A NEW PERSPECTIVE ON INFORMATION TECHNOLOGY

By Robert Dougherty

Advances in technology are constantly enhancing the learning experience.

Video on demand is helping students to better learn and retain information.

12

• Insight

INSIDE CLS

A

little known fact about me is that I’m a big Star Trek fan. I’m one of those annoying people who can answer just about any Star Trek question from any of the series or movies. All except for one, and that was the Star Trek: Enterprise series that ran for four seasons from 2001-2005. It was a time in my life when I was putting a lot of energy into my career and I never found the time to watch.

When I discovered this TV series was available through my video on demand (VOD) service, I learned a new term: “marathon watching.” Marathon watching a TV series is when you watch every episode of every season in the exact order in which it originally aired, one right after the other, in a short period of time. And that is what I did with Star Trek: Enterprise. I watched four seasons of episodes (98 shows) in about 20 days.

After this whirlwind 20 days, I was able to catch my breath and reflect. Something much larger happened to me than just catching up on all the episodes of Star Trek. I realized that this fairly recent technology (VOD) had the potential to transform the way I learned things and thought about the information/ content.

Because I watched Star Trek: Enterprise through the VOD format, I realized that I had a greater knowledge of this Star Trek series than any other.

Watching every episode, one after the other, in such a compressed period of time, enabled me to retain more information. I found that because I was able to “watch on demand,” I was able to concentrate on each episode in a way that I had never done before.

If I misunderstood something, I could return to a certain point and replay it. Sometimes an episode in season three was a spinoff of an episode in season two.

I could go back to season two and watch a portion, or all, of that episode and then watch the spinoff episode. Without even realizing it, I understood what the directors were trying to do with storylines, what actors were trying to do with character development, what writers were doing with plot development. I suddenly “got” the context of the show. It made me want to watch all my favorite series all over again from start to finish because I was now getting so much more out of what I was seeing.

VIDEO ON DEMAND

What does all this have to do with information technology (IT) and education? I’ve been an adjunct professor for 15 years. The most rewarding moment for me as a teacher is when the academic “light bulb” goes off for a student: when a student realizes that going back to college isn’t just a mechanical process of reading books, writing papers, taking tests, and getting a degree. Something you’ve said or presented or introduced has struck a chord for the student in a very personal way. The student wants to learn more about a subject not because the work is required, but because he or she has a new thirst for knowledge.

Research shows that VOD can positively impact grades and performance. Some studies suggest that those who view streaming video outperform peers who are in a traditional class setting.

Greenberg, Alan D., and Jan Zanetis. The Impact of Broadcast and Streaming Video in Education. Publication. Cisco Systems Inc., Mar. 2012.

I have been in Information Technology my entire career. VOD has given me a new outlook on those two words. In this case, the “information” is the storyline in each episode. The “technology” is the streaming video over the internet. It became clearer to me than ever before that the delivery method of information can actually enhance the learning experience and be a powerful academic tool.

Finally, and most importantly, it made me realize how underappreciated our “perception” of VOD is as regular users. For most of us, being able to pause a video or go back to re-watch something is convenient when we want to make a sandwich or answer a cell phone call during one of our shows or movies. For me, my perception was awakened regarding what Liberal Studies is all about. Marathon watching Star Trek: Enterprise opened my eyes, and after 30 years as a technology professional I was able to see something in an entirely new way.

Robert Dougherty is the Director of Information Technology for the College of Liberal Studies. He has 30 years of experience in the higher education IT field and is actively involved in University IT initiatives including learning management systems and database applications.

Spring 2014 •

13

INSIDE CLS

FACULTY PROFILE: NINA LIVESEY

Nina (center) and her OU students (from left), Bailey, Mellyn, Kathryne, and Omid.

FACULTY PROFILE:

NINA LIVESEY Professor Nina Livesey champions online learning and discusses her experience on an archeological dig in Israel.

By Catherine Kerley

What is your background and something others may not know about you?

I was born in Havana, Cuba, to a Hungarian father and an American mother with Russian ancestry. I grew up in Miami, Florida, and spoke Spanish as a very young child and often heard other languages spoken in the house, such as Hungarian. Due to this early exposure to languages, I developed and have

14

• Insight

retained a keen love for them. I have spent much of my academic life immersed in languages: I have studied Spanish, French, Latin, Greek, Hebrew, and German. I am now dabbling in Coptic. I earned my bachelor’s degree in Comparative Literature, in which I specialized in French and Latin. I then earned my master’s degree in Theological Studies, and Ph.D. in Religious Studies. The common thread

INSIDE CLS tying these various disciplines together is their concentration on languages and texts.

Tell us about your teaching and your present position at OU. I have been an assistant professor of religious studies in the College of Arts and Sciences (Religious Studies Program) and the College of Liberal Studies since fall 2008. I teach three courses per semester and my teaching load is evenly distributed between the two colleges.

Beginning this past academic year (2012-2013), all of my courses for each college were taught fully online. More and more as I think about teaching, it is only in regard to an online environment. I find that I am becoming more vocal about online teaching and, unlike in the past, mention that I teach online (or fully online) to other academics in the so-called traditional university setting. I do this, I think, because I see many of its benefits for my students. I tell people that my students’ discussion posts are far richer than what I have experienced in face-to-face teaching.

My students have choices (within limits!) as to when they complete the assignments for the class. I like the fact that my courses offer an alternative to having to come to campus and that I can help to facilitate the education of interested students who for one reason or another (job, family or disability) are unable to attend face-to-face classes. I also have the sense that my students, too, appreciate this alternative type of learning opportunity. The downside, of course, is that we have no “snow days”!

The goal in all my classes is to challenge my students to think and to develop good writing skills. I aim to make the course content and materials relevant and engaging. The heart of all of my classes is the discussion board, yet there is always a large writing component as well. I strive to give students as much feedback as I can.

All of my courses concern some aspect of religion.

My “bread and butter” course is The Bible as Literature, taught at CLS as an eight-week survey of the main books of the Bible (Jewish and Christian scriptures). The course entails readings from the

FACULTY PROFILE: NINA LIVESEY

Bible and from textbooks aimed to provide an historical perspective to the books of the Bible, discussions and weekly short essay assignments.

As one might expect from my research interest, I teach an undergraduate survey course for A&S on the Apostle Paul. In that same venue, I teach a course on biblical women within the Abrahamic faiths (Judaism, Christianity, and Islam) and another course on Jesus and popular culture. That course is titled, Jesus On Screen and Off, and concerns depictions of Jesus in films dating from the early 20th into the 21st century. I also teach a master’s level course for CLS called Religious Leaders for Social Justice. In that course, we review the writings of some of the world’s great religious leaders/ thinkers such as Gandhi, Elie Wiesel, and Dietrich Bonhoeffer and discuss factors that influenced their rise to a position of prominence. More recently, I developed an 8-week CLS undergraduate course called World Religions and Ecology, which looks at the ways in which various religious traditions can and do inform the way we view and value or devalue the earth and the environment.

Have you worked on any special projects since you have been at OU? Yes, I have. In the spring of 2010, Professor Jodi Magness of UNC Chapel Hill came to OU as a guest lecturer for an OU Dream Course given by a professor in Religious Studies. I just happened to sit next to Jodi during a faculty lunch and she mentioned to me that she would be starting a new archaeological dig in Israel to unearth the remains of an ancient synagogue. She also mentioned that she was looking for university sponsors for her project.

Although I am not an archaeologist by training, the idea of traveling to Israel and taking part in this dig sounded fascinating to me. After considerable effort, I was able to put together a month-long summer course for OU students at Jodi’s dig site in Huqoq, Israel.

During each of its three seasons thus far, the dig has uncovered some spectacular finds: we located the eastern wall during the first season and it is tremendously thick and large, indicative of a monumental structure; and during the subsequent two seasons we excavated to the floor and found

Spring 2014 •

15

INSIDE CLS

FACULTY PROFILE: NINA LIVESEY

that it has a mosaic tile covering. The tiles, called tesserae, have images! The first image uncovered (summer 2012) was of a woman and then of an inscription in Hebrew or Aramaic. And during that same season and also in the summer of 2013, we uncovered images of the biblical Samson twice depicted as a giant. The scenes are from Judges 15:4–5 (summer 2012) and 16:3 (summer 2013).

Unfortunately, OU Religious Studies can no longer send faculty and students on this particular dig, but the excavation itself will continue for several more years. In addition to working at the dig site, students and staff took part in weekly visits to other archaeological sites in the region of the Galilee. My experiences there are unforgettable.

Nina and her students, Will and Carleigh (two of eight students who attended that year).

ARCHAEOLOGICAL DIGS

T

Nina Livesey is Assistant Professor of Interdisciplinary Studies for CLS and Assistant Professor of Religious Studies for OU’s College of Arts and Sciences. She holds a master’s degree in Theological Studies as well as a doctorate in Biblical Studies.

years,” said Dr. Livesey. “With a dig of an ancient site, history is not simply something about which one reads but can be seen and touched.”

he archaeological digs pictured were unforgettable times for Dr. Livesey. Faculty, staff, and students spent long days (beginning at 5:00 a.m.) together, living and working in close proximity.

On these extended digs, lasting friendships were created and significant artifacts from the past were uncovered including ancient coins from various time periods, pottery and glass and the biggest find of all, the mosaics.

“These tangible items bring you into direct contact with the past, something that textbooks, cannot do. There is something quite unique and thrilling about uncovering a coin buried for more than 1,500

16

• Insight

Partially uncovered depiction of Samson with torch and fox tails from Judges 15:3–4.

INSIDE CLS

OSHER SCHOLARSHIP

OSHER SCHOLARSHIP T

he College of Liberal Studies awarded 19 students $23,742 in spring and summer semester scholarships as part of the Osher Reentry Scholarship Program. Students who have experienced an interruption in their education of at least five years and who were working toward their first undergraduate degrees were eligible. While this scholarship is coordinated by CLS, all eligible OU undergraduates could apply.

The Osher Reentry Scholarship Program awards scholarships to students ages 25 to 50 who are enrolled in the college’s on-site or hybrid classes offered at any OU site, including OU-Norman, OUTulsa, Oklahoma City Community College, Rose State College, Ponca City, and Lawton/Ft. Sill. More than $267,000 in Osher scholarships have been given since the program began in 2008.

Fall 2014 OSHER RECIPEINTS: Kenyatta Brown Sylvia Chavana Alisha Davidson Laura Davis Blaine Franklin Elaina Gibson Cory Love Kristen Martin Stephanie Mudd Stephanie Neu Uriah Nichols Michael Phillips Laura Rippetoe Lisette Roosa Jennifer Rowley Jennifer Shattuck Kelly Stephens Justin Voda Kenneth Ward

Spring 2014 •

17

INSIDE CLS

LIFESPAN CARE: WIN-WIN-WIN

There’s a new College of Liberal Studies program on the block. Visit cls.ou.edu for more information about the Lifespan Care Administration degree program.

LIFESPAN CARE ADMINISTRATION

WIN-WIN-WIN

By John Huggins

M

edical technology continues to advance and people are living longer than ever, and with this longevity comes expanded stages of specialized healthcare that span from pediatric to geriatric. New challenges are created and faced as the healthcare industry and society try to deal with an unprecedented population of people over the age of 65 and the unique healthcare needs of advanced age.

In spring 2014, CLS began enrollment for the Bachelor of Arts in Lifespan Care Administration program to offer a comprehensive education for caregiving occupations and careers.

“Innovative thinking, creative solutions, and active citizenship have always been guiding principles for CLS and Lifespan Care fits those guidelines perfectly,” said Martha Banz, associate dean of CLS. “Meeting education gaps as society and the world develop is a

18

• Insight

primary function of the college and we’re thrilled to be leading the way with this new program.”

The Lifespan Care Administration degree program was designed from multiple perspectives for working adults and will give students employed, or looking for employment, in caregiving roles a formal education in this developing job field. Many of the topics covered are interdisciplinary and will have a wide range of applications, from entry level medical aides to facility administrators. The program will focus on the different stages of life and the required care each entails, beginning with pediatrics and ending with geriatrics. Students will also have the opportunity to individualize their areas of study with focus on the pediatric, adolescent, or geriatric lifestages as they progress through the program.

An Evolving Industry The caregiving industry is experiencing constantly evolving challenges, including increased regulation

INSIDE CLS and civil liability for abuse cases. The standards of care continue to increase and often come with new laws attached; many organizations find themselves under

LIFESPAN CARE: WIN-WIN-WIN

finding someone with a relevant advanced education is increasingly difficult. Professor Gene Walker, a primary author of the Lifespan Care curriculum,

Meeting educational gaps as society and the world develop is a primary function of the college and we’re thrilled to be leading the way with this new program. elevated scrutiny from regulatory agencies or receiving negative notoriety for substandard care or abuse that has been discovered. This is an important aspect for administrators and directors to take into account when reviewing their workforce and standards. This is also an aspect that CLS administrators hope to address in the caregiving industry by offering an alternative to having only undertrained staff or staff whose education is not relevant. As the caregiving industry matures and expands, individual licensing and regulation is considered inevitable by many in the field and having an advanced education in caregiving would help in preparing for that outcome.

said that one of the great hopes in the Lifespan Care program is to help stop the abuse that happens to those requiring care. “Sadly, it’s well documented that all kinds of abuse take place, from sexual to physical,” said Dr. Walker. “We’re hoping that by offering a specialized education in caregiving, we will not only promote a better educated workforce but also increase the study in caregiving administration.

It would benefit both the administration aspect and the quality of life for those receiving care. It would be a win for the administrators and a win for the caregiving staff and a win for those receiving care. It doesn’t get much better than that.”

Raising the Standards Unfortunately, caregiving facilities are not currently required to employ an educated staff and though the facilities would prefer employees with a degree,

Visit cls.ou.edu for more information about the Lifespan Care Administration degree program.

AN AGING POPULATION

Population age 65 and over and age 85 and over, selected years 1900–2008 and projected 2010-2050 Millions 100 90

According to the National Center on Elder Abuse (NCEA) in the United States, the 2010 Census recorded the greatest number and proportion of people age 65 and older in all of decennial census history: 40.3 million, or 13% of the total population. By 2050, people age 65 and older are expected to comprise 20% of the total U.S. population.

80 70 60 50

65 and over

40 30 20

85 and over

10 0

1900 1910

1920 1930 1940

1950 1960 1970 1980 1990 2000 2010 2020 2030 2040 2050 2008

Projected

NOTE: Data for 2010–2050 are projections of the population.

Reference population: These data refer to the resident population.

SOURCE: U.S. Census Bureau, Decennial Census, Population Estimates and Projections.

Spring 2014 •

19

FEATURES

STUDENT SUCCESS: A ROAD TO RECOVERY

STUDENT SUCCESS:

A ROAD TO RECOVERY

AN EDUCATIONAL JOURNEY

Addiction is sometimes impossible to overcome but Penn Little persevered and found a purpose through his education.

By John Huggins

F

or most people life is never easy, and that couldn’t be truer than for CLS graduate Penn Little.

“I began at OU as an undergrad in fall 2002 after graduating from Culver Military Academy. As a struggling drug addict, alcoholic, and compulsive gambler, I left the university in 2006 unable to function as a student. It was only till I hit rock bottom in 2008 that I started to find a road back and sought the help that I truly needed. It wasn’t an easy road for me. I had struggled with addiction for years and that, compounded with a serious compulsive gambling problem, led me to a treacherous rock bottom amidst serious legal and moral consequences. I sought treatment in 2008 at Hazelden Foundation and the Prescott House rehabilitation center and, after a year sober, I found a great deal of solace in helping others. I knew that at some point this would be a very large part of my life.”

Accountability and Consequences Unfortunately Little’s recovery came too late and the legal system caught up with him.

“My past behaviors necessitated amends to family, friends, associates, and society and at the beginning of 2010 I was sentenced to 30 months in federal

20

• Insight

prison for my behavior. I knew I would have to pay the consequences for my actions and willingly did so. I reported on May 14, 2010, to the Federal Correctional Institution in Fort Worth and began to plan for my life in incarceration.”

Before entering the federal penitentiary, Little completed a 500-hour, nine-month, residential drug abuse program and earned a six-month reduction in his sentence, as well as six months service in the community corrections module.

“I attained two jobs at the institution as a morning compound worker and a GED tutor. I began to find satisfaction and purpose in helping others and in February 2011, I spoke with Dayton Turberville, the executive director of Prescott House rehabilitation center, regarding my plans for release to his organization that summer. He offered me the opportunity to work at the Prescott House and I graciously accepted and began to plan my life after my incarceration.”

A New Beginning In July 2011, Little celebrated three years sober and was released in August 2011 and flew back to Arizona to start his new life working at the Prescott House.

FEATURES

STUDENT SUCCESS: A ROAD TO RECOVERY

Penn Little with his family on graduation day

“Through the encouragement of my friends, family, and staff at Prescott House, I felt it was time to return to finish my degree and I wanted to finish it at the University of Oklahoma. So I contacted CLS and was readmitted to the university after a rigorous process of proving I was ready. I made it my goal to have my bachelor’s degree in one year.

“I had a great deal of shame about leaving school.

However, as I look back, I realize I was not able to function at that point in my life. Mr. Turberville sat down with me and talked to me about just walking through the fear or ‘breaking through that wall,’ bearing down, doing the work, and finishing.”

Success through a CLS Education While earning his undergraduate degree with CLS, Little was rapidly promoted to the director of business development for Prescott House, Inc., overseeing the national marketing and development agenda for the well established and recognized treatment center.

“Earning the President’s Honor Roll for a 4.0 GPA in all of my CLS coursework made me realize I was capable of accomplishing something and doing it well. Five years ago I had little self-esteem but my education accomplishments have showed me so much.”

But in Little’s perspective, his success doesn’t end with graduation from CLS. “I am part of a wonderful community of OU alumni and I earned admittance to one of the best graduate business programs in the country at the University of Arizona.”

After spending time in a federal prison and overcoming gambling and drug addictions, Little has persevered, graduating from CLS in 2013 and now pursuing an MBA from the University of Arizona’s Eller College of Management.

Spring 2014 •

21

FEATURES

STUDENT SUCCESS: A DEGREE OF CHANGE

What does the CLS difference mean for professional success? Pamela Ballard describes her experiences and why her degrees offer constant inspiration.

By Pamela Ballard

I

t is no accident my degrees from the University of Oklahoma are prominently displayed on the office wall directly across from my desk. That’s where I have all my favorite mementos—pictures of my children, grandchildren, various plaques and a couple of photos of George Clooney. On days when decisions are difficult and foresight is blurred, those framed diplomas serve as reminders of what brought me to serve as the executive director of United Way of Enid and Northwest Oklahoma.

While much of my professional career was in banking, I have long been an active community volunteer, serving on numerous nonprofit boards, the Oklahoma Community Service Commission and the National board of America’s Service Commissions.

I thought I had experienced some level of success with my volunteer efforts until I witnessed the postCLS graduation difference. There really is no other explanation.

Even with 90 percent of my degree completed online, there were lessons learned, relationships established and collaborations forged that have since been the catalyst for programs created in the nonprofit community, whose rewards are more far-reaching

22

• Insight

FEATURES

STUDENT SUCCESS: A DEGREE OF CHANGE

A DEGREE OF CHANGE Pamela Ballard and Senate President Pro Tempore, Brian Bingman, at the Oklahoma State Capitol.

Spring 2014 •

23

FEATURES

STUDENT SUCCESS: A DEGREE OF CHANGE

From Left: Ken Helms, Enid Fire Marshall; Joe Jackson, Enid Fire Chief; Pamela Ballard

From Left: Senator Patrick Anderson (R-Enid); Jon Blankenship, President & CEO, Enid Chamber of Commerce; Pamela Ballard; Stan Tatum, CEO, St. Mary’s Regional Medical Center; Wayne McMillin, Ph.D., Dean, NWOSU Enid Campus; Enid Mayor, Bill Shewey

than anything I could have ever imagined.

After receiving my degree, I began a new job search.

My degree enabled me to apply for jobs that were previously unobtainable. I was hired as the executive director of a nonprofit youth development agency.

My new position allowed me to work with Special Care, a school for children from all abilities—many children with autism. Working with my staff, we developed a camp for them; one we named Camp C.A.N.O.E.—an acronym for: Children with Autism Need Outdoor Experiences. The following thank you is from a parent whose child participated in Camp C.A.N.O.E. : “First, allow me to say thank you. Not your average thank you, but one which stems from the whole heart of a mother! Thank you, all of you! This has been one of the most beautiful experiences for my son...I was in tears a few times this week thinking about how beautiful it was to have a week where my son was ‘just like everyone else.’ Again, thank you.”

There are many more testimonials just like that. Today, two national affiliates are looking to partner and have asked permission to use the Camp C.A.N.O.E. brand to make this concept available to children with

24

• Insight

autism across the United States. I would never have been in a position to say, “Nothing would thrill me more...” if not for my experience with the College of Liberal Studies.

Though I had experience working with United Way organizations across the state, moving to Enid as the executive director of a regional United Way was a bit daunting. Again, my experiences from CLS were the perfect preparation.

On two different occasions, I had the privilege of participating in Fever-MacMinn seminars. I spent weekends with scholars who have consulted with Gandhi, Netanyahu and the United Nations. The man who wrote the cover article for Newsweek’s December 2012 issue–“I know him!” Because of the College of Liberal Studies, I know these people!

Whether you are sitting in your living room or a classroom or propped up on pillows in your bed with your laptop—my personal favorite—you simply cannot leave these experiences of working with others, even if it is through discussion boards and group projects, unchanged.

These learned methods of communicating, sharing ideas and teamwork translated into community alliances and collaborations that surpassed our

FEATURES

STUDENT SUCCESS: A DEGREE OF CHANGE

executive committee and board’s expectations for our first few months together in Northwest Oklahoma.

without Pam Newby, who founded Special Care, and an expert staff who knew how to execute a camp.

Breaking the traditional model of fundraising, the entire Enid Fire Department—all 81 firefighters— were named as our 2013-14 campaign co-chairs.

I certainly couldn’t move to a new town where I knew NO ONE and raise money for an early childhood center without people like Dianne Juhnke, Dr. Bob

I look at my framed undergraduate and graduate degrees not as merely diplomas, but rather as divine encounters–leading me to a place where I was meant to be, doing the work I was meant to do.

From the fire chief, the fire marshal and through the ranks, they took complete charge of our community kick-off, distributed packets and have been present and assisted at every event.

Again, our organization stepped outside its traditional funding mechanism when we realized a need in our community for more pre-K classrooms.

Working directly with superintendent Shawn Hime (recently named executive director of the Oklahoma State School Board Association), we created an impact initiative, “Little Kids, Big Impact,” and as a result, this fall United Way of Enid and Northwest Oklahoma will host a reception for its donors and the Inasmuch Foundation (who provided a 50 percent match) for a newly renovated Early Childhood Education Center.

These great programs—and I highlight only a few— are possible only because of the wisdom, the insight, the talents, and gifts of many.

I could never have put together Camp C.A.N.O.E.

THE UNITED WAY The United Way of America, based in Alexandria, Virginia, is a nonprofit organization that works with more than 1,200 local United Way offices throughout the country in a coalition of charitable organizations. The focus of the United Way is

and Betty Shuttee and Stan and Gail Brownlee— people who knew the community and were willing to help.

I mentioned earlier it would be impossible to be in a classroom with professors of the caliber we have at CLS and graduate the same person you were before. The conversations you have with instructors, and fellow students, who have travelled extensively, consulted with world leaders and advised diplomats on matters of ethics and public policy elevate the way you think and approach life. Indeed, it gives you the confidence to facilitate and lead conversations and public forums within your own community because you have participated in the highest level of civic discourse and global engagement.

I look at my framed undergraduate and graduate degrees not as merely diplomas, but rather as divine encounters—leading me to a place where I was meant to be, doing the work I was meant to do. Seeing them often is a source of continual inspiration—and an occasional smile from George doesn’t hurt, either. the promotion of education, income stability and healthy living through partnerships with local organizations that are serving critical needs in communities.

To learn more about how you can contribute to your local United Way visit unitedway.org.

Spring 2014 •

25

IN EVERY ISSUE

THE

THE DEAN’S INSIGHT

DEAN’S INSIGHT

opportunities, and changing their view of themselves in these contexts. It can lead to significant personal (adult) learning where the individual being coached changes his or her self-image or self-concept and previously held beliefs, thereby resulting in a new perspective regarding his or her personal and professional life.

Coaching has also been implemented to enhance higher education’s involvement with adult students.

With the knowledge revolution, the transformation of jobs and rise of new professions, and the decline in the half-life of most degrees, higher education administrators have recognized that they must create lifelong relationships with their graduates; in fact, establishing a lifelong relationship is an important part of the new value proposition for alumni.

Today, to be viable in many work settings, a worker must not only complete a bachelor’s degree but often return for a master’s degree and, indeed, for additional education beyond the master’s, including skill-specific certificates, badges, and courses. Some institutions offer career services throughout one’s working lifetime. They also rely on coaching to maintain ongoing communication and support with their adult students. This trend is likely to increase as online technologies make such relationships practical.

Having life and career coaching at one’s home institution as a value-added service may become an important part of the expectation of students seeking degrees.

Coaching outside Academe Coaching for adults is also a significant benefit offered by some employers to aid employees seeking promotional or professional opportunities.

Individuals often hire career coaches to help them identify new career paths. Other coaches, whether retained by employers or by the employees themselves, aid in retirement planning. Coaching can open up avocational interests and spiritual aspects of people’s

26

• Insight

continued from page 2

lives. It can help those who want to improve their abilities in interpersonal relations, communication, and goal setting.

The goal of coaching is to create a developmental shift that will help an individual see and behave differently in relation to a problem or difficulty—e.g., making a career change, choosing to pursue a degree, coping with a supervisor’s criticism, dealing with family conflicts.

Helping Adults Take a Different Direction All of these approaches and ideas regarding coaching are in sync with the role continuing education plays in the lives of adults: to get them to have a different approach to their lives.

Last year, University of Oklahoma Outreach sponsored about 20 staff members, including College of Liberal Studies staff, for extensive training as professional coaches. This training was provided as part of an initiative that will be announced in the near future. But what interested me was how engaged our staff was in this activity, which required many hours of in-class training and considerable personal time. It reminded me that the “helping motive” is deep within our staff and our organization. Whether formally in a coach-coachee relationship or in the context of a class or degree program, the College of Liberal Studies has long been committed to helping individuals transform their lives. We look forward to continuing to play that role in the lives of current and future adult students.

James P. Pappas, Ph.D. Vice President for Outreach and Dean, College of Liberal Studies

IN EVERY ISSUE

NEWS BRIEFS

NEWS BRIEFS CLS SPONSORED DOCUMENTARY FILM RELEASED The CLS sponsored film Women Behind Bars: The Voices of Oklahoma’s Incarcerated Women and their Children was recently released to the public for free viewing via YouTube.com and iTunesU. The film focuses on the fact that the state of Oklahoma ranks first in the nation in female incarcerations, incarcerating 132 women per 100,000 population, compared to the national average of 68.

Women Behind Bars was directed, produced, and edited by Amina Benalioulhaj, a recent graduate of OU’s Women and Gender Studies Program and was inspired by the research of CLS professor Susan Sharp.

Women Behind Bars originally premiered at the

Amina Benalioulhaj filming Girl Scouts waiting to visit their incarcerated mothers.

deadCENTER Film Festival in Oklahoma City in June 2010 and also has been shown to many schools and organizations throughout the state.

CLS ALUM PUBLISHES HER FIRST BOOK CLS alum Susie Robohn Moore (aka Sarah F. Moore, BLS 1983, MLS 1988) published her first book, Magic Stockings, in December 2013. The mini-memoir is a collection of family Christmas stories that affirm life, laughter, and the power of love–especially when you are far from home. Her poems, articles, and stories have appeared in such diverse publications as Marriage Encounter, OB/Gyn Nurse Forum, Oklahoma Senior Poetry, and Master Gardener Bloomin’ News.

She is retired from the Oklahoma State Department of Health HIV/AIDS Division and has served as a faculty member at three universities, including OU. In 1990, she was recognized by the University of Oklahoma Centennial Commission as the Distinguished Alumna for the College of Liberal Studies, and she was named Outstanding Volunteer for Oklahoma at the 2009 Conference on Aging. She resides, writes, and tends her garden in Edmond, Oklahoma.

Spring 2014 •

27

IN EVERY ISSUE

NEWS BRIEFS

CHILDREN’S BOOK TO BENEFIT SPECIAL OLYMPICS OKLAHOMA CLS graduate, and Oklahoma City resident, Steve Kime published his first children’s book, Rollin’ on Route 66 – Get on your bike to ride and make new friends!, to help raise money and awareness for Special Olympics Oklahoma.

Kime’s story was inspired by his actual experience in 2004 when he participated in Let’s Roll Across Oklahoma and biked 397 miles across Oklahoma on Route 66 to benefit Special Olympics in the Sooner state. Twenty percent of all book sale proceeds go to the charity.

Kime running dressed as Forrest Gump to raise money for the Special Olympics of Oklahoma.

CLS HOSTS BROCK INTERNATIONAL PRIZE IN EDUCATION SYMPOSIUM CLS hosted the Brock International Prize in Education Symposium on March 11, where Ellen Moir, founder and chief executive officer of the New Teacher Center, was named the 2014 Brock International Prize in Education Laureate. Moir was formally honored for her work in improving student learning by accelerating the effectiveness of new teachers and school leaders and received a $40,000 prize at the symposium.

28

• Insight

CONNECT WITH US

STAY CONNECTED

facebook.com/ OULiberalStudies

cls.ou.edu

twitter.com/ ou_cls

clsblog.ou.edu

Share your latest achievements and success.

Send your updates to:

KEEP US UPDATED

John Huggins, editor jhuggins@ou.edu

Spring 2014 •

29

FEATURES

IN MEMORIAM: LELAND GOURLEY

By John Huggins

J

. Leland Gourley, one of the first graduates of the College of Liberal Studies after it was established in 1961, passed away Oct. 19, 2013, at the age of 94. Gourley was a proud advocate of the University of Oklahoma and the College of Continuing Education. He was a part of the committee that helped secure funding to build the Kellogg Continuing Education Center, where the College of Liberal Studies is housed. A pioneering spirit throughout his life, Gourley helped promote the college in its early years by his advocacy and his early success in the program. He was a 1963 graduate of the Bachelor of Liberal Studies program.

Excerpted from the staff of okcfriday.com Those who have worked any time at all in the front office of OKC FRIDAY Newspaper know who has arrived by the sound of the closing door.

When Leland Gourley came to work, it was a presence.

“Can someone buy an ad here?” he would say.

Picking up the day’s copies of the Wall Street Journal and the Daily Oklahoman left for him, he’d wonder if the sales staff hadn’t come in that day since they hadn’t already grabbed the newspapers and begun prospecting.

The banter would continue.

“You look good today Mr. Gourley.”

“Can’t help it,” he’d reply.

Leland was born in Mounds, Okla., orphaned at age 12 and raised by relatives, attending different schools each year. He graduated from high school in Houston, Mo. and was voted “Most Likely to Succeed.”

Leland enrolled in the University of Oklahoma, where his uncle was dean. When his financial resources were exhausted, he dropped out of school and secured a $15-a-week job on the Seminole Producer.

In 1940, he became the youngest state editor of the Associated Press. He was then drafted by the U.S. Army to serve in World War II, rising to the rank of major.

30

• Insight

Upon his return from the war, he purchased the Henryetta Daily Freelance, becoming the youngest daily newspaper publisher in the state. When he died, he was the oldest.

A 1958 column led to the election of Tulsa prosecutor J. Howard Edmondson as governor and Leland was named his chief of staff. Once Edmondson was out of office, Leland co-founded and ran the “flying saucer bank,” State Capitol on Lincoln Boulevard. It featured a conference room that doubled as an elevator. Pictures of the building appeared in the New York Times and graced the cover of Look magazine.

State Capitol Bank was named one of the “10 Fastest Growing Small Banks in America” by American Banker. Today, the facility is an Arvest Bank and its employees and customers are still awed by its design.

In 1974, Leland established OKC FRIDAY and Fridayland. With the mission of serving the “oppressed affluent,” he grew the newspaper in the largest paid-circulation weekly in Oklahoma.

Fridayland neighbors still anxiously await the arrival of each week’s edition so they can look for photos and stories of themselves, their friends and their neighbors.

Until his death, Leland came to work each day, usually in a shirt and tie. He would impart wisdom and inspiration to many who called or stopped by to visit.

One of his last projects was the implementation of the “FRIDAY loves you” campaign, complete with t-shirts for the “Fridaylander of the Week.”

“He never stopped coming up with new ideas to help the community and grow the newspaper,” general manager and deputy publisher Rose Lane said. “His incredible drive and enthusiasm for his city and his state will never be replicated.”

FEATURES

IN MEMORIAM: LELAND GOURLEY

IN MEMORIAM

LELAND GOURLEY January 29, 1919 – October 19, 2013

Photo courtesy of Nichols Hills Publishing, www.okcfriday.com.

Spring 2014 •

31

IN EVERY ISSUE

RITE OF PASSAGE

RITE PASSAGE OF

FALL 2013 CONVOCATION HIGHLIGHTS

Row 1: Justin Wollenberg, Susan Cravens, Jesse Butkus, Andrea Hood, Dayna Lorett, Jennifer Sheppard, Vicky Holland, Shelia Killingsworth Row 2: Andrew Wilson, Kevin Murphy, Misty Young, Brock Moore, Joaquin Aguayo, Danielle Mason, Soley Dabney, Daniel Okeyo, Bronwyn Adams, Grant Cully, Lindsey Morrison, Bradlyn Keel, Chelsea Jackson, Kimberly Baker, Amy Ritchie, Jeffrey Young, Jessica Blankson-Lartey, Jennifer Reed, Leslie Ragland, Jennifer Gladney, Ashley McAllister Row 5: Dawnetta Moore, Melissa Sexton, Burt Page, Jenny Poff, Charlies

32

• Insight

IN EVERY ISSUE

RITE OF PASSAGE

December 14, 2013 – Catlett Music Center – University of Oklahoma In December, the College of Liberal Studies conferred degrees upon 113 bachelor’s and 66 master’s candidates. Fall convocation marked a special day for many of these graduates, who traveled with their families from near and far to commemorate the occasion. Congratulations to the newest members of the College of Liberal Studies alumni family!

WINTER 2013 Photo courtesy of Candid Color Photography

Walls, Grady Dacus, Sean Morgan, Kevin Edmundson, Samina Dillihay, Ryan Tupps, La Kisha Koelling, Danielle Bruce-Salmon, Paula Martin, David Shreve, Brittaney Cochran, Ashleigh Sawyer Row 3: Joaquin Johnston, Kristy Deroin, Joseph Vidacak, Justin Barkley, Cynthia Thompson, Justin Cloyd, Markyeta Collins, Mikal Alexander Row 4: David Trent Stout, Erica Brad Clonch, David Grantham, Melanie Norris, John Kerfoot, Royce Kunjappy, Shannon Vazquez, Gerhart, Leroy Staples, Shawn Irwin, Bono Stewart, Kenneth Ward, Kimberly Bean, Nancy Blass

Spring 2014 •

33

IN EVERY ISSUE

RITE OF PASSAGE

Dr. James Pappas, Ashleigh Young

Jesse Butkus, Andrea Hood

34

• Insight

Danielle Mason, Soley Dabney

Dr. James Pappas, Sean Morgan

IN EVERY ISSUE

RITE OF PASSAGE

Dr. James Pappas, Grady Dacus

Spring 2014 •

35

INSIDE CLS

GIVING

YOUR GENEROSITY

helps us provide important funding opportunities including adult and parttime student scholarships.

Current fundraising options include: THE DEAN’S FUND: Unrestricted contributions help meet the college’s most urgent current needs.

ADULT AND PART-TIME STUDENTS SCHOLARSHIPS: Many scholarships are simply not available to adult and part-time students. Your gifts will help us supplement our existing scholarship programs and establish new scholarships to aid lifelong learners.

COURSE DEVELOPMENT: We are proud of our leadership in developing innovative programs for adult learners and of our commitment to our students who have asked for more online program options. Funds are needed to help us remain on the cutting edge of technologically enhanced education.

FACULTY DEVELOPMENT FUND: Contributions can help us provide consistent, ongoing faculty development programs, in which we bring together national experts and our faculty to develop strategies and tactics for improved delivery of interdisciplinary courses and programs.

For more information on how you can help the College of Liberal Studies, call Associate Dean Martha Banz, at (405) 325-1061 or e-mail cls@ou.edu.

36

• Insight

YOUR DEGREE. ON YOUR SCHEDULE. from the

College of Liberal Studies

The University of Oklahoma College of Liberal Studies McCarter Hall 1610 Asp Avenue Norman, OK 73072-6405

College of Liberal Studies The University of Oklahoma is an equal opportunity institution.

Printed and distributed at no cost to Oklahoma taxpayers.

Non-Profit Organization U.S. Postage

PAID

University of Oklahoma