COLLEGE OF EDUCATION & HUMAN DEVELOPMENT
n Student-Centered Education pg 4
n Aggies Making a Difference pg 6
n iPod iNgenuity pg 8
Transforming Lives is published annually for the benefit of friends and donors of the College of Education and Human Development at Texas A&M University by the development and communications offices in the college. To request additional copies of this publication, please e-mail Amy Klinkovsky at firstname.lastname@example.org. Dr. Douglas J. Palmer, Dean Steve Blomstedt, Director of Development Amy Klinkovsky, Communications Manager Diane L. Oswald, Promotion and Development Coordinator Writers: Amy Klinkovsky, Jenna Kujawski, Tanya Nading and Diane L. Oswald Designer: Esther Ewert Photo Credits: Jenna Kujawski: Cover, Pages 4, 10, 11, 14 Texas A&M Foundation and Robb Kendrick: Page 19 Allen Pearson: Pages 3, 7 (group photo), 24, 25 Esther Ewert: Pages 5, 15, 16 Tanya Nading: Page 26 Visit the college online at www.cehd.tamu.edu On the cover (from left to right): Ashley Lewallen ’10, an elementary education major from Hamilton, Texas, and Ashlyn Espree ’10, a middle school education major from Beaumont, Texas, emphasize the tradition and change that defines the field of education. The College of Education and Human Development embraces the use of the latest technologies in the classroom and in the corporate world. Podcasting, SMART Boards™, Second Life and Facebook are just a few of the latest technologies that faculty, staff and students in the college are utilizing to bring a new dimension to the educational experience. Ashley and Ashlyn are student workers in the Department of Teaching, Learning and Culture and plan on becoming teachers. Within our college, technology has become an important tool to help meet the needs of students and inevitably, transform lives. For more information on technology in education, see the stories on pages 8 through 11.
Aggies Making a Difference
Back to Life, Back to Virtual Reality
In Your Facebook
Smarter Than the Average Board
The ABCs of Success
On the Road Again
Brother Inspires First Generation Aggie
An Aggie Goes to Washington
Through Grief, Profound Generosity
With $100, We Can...
“Sports is Human Life in Microcosm”
The Right Connection
home account privacy logout
Douglas J. Palmer Search
Texas A&M University College Station, TX
email@example.com http://www.cehd.tamu.edu http://educate.tamu.edu
Send Douglas a Message Add Douglas as a Friend
Activities: In addition to the standard full-time responsibilities associated with being the dean of the College of Education and Human Development, I am currently the chair of the search committee for Texas A&M’s new Executive Vice President for Academics and Provost. I also serve as the chair for the Texas A&M Council for the Built Environment. Interests: When I have free time, I enjoy sailing and traveling. A few free hours during the evening will find me relaxing with my wife and friends or reading. Education and Work Education Info Grad School:
University of California, Los Angeles M.A. and Ph.D. California State University, Los Angeles B.A.
Work Info Employer: Position: Time Period:
College of Education & Human Development at Texas A&M University Dean I have been the dean since May 2006, but I joined the faculty of the college in 1977. 3
I once read that ‘one teacher is worth more than 100 computers’ – and I believe it.
Kristal Morales (left), Marilyn Kent Byrne, Dorothy McFerrin, Jim Kracht (middle) and Heather Graves (right) at the center dedication.
Student-Centered Education Enhancing Student Services through Newly Endowed Center and Chair Heather Graves was one of five speakers at the dedication of the Marilyn Kent Byrne Student Success Center. The senior middle grades language arts/social studies education major said she wished that the center had been established during her early undergraduate years so she could have benefited from the services being offered. However, she was quick to mention that she looked forward to mentoring students at the center when she begins graduate school in the summer. The Marilyn Kent Byrne Student Success Center offers services to help meet the academic needs of individual students. Named for Dr. Marilyn Kent Byrne, a distinguished educator and friend of Texas A&M University, the center was established by Dorothy and Artie McFerrin. “I once read that ‘one teacher is worth more than 100 computers’ – and I believe it,” says Dorothy. “Through the center, education students will have direct access to faculty and graduate students who can provide an added measure of support needed to become successful at Texas A&M.” The center’s mission includes enhancing the academic achievement of students within the college, improving student retention through graduation and supporting the career development of graduates.
Through a variety of programs and services, the center seeks opportunities to collaborate with other campus entities to address the specific needs of education students. The center was designed to foster student interactions with peers, faculty and staff through mentoring, tutoring, career counseling and other student-focused activities. As a hub for connecting to educational centers, learning communities, advising and career development services, the center ensures that students are able to make full use of the resources available at Texas A&M. “Although the center bears my name, it is a testament to the generosity of the McFerrins. It is about the students and the resources this endowment brings to them,” says Marilyn Kent Byrne. Recently, Dave Louis, who earned his doctorate from the college in educational administration in 2005, was named the inaugural director of the center. Dorothy and Artie also endowed the Marilyn Kent Byrne Chair for Student Success. “The college is so proud to have this Chair, and we believe that the commitment made by the McFerrins through the center and Chair will leave an indelible mark on the success of many students in the years to come,” says
Pictured left: Dave Louis is the inaugural director of the Marilyn Kent Byrne Student Success Center.
Douglas Palmer, dean of the College of Education and Human Development. Jim B. Kracht, a professor in the Department of Teaching, Learning and Culture and in the Department of Geography at Texas A&M was named the inaugural holder of the Marilyn Kent Byrne Chair for Student Success. Since 2000, he also has served as the associate dean for academic affairs in the College of Education and Human Development where he interacts with K-12 schools in the course of recruiting future teachers, coordinating student teaching and internships, and arranging field-based experiences in K-12 educational settings. His effort in developing scholarships for preservice teachers and advising students throughout their college careers has made an impact on numerous students. Jim is an accomplished educator and researcher and has authored publications for professional journals as well as educational books for children in grades K-12. However, it is his compassion for students, his commitment to helping students overcome obstacles and his ability to address the challenges students face which make him uniquely suited to be named the inaugural holder of the Marilyn Kent Byrne Chair for Student Success.
Aggies Making a Difference College Recognizes 2007 Outstanding Almuni Military Health System and has served in a variety of staff positions. He has traveled many miles since his days as a fish in the Corps of Cadets to being twice listed in Modern Healthcare’s 100 most influential people in healthcare. One of the cornerstones of the life he built was his undergraduate experience as a health education major in the College of Education and Human Development. “From obtaining a rare four-year Army scholarship to waiting tables at Duncan Dining Hall, David’s undergraduate degree was something that he had to truly work for. He was always looking for another challenge as exhibited by attending the Army’s Airborne and Rangers schools while still a student at Texas A&M University,” says classmate Gordon Mitchell ’77. “It is this foundation of hard work and the pursuit of educational challenges that has propelled David to his current status.” Brigadier General David A. Rubenstein addressing a crowd.
An Officer and a Gentleman Winston Churchill said “We make a living by what we get, but we make a life by what we give.” If Churchill was right, then Brigadier General David A. Rubenstein ’77 has lived an extraordinary life through his contributions as a leader, mentor and friend to those who know and serve with him. David’s career as a healthcare executive and leader in the Army spans three decades. He has commanded hospitals and headquarters at every level of the Army Medical Department and
Selected for his second star and currently the Army’s Deputy Surgeon General, David has been recognized with scores of honors and awards, including being named a 2007 Outstanding Alumni in the College of Education and Human Development. However, his imprint as a leader and mentor is best seen through the eyes of his contemporaries. Retired Colonel Todd Bessette says, “While David’s accomplishments are legion – educator, warrior, and a man of unparalleled character – his real strength and the absolute core of this man is that he is a genuine leader; someone who men follow anytime, anyplace and without question.”
General Correspondence Brigadier General David A. Rubenstein was scheduled to attend the 2007 College Awards Celebration in September to be recognized as one of the college’s Outstanding Alumni when duty called. The Department of Defense dispatched David on a six-week, seven-state, five-country mission. He was ably represented by his wife, Patricia, who read the following statement on his behalf. n of the power of you at this celebratio not being able to join ing exploration; ter fos and Howdy, Ags. I regret ; of allowing chances ring nto me and del. ng teaching, coachi example and a role mo g people by being an ldin mo of s ces pro and of the the opportunity to e provided me with eived from the colleg ff and faculty that sta e’s The education I rec mple set by the colleg exa the is it but and, in so , succeed in life e of developing people ding of the importanc tan ers und the me provided acy. doing, developing a leg tersen ” shows Sergeant Pe vie “The Green Beret mo 8 196 the what of ut ne abo g The opening sce e general and musin officer ’s club for som the the of ws ing sho nam vie the mo watching sing scene of the for himself. The clo ’s ed sen ter nam e Pe : hav him to for like ine he’d tersen naming the latr Pe ant rge Se ng d you dea riends a buddies of the now Sergeant Petersen bef two bookend scenes better future. a ard tow h Privy. Between these pat ter and sets him on a bet , life his s act imp , orphan boy ng boy, is. . Hamchuck, the you ant Petersen’s legacy The latrine is not Serge and its staff the college – its faculty op, I appreciate what kdr bac a its legacy. as g ry ldin sto t With tha r students, thus bui ch, coach and mento tea to ld us into day mo ry you eve s and – doe ng, students, young, and not so you college the te, dua gra ry We come to you as eve g others. Through pin elo dev at lled ski professionals s and the future. improves society, live the thank you for being , more importantly, but , me g for izin ogn ring Thank you for rec coaching and mento example of teaching, the ting set re. for futu ice our college of cho state, our country and ple and for building our developing young peo David A. Rubenstein
David A. Rubenstein Brigadier General and
2007 Outstanding Alu
Outstanding in Their Fields Three additional Outstanding Alumni were honored at the 2007 College Awards Celebration. They were Robin Hughes ’97, Pamela Rodriguez Juarez ’77 and Emilie Naiser ’03, who was the inaugural Early Career Recipient.
Corps as a mathematics and music teacher at Marian Middle School, an inner-city school in St. Louis serving disadvantaged girls. Her passion for the students and the mission of the school led to her being hired full time.
Pamela Rodriguez Juarez inspires and empowers district instructional leaders as the associate superintendent for curriculum and instruction for the United ISD in Laredo, Texas. Her 29-year commitment to equity and excellence in public education is substantiated in the various educational roles she’s held: high school science teacher, elementary bilingual teacher, science and social studies supervisor, principal, and executive director.
Robin Hughes, an assistant professor in the Department of Educational Leadership and Policy Studies at Indiana University-Indianapolis, teaches courses in student affairs and higher education and assists in coordinating the Higher Education Student Affairs (HESA) master’s program. Her research includes student athletes participating in revenue-generating sports, retention and recruitment of African-American and Latino students, and the everyday difference and inequality for students and faculty of color.
Emilie Naiser began teaching in 2003 at Jane Long Middle School in Bryan while working on a graduate degree in curriculum and instruction. In the fall of 2005, she volunteered through the Vincentian Service
PAMELA R ODRIGUEZ JUAREZ
Patricia Rubenstein (shown below at the far right) accepted the Outstanding Alumni Award on behalf of her husband, David.
Pictured below: Pamela Rodriguez Juarez, Emilie Naiser, Robin Hughes and Patricia Rubenstein at the College Awards Celebration.
R OBIN H UGHES For more information on the 2007 Outstanding Alumni honorees or to learn about nominations for 2008, please visit: http:// www.cehd.tamu.edu/articles/ outstanding_alumni 7
iPod iNgenuity Department Head Uses iPods as Professional Development Tool for Faculty and Students Teaching, Learning and Culture (TLAC) Department Head Dennie Smith may not have known what he got himself into when he offered his faculty free iPods this past summer. The catch – each faculty member had to learn the technology and record at least one podcast. And this was just the beginning. “The iPod was the ‘in’ gadget at the time and seemed easy to use,” Dennie says. “Every time I want to introduce a new technology to my faculty, I use myself as the guinea pig first. If I can master it, they can master it.” And master it they did. Currently, TLAC faculty have more podcasts on iTunes U than any other academic department on the Texas A&M University campus — 71 to be exact.
“I had no idea going into this that I was going to get the response that I did,” Dennie says. “I had 35 faculty take me up on my offer, and those that missed out have already let me know they are interested in participating the second time around.”
or MP3 players – the most popular of which are the Apple iPods. Faculty members would then assign their students podcasts as delivery methods for specific projects, helping their students learn the technology in the process.
Texas A&M launched its iTunes U program last fall and was added to the Apple iTunes U Store’s showcase of 16 college-based sites in May. iTunes U is a Web site specific to schools that allows institutions of higher learning to post audio and video content for their students. Currently, Texas A&M remains the only school in this state to be showcased.
“Podcasts are accessible to our students even if they don’t own iPods,” he says. “Anyone can download iTunes for free on the Web and listen to podcasts online.”
Dennie encouraged his faculty members to go through the “Best Practices of iTunes U Podcasting” training before creating podcasts, a type of online audio file that can be downloaded onto computers, CD-ROMs
“My next goal is to have our faculty master creating video podcasts of their lectures for students to access,” Dennie says. “Our future is now, with students expecting us to use technology to enhance their learning. I’m lucky to have faculty that need little motivation to experiment with these cutting-edge technologies.”
Multicultural Education Instructor Finds Podcasting a Revolutionary Supplement to Course Instruction An apple a day may have once kept the doctor away, but now a new apple — the Apple iPod — puts the classroom in the hands of students. Valerie Hill-Jackson, clinical assistant professor of multicultural education, has already tapped into the possibilities the iPod can bring her and her students, thanks to the encouragement and support of Dennie Smith’s iPod project. “I use the iPod to supplement my course, not replace current course delivery systems,” she says. “It is important to use it as a tool and not as the
primary mechanism for teaching, especially at the undergraduate level.” Valerie has already produced three guest lectures in podcast and is currently creating a three-minute video podcast as a recruiting tool for the Culture and Curriculum and Urban Education programs. “My students love sitting at their computers to share in the audio class guest lecture. In fact, many of them downloaded the lecture to their iPods and enjoyed class on their own time,” she adds.
While Valerie admits that the full potential of iPod technology is still unknown, she believes that mandatory faculty workshops could bridge the differences that exist among instructor time and teaching styles and be a great way for current iPod users to share their projects and initiatives with beginners or nonusers. “eLearning is not a new concept, but the difference with the iPod is portability and accessibility,” she says. “Anyone, from all over the world, can tune in for the educational experience, carry the lesson with them and listen at their leisure. These are revolutionary concepts.”
Back to Life, Back to Virtual Reality Visual Culture Professor Takes His Classroom and His Students into a Virtual Learning Environment “A long time ago, in a land far, far away...” We’ve all heard it before. The start to many bedtime stories that signaled us to let our imaginations run wild — places where our imaginations were in charge of the charming prince, evil giant and the happy ending. Only that far, far away land is now not so far away. In fact, it’s now at the touch of a keyboard — in Second Life. A 3-D virtual world entirely created by its residents, Second Life is similar to a massively multiplayer online role-playing game, only it is not a game — it is an online virtual environment. Since opening to the public in 2003, it is now inhabited by millions of residents from around the globe.
But Stephen Carpenter, associate professor of art education and visual culture in the Department of Teaching, Learning and Culture, is finding Second Life to be a perfect visual medium to educate himself and his students. “Second Life is similar to the kinds of online communication and social networking technologies we’re using now to educate our students. It’s just a different package that offers a different way of teaching,” Stephen says. Stephen’s online character, or avatar, Metaphor Voom, lives on an island with other members of the Educator’s Co-op, a group of educators interested in furthering education possibilities in Second Life. Voom even wears a TLAVC — Teaching, Learning and Visual Culture — shirt in Second Life.
his students, such as opportunities to visit Vincent van Goh’s Starry Night, the cave paintings in Lascaux and Gotham City. “ In Second Life, my students are able to visit places they may never have an opportunity to visit in real life,” Stephen says. “ I’m also able to construct spaces that students normally couldn’t visit, such as unusual classrooms or art galleries,” he adds. “In Second Life, the unusual is often the usual.” Second Life can do everything most current computer software programs offer — send bulk e-mail, instant message, hold multiple conversations — but also allows its users an interface to connect internationally, market products and serve as a real world space-saver.
“Think of an island in Second Life as a Web site and an avatar as a cursor,” Stephen says. “Instead of visiting a Web site and not knowing who is there at that exact time, avatars create a location marker and path for all residents of Second Life to see.”
“ I’ve given two lectures to students and faculty at the University of Texas in Second Life, which I wouldn’t have been able to do in real life because of time and money,” he says. “I meet with colleagues every Sunday afternoon to collaborate on research projects and critique white papers.”
Stephen’s contemporary visual culture students have created their own avatars and meet with Stephen and Voom in Second Life for class and office hours at the TLAVC House, where he is able to upload student projects, photographs, written work, streaming video and slideshows to help conduct his Second Life classes, assign projects, offer tutorials and conduct research related to digital visual culture.
While other universities such as Texas State and Harvard currently have campuses in Second Life, Stephen hopes that Texas A&M University will soon follow suit.
Second Life also allows Stephen to offer virtual historic and contemporary worlds to
“ Second Life could be one answer to all the space problems the university is currently facing,” he says. “ Imagine students coming to a virtual Texas A&M, a virtual Harrington Tower, my virtual classroom, to have class with a virtual me.”
In Your College Recruiter Uses Facebook as Recruiting Strategy For the millions of Facebook users out there, nothing in life is considered “official” until it appears on their Facebook profile. Johnny and Amanda may have been dating for three years, but if they aren’t “in a relationship” for the entire Facebook world to see, their relationship is only a rumor. Paul might have been with his job since he graduated from college a year ago, but if it’s not on Facebook, he’s still unemployed. Now, David Byrd, director of recruitment for the college, is making his “official” debut in the world of Facebook, putting a spin on college recruiting and making his presence in Facebook finally “official.” “Facebook provides another contact tool beyond e-mail and phone contact, especially since most students use their Facebook e-mail more than their personal email,” David says. “As technology changes the way students communicate, we have to continue growing and adapting to the new environments in which students operate.” David Byrd, director of recruitment, uses Facebook to stay in touch with current and prospective students.
Known to his Facebook friends as “The Dave,” David initially created his Facebook profile for personal reasons, but soon found that many of his prospective transfer students were contacting him using Facebook, so he started using his profile more and more in his recruiting strategies. Facebook was originally a platform only for high school and college students, but since it’s debut, it has now reached out to users of all ages. David says his students
are a little surprised that an administrator would be using Facebook, but the feedback he receives from his students reinforces the fact that they appreciate his attempts to be as approachable and reachable as possible. “I never go out and search for prospective students. By providing my profile name to students along with my traditional contact information, students actually seek me out,” he says. “My unique name makes it easy for students to search and find me so they can contact me on their hours instead of the typical 8-5 workday.” David admits that while Facebook could be a little bit of a fad, he believes that the creators have done a good job of staying relevant and changing with the times to provide new services. “I think some version of Facebook will be around for the long haul, but if it changes, as a recruiter, I will have to learn to change and find whatever platform replaces Facebook and utilize that to attract students,” he says. “Facebook could be another tool in increasing and promoting access to higher education for underrepresented populations, which is the name of the game for recruiters.” “Facebook is not used by many institutions for recruitment, so it is nice for the College of Education and Human Development to be ahead of the curve,” he adds.
Smarter Than The Average Board
Professor Uses SMART Technologies™ to Create Engaging, Interactive Classroom Experiences Bob utilizes three of the different formats, the SMART Board™ — an interactive whiteboard, the SMART Notebook™ software — a rich computer program that creates a dynamic learning environment and the Sympodium — an interactive pen display that brings presentations to life.
In his own educational statistics classes, Bob is able to import notes into his presentation, add FLASH plug-ins, insert graphics, charts or shapes, annotate his handouts on screen, and save his presentation as an html file so that his students can download it at a later time.
Bob Hall, associate professor of learning sciences in the Department of Educational Psychology, has seen to it that his classrooms contain the latest in technology. And his biggest superstar is the SMART Board™.
The SMART Board™ is essentially a dry erase board that is sensitive to the removal of a stylus, or pen, allowing users to write in various colors. Users can also use their finger to write or click on interactive Web or program features.
“ I can add additional slides to my presentation, annotate them on screen and move on to the next slide. If a student needs me to go back to a previous slide, I can, and my handwritten notes are still attached since I don’t have to erase,” he says.
“ With the pressure to go high-tech, it is important to do it right,” he says. “The greatest thing about SMART Technologies™ is that they support so many different formats, creating such flexibility and customization for the user.”
“ The SMART Board™ is great technology for K12 teachers, since they are designed for smaller classrooms,” Bob says. “It is also geared toward doing a lot of work on the fly, so it fits the classroom environment of elementary, middle and high school teachers.”
Bob acknowledges that SMART Technologies™ creates an engaging, hands-on, intimate setting where his students also can participate in his lessons.
It could easily be mistaken for a classroom out of The Jetsons. Walking into one of the classrooms on the seventh floor of Harrington Education Tower, students may expect to be met with standard chalkboards, bulletin boards and overheads, but that couldn’t be farther from reality.
Bob Hall relies on technology to enhance learning in his classroom.
“ I can immediately see if my students don’t understand a concept since the answers they program into their computers appear on my screen,” he admits. “The dynamics behind the software allow me to bring in outside sources to better explain the concept or to actively lead my students through a problem.” “As an instructor, I don’t bring any paper to class because all these resources are available at the click of a button. My students may always think they know what to expect from me, but they never know exactly,” he adds. Bob knows that in order to be successful in the classroom, he must plan for success, and SMART Technologies™ gives him the ability to provide ready-made and organized classroom instruction to his students. “ My presentations are descriptive and fancy and… perfect,” he says with a smile. “I can bring the whole world to my students.”
The ABCs of Success Former Education Student Named Texas Elementary Teacher of the Year “I never thought the one place I wouldn’t want to leave would be a classroom. I knew something that could make me so happy was too good to pass up.” As a shy guy who found comfort in the classroom, Grant Simpson didn’t always plan on becoming a teacher. “My senior year of high school, I signed up for an educational internship with a fourth-grade teacher. She allowed me to work with troubled students, give spelling tests and teach small groups,” Grant says. “As an introverted person, this was the first place that gave me comfort and put me at ease.” That one experience paved the way for Grant, who went on to pursue an education degree at Texas A&M University and graduated in 2002, to teach fourthgraders at Hidden Lakes/Keller ISD and Crowley ISD. That one experience led Grant to where he is today— the Elementary Teacher of the Year for the state of Texas. As someone who prides himself on being the best teacher in his students’ eyes, Grant incorporates out-of-the-box, valuable activities into his classroom. One of his goals every year is to develop a family/community atmosphere among his students. Students are encouraged to write their after-school activities on a large community calendar, such as choir concerts, sporting events and confirmation notices.
Grant also created Morning Meetings, a time set aside each day for him and his students to informally go over the daily schedule and set goals for the following day. Students can ask questions, share personal stories or discuss their fears and anxieties. “Being able to discuss anything from Dracula to divorce gives my students a forum for laughs, sorrows, joys and fears,” he adds. Grant credits the College of Education and Human Development at Texas A&M with giving him the background and knowledge necessary to make a smooth transition into the classroom. He also was honored with being named Texas Student Teacher of the Year in 2003. “ My greatest learning took place my senior year during my block and student teaching when I was actually in the classroom teaching lessons,” he says. A humble man, Grant admits that although the award validates his beliefs on the importance of teaching as a field and his abstract style, his goals revolve around his students, school and serving as a role model for future educators. “ There is nothing greater about teaching than building relationships with your students and becoming a part of their lives,” he says. “I know I don’t have all the answers when it comes to teaching, but I do have a passion for what I do. I mean, I get to hang out with and inspire amazing kids each and every day!”
“I make a promise to each student who brings me an event that I will attend at least one of their functions,” Grant says.
Pictured left: Grant Simpson, 2007-2008 Texas Elementary Teacher of the Year, with his class.
Meeting the Need The State Board for Educator Certification confirmed that Texas A&M University’s College of Education and Human Development was the top overall public university in certifying teachers in high-need areas throughout the state during the 2007 academic year. This means that our college certified more math, science, bilingual and special education teachers than any other public institution in the state. Targeted recruiting, strong teacher certification programs and campus-based projects that inspire junior high and high school students to pursue careers in math and science are all contributing factors in our success. The college takes a great deal of satisfaction in this accomplishment, but more importantly, recognizes the tremendous responsibility it has to strengthen these efforts even further. The need for qualified math and science teachers in Texas is at an all-time high and there is constant demand across the state for bilingual and special education teachers. Cultivating future teachers to meet the educational needs in communities means providing additional support for individual students through scholarships. “ The need to establish new scholarships and increase funding for existing scholarships grows each year as costs escalate,” says Dr. James Kracht, associate dean for academic affairs. “If we had 100 new scholarships today, we could easily find deserving students who need the support.” As friends of the college, you are invited to consider making a personal or organizational gift to support scholarships for students pursuing educational degrees, especially in high-need subject areas. For many past and current students, scholarships have made the difference in whether or not they could afford to earn their college degree. Scholarships are awarded on the basis of academic criteria, but might also include financial need, campus/community activities, leadership and work experience. Scholarships are designed to reward, encourage and help students as they develop into the leaders of tomorrow. 13 13
On the Road Again Professor Advances Recruiting Strategies for Graduate Students The conversation was fresh in Fred Bonner’s mind as he packed his suitcase. “What can we do to be more successful in recruiting students from diverse populations?” asked Jim Scheurich, head of the Department of Educational Administration and Human Resource Development, as part of a dinnertime conversation. Just a few weeks later, Fred took to the road to answer Jim’s question. Fred had contacted administrators at Historically Black Colleges and Universities, primarily in student affairs divisions, and asked them to invite undergraduate and graduate students to meet with him on their campuses to discuss careers in student affairs administration in higher education. “I asked my colleagues to focus on leaders from student government, residence halls, Greek life and other student organizations,” Fred says. “The idea was to identify individuals who had already expressed an interest in student affairs leadership based on the activities that they were engaged in as students.” Among the colleges visited during the inaugural recruiting trip two years ago were Jarvis Christian College, Wiley College, Texas Southern University, Prairie View A&M, Southern University of New Orleans and Xavier University. “Sometimes I would share a pizza and talk with just a couple of students and sometimes we would meet in a classroom where I would give a presentation to 20 students,” Fred says. “We decided that meeting with even a few students on a campus could make an impact.” And, they were right.
“From our initial recruiting effort in September 2005, we received a handful of undergraduate and graduate applications.” Encouraged by the quick response, Fred and Jim planned another recruiting trip later that year that resulted in additional master’s and doctoral applications. Alonzo Flowers, a doctoral student in higher education administration, is one of the recent recruits. Alonzo was working on his master’s at the University of Texas San Antonio (UTSA) when he first met Fred. “As a faculty member at UTSA, Dr. Bonner was my advisor and mentor,” Alonzo says. “He helped me focus on what was important and is the role model for how I want to teach.” Alonzo credits Fred for his being accepted into the doctoral program at Texas A&M University, his having received a diversity fellowship and for setting a standard of excellence in education. However, Fred points out that the students are the reason that his recruiting efforts have been so successful. “I have enjoyed meeting with these bright, motivated students on their campuses and talking with them about what is possible for their futures,” Fred says. By focusing some of the college’s recruiting efforts on historically underrepresented groups, these students learn about the opportunities available to them at Texas A&M. Fred knows that through various scholarships, diversity fellowships, stipends and graduate assistant positions, students from diverse populations can find the support they need to pursue their education and make a difference in the world as Aggies.
Alonzo Flowers, a doctoral student in higher education administration, is one of Dr. Bonner’s recent recruits. Alonzo was working on his master’s at the University of Texas San Antonio (UTSA) when he first met Fred. “As a faculty member at UTSA, Dr. Bonner was my advisor and mentor,” Alonzo says. “He helped me focus on what was important and is the role model for how I want to teach.”
Pictured left: Fred Bonner recruits diverse graduate students who are involved in student affairs leadership activities.
I just want to give back to my community, my teachers and make my family proud.
Kristal with sisters Samantha and Miranda (left), Kristal with family (middle) and Kristal with D’Ago Ferrari, her nephew who she considers more of a brother (right).
Brother Inspires First-Generation Aggie I Wouldn’t Trade Texas A&M University for the World… For some students, the prospect of going to college at a top university is a given, and the red carpet is already spread out before their feet. For other students, the road to college can be winding, full of unexpected bumps and dead-ends that make future scholars believe that college is not for them. For students like Kristal Morales, a special education major and a first-generation Aggie from San Antonio, Texas, attending college was not an option. It was something she had to do. “Besides some of my high school teachers like Ms. Caroll, Mr. Murillo and Mr. Arevalo, I believe that my sister pushed me to go to college the most,” says Kristal. When one of her brothers, who was diagnosed with mental retardation after contracting meningitis, died shortly before his 13th birthday, Kristal’s older sister told her that she wished she could have gone to college to learn about disabilities. “I decided then that I wanted to be a special education teacher,” says Kristal. “My brother is only one of the reasons I decided to become a teacher,” she continues. “There are other reasons as well, such as wanting to help children who come from a low socioeconomic status, wanting to help those children who don’t believe they can accomplish whatever they choose to, and more importantly, I just want to give back to my community, my teachers and make my family proud.”
Kristal’s parents, her mother a bus driver for special needs children and her father a retired firefighter, divorced when she was five years old. Remaining close to both of her parents, Kristal lived with her mother and was usually able to see her father whenever she chose. When she was nine years old, she went to live with her older sister, brother-in-law, two nieces and one nephew, who seem more like younger siblings to her. “My family and fiancé support me 100 percent,” says Kristal. When she is not on the phone with family, she loves working out, writing and, most importantly, studying for class. Kristal is already set to graduate a semester early – December 2009 – and intends to graduate cum laude. “Once I graduate, I am going back to San Antonio to teach and then I will be coming back to Texas A&M University to work on my master’s degree,” says Kristal. After completing her master’s degree, she will either return to San Antonio to teach at the elementary level or continue her education to become a professor within a special education program. To help her with the transition to college life, which can sometimes be difficult for first generation Aggies, Kristal enrolled in a Lohman Learning Community during her freshman year with the help of David Byrd, director of
Pictured left: Kristal Morales, a first-generation college student, aspires to make a difference as a teacher.
recruitment for the college. Such learning communities encourage students to become involved in a group that is engaged in common learning situations. Kristal values the time she has spent learning from distinguished educators in the college. “I have had the privilege to be taught by professors like Dr. Jim Kracht, Dr. Cindy Boettcher, Dr. Nancy Algert, Dr. Amy Sharp, Dr. Glenda Byrns and Dr. Connie Fournier. These professors, in one way or another, have all had some sort of impact in my life and will be remembered and talked about because they are the professors who took the time to understand me and help me with anything I needed.” Of all the choices and the schools Kristal had at her fingertips, she chose Texas A&M and says that she would not trade this experience for the world. “I have loved every moment I have had here, but I think my favorite moment was when I arrived my freshman year for the first semester,” Kristal says. “I got out of the car, looked at my mom and step-dad and said, ‘Yes, I’m home.’”
An Aggie Goes to Washington “Being the son of immigrants, I was always taught that education was the greatest equalizer,” Amado said. “I hope to make a free and quality education available to every child.”
Alfred Amado and Congressman George Miller on Capitol Hill.
Mr. Smith May Have Already Gone to Washington, but Now it’s an Aggie’s Turn As the son of immigrant parents and a former school psychology doctoral student at Texas A&M University, Alfred Amado, Ph.D., has always had a passion for education, and now he’s bringing that passion to Capitol Hill. “ Being the son of immigrants, I was always taught that education was the greatest equalizer,” Amado said. “I hope to make a free and quality education available to every child.” Amado, who serves as an assistant professor at the University of Maryland, has taken a one-year leave of absence from his position to serve under Congressman George Miller and the U.S. House of Representatives’ Majority Committee on Education and Labor as a congressional fellow. “ Chairman Miller has a long history of advocating for education and the underserved. I knew that placement on the committee would allow me to work on bettering existing policy while advancing new policy initiatives,” he says. Amado was one of five fellows selected through a competitive process managed by the American Psychological Association. “ I believe my specialization in school psychology, bilingual assessment and research with immigrants — all things that grew out of my education at Texas A&M — influenced the committee’s decision to select me as a fellow,” he adds. Amado first came to Texas A&M because of Hector Ochoa, then associate professor in the Department of Educational Psychology, who recruited him to become
a bilingual school psychologist. While at Texas A&M, Amado was encouraged by his co-chair, Douglas Palmer, to take on new challenges and engage in professional activities outside his comfort zone. “The school psychology program at Texas A&M is extremely nurturing and fosters a philosophy of helping children by creating systemic change,” Amado says. “When the time came to apply for the fellowship, it was my training in wanting to influence systemic change, the challenge of leaving the comfort of academia, my expertise in bilingual education and second language acquisition, and Dr. Palmer’s continued advice and encouragement that helped me make the decision.” Amado hopes that his time on Capitol Hill will afford him the opportunities to work on legislation to help the cause of underserved children, especially immigrant children. Already, he has investigated the effect of immigration workplace raids on the children of detained parents, the reauthorization of the Child Abuse Prevention & Treatment Act, and the regulatory and investigative void regarding child behavior modification facilities, commonly known as Child Bootcamps. “I hope to gain knowledge on how science and research influence policy, the process in which ideas and concerns become policy/law, and expand my professional network,” he says. “With No Child Left Behind and immigration on the minds of many legislators, I thought it was a good time to serve my country by bringing my expertise on the academic development of immigrant children to Congress.” And, as an Aggie in Washington, Amado will definitely serve our children.
★ FUELING THE SPIRIT AND MINDS OF AGGIES WHO CAN IMPACT THE WORLD
Texas A&M Foundation. Building Spirit. Expanding Minds. The Texas A&M Foundation directs Aggie generosity and spirit to support academic excellence. The result is powerful Aggie minds capable of changing our world. Since 1953 we have raised and managed private donations for scholarships, faculty, facilites and more, attracting top-caliber talent to Texas A&M and providing world-class opportunities for Aggie scholars. Today’s academic demands are greater than ever, and we need you to become a part of the spirit and mind of Texas A&M. Your generosity and personal involvement can help direct Texas A&M to a brilliant future.
Artie and Dorothy McFerrin established the Marilyn Kent Byrne Student Success Center in the College of Education and Human Development. Their generous gift is helping to transform lives through education.
Share your spirit and mind. Call the Texas A&M Foundation. Contact Steve Blomstedt ’83, Director of Development College of Education and Human Development 979-847-8655 or firstname.lastname@example.org 19
Through Grief, Profound Generosity Three Lives. Three Legacies. Three Examples of Aggies helping Aggies — in Life and in Death. It was May 11, 2007, and Hannah Beth Peterson was on her way home from her internship at Westwood High School in Palestine, Texas, when her life tragically ended after a car accident.
H ANNAH BETH P ETERSON
Later that same month, Andrea McKenna, a special education student, was on her way to Camp Summit in Fort Worth where she loved working with children, youth and adults with disabilities. Andi, as she was known to family and friends, never made it. Another fatal car accident. Spencer Patton Squire was only 6 years old. And while not yet enrolled at Texas A&M University, he was already an Aggie at heart. Just one day before falling ill, Spencer sat in the back of a Suburban singing and swaying to the Aggie War Hymn. A brain aneurysm ended Spencer’s precious life on August 8, 2007. Three tragedies. Three wonderful people whose lives were still so full of potential. Three souls whose spirits have been memorialized in endowed scholarships thanks to their generous friends and family.
ANDREA M CKENNA
S PENCER PATTON S QUIRE
The Hannah Beth Ann Peterson ’05 Memorial Scholarship was founded by family friend Jim McCain with the help of Hannah’s parents, Joyce and the Rev. Randle Peterson, her brother, J. Bart Peterson, her fiancé Charles Ryan Thompson as well as friends Kimberly Nicole Leon and Kyle G. McKuhen.
The endowed scholarship is designated for a junior or senior in the college pursuing a degree in special education and will award $1250 annually. This year’s recipient is Julie Ness. “We want Julie and future recipients to know what a caring young woman Andi was,” Sissy says. “She was selfless and loved what she did. She never did anything half way.” To honor the memory and spirit of Spencer Squire, who seemed destined to be an Aggie, grandparents Patricia and Warren (Pat) Kirksey established the Spencer Patton Squire Memorial Scholarship in Education. The scholarship is a one-year award for freshmen with financial need. This year’s recipient is Jacqueline Siegel, an early education student from El Paso. Patrick and Anna Squire, Spencer’s parents who are both 1991 Texas A&M graduates, say they want Jacqueline to know that Spencer truly embraced life. “His circle of life was small, but he truly lived life to the fullest,” Anna says. Spencer loved sports, and his mother is quick to note her son’s gracious heart when playing.
“ We would like for her legacy to continue, and this scholarship fund is one way we can do that,” Joyce says. “If we can help one worthy student, we are honored.”
Helping others is what he loved most,” Anna continues. “It wasn’t about the points he scored in the basketball game, but it was the excitement when his friends made their first basket.”
The Andrea E. (Andi) McKenna ’08 Memorial Scholarship in Special Education was established by Andi’s parents, Sissy and John McKenna, classes of 1979 and 1978 respectively, and her sister and brother, Lauren and Johnny.
Hannah, Andi and Spencer departed from us all too soon, but their legacies will live on in Aggieland through those students who benefit from the memorial scholarships endowed in their honor.
Her family takes comfort in knowing that Andi’s legacy also will live on, knowing that students who shared Andi’s 20
compassion for and desire to serve children with special needs will get financial assistance.
With $100, We Can... With $1 today, you can buy an average cup of coffee, a Sunday newspaper or 30 minutes of downtown parking. However, the power of that same dollar increases when added to the contributions made by the many friends who support the College of Education and Human Development through gifts of all sizes. While $100 might not buy what it used to, with your help, it can buy some of what is needed.
Please send your check payable to “Texas A&M Foundation” with “College of Education and Human Development – discretionary fund” written in the memo field to: College of Education and Human Development, Attn: Diane Oswald, Texas A&M University, 4222 TAMU, College Station, TX 77843-4222. Or, give online at: http://giving.tamu.edu/how-to-give/ On-line%20Gifts/default.aspx.
Making a Difference in Education – What $100 Will Buy 1/10 of the cost to send one student to present at a professional meeting
1 night’s hotel stay so the recruiter can attend the Texas Association of Future Educators state convention
1 rental car to visit Dallas community colleges for recruitment fairs
1 textbook for a scholarship student 2 educational videos for the teacher preparation program 2 printer cartridges for student printers 4 days worth of meals for a student attending a conference 5 flash drives for faculty use 5 student posters and handouts for student presentations 6 hours of pay for a graduate assistant to process applications and answer questions
33 gallons of gasoline so the college recruiter can travel to inner-city Houston
52 recruitment posters 100 cans of soda for students at orientation 133 telephone calls to admitted students 270 first-class stamps for presorted mailing to the Top 10 percent of graduating seniors
416 recruitment folders for prospective visitors 769 recruitment stickers 1,428 recruitment pens or pencils 3,448 business cards to share with prospective students and parents
5,000 copies of “Did You Know” recruitment sheets
10 dozen dry erase markers for classroom use 10 specialty software license renewals for a graduate student computer lab
14 lunches at Sbisa Dining Hall for prospective students
“Sports Is Human Life in Microcosm” – Howard Cosell
Sport Management Program Embraces Diversity and Gives Students a Unique Cultural and Educational Experience When asked if she would like to become a part of a program uniquely designed to bring people and cultures together to talk sports, Elizabeth Sheaheen from the University of Dayton had one question: Who wouldn’t? From July 11, 2007, to August 17, 2007, the Center for Sport Management Research and Education (CSMRE), housed in the Department of Health and Kinesiology, welcomed 20 students from Indonesia, Nigeria, Russia, Turkey, Venezuela and the United States to the inaugural session of the Fusion Arts Exchange (FAX) American Sports Brand program at Texas A&M University. The students came with a goal of learning everything there is to know about the American Sports Brand, and in the process, experienced something even better. They learned about six unique cultures and a little bit more about themselves. Elizabeth, like many other students around her, was deeply touched by the cultural and educational experience she had after a few weeks of living and learning with people from all over the world. Fellow participant Lorena Sanchez Barrios from the Universidad del Zulia in Venezuela had similar sentiments. “I spent time with so many people and had so many opportunities,” says Lorena. “My dad says that if the opportunity to travel elsewhere occurs, I shouldn’t focus on the place, but the culture. Lots of the things we did and saw were dreams that I had once had — dreams that came true during this program.” The primary aim of the program is to enhance and create a deeper understanding of United States society, culture and values through an intensive and
thorough study and understanding of the formation, development and business practices of the American Sports Brand. “The goal of FAX is to fuel dynamic undergraduate student leaders with an interest in social leadership, public policy, business and other aspects of sport management in the United States,” says Mike Sagas, associate professor of sport management, FAX program director and director of CSMRE. “This was a great opportunity for us to share many of the best practices found in the U.S. sport industry, which is likely the best model for understanding the sport product as a business. The center is very excited to have fostered this multicultural learning experience, and we hope to continue in the on-going activities after the exchange.” “In the first week, we met Coca–Cola, Adidas and Disney — I never thought we’d meet them,” says Andrizil Yoesoef from the University of North Sumatra in Indonesia. Paul Quillia from Indiana University had similar thoughts and was impressed that he was able to speak with sports executives from every American sport. “Being able to get first-hand knowledge from people like this is a one-of-a-kind opportunity,” says Paul. “No other institution can offer this.” The student participants and FAX staff members made a number of sport-related site visits and had an opportunity to shadow a number of professionals in the field and participated in numerous hands-on workshops related to sports business. The educational study tour of the program took the group to Orlando;
Pictured left: Participants of the 2007 FAX Program visit the Daytona International Speedway.
Washington, D.C.; and New York City. The students were exposed to tours and professional lectures and workshops with sport organizations across the sport industry spectrum, including NASCAR (Daytona International Speedway), Major League Baseball, the NBA, Major League Soccer, the PGA Tour and the NFL. The program also exposed participants to six professional sporting events, including a Yankees and Orioles game at Yankee Stadium. “It is impossible to learn one sport in a short amount of time — for some people it takes years,” says Anna Popova from the Institute of Tourism and Hospitality in Russia. “Here, in five weeks, I’ve learned everything about U.S. sports, especially the sports that we don’t have in Russia — baseball and American football.” The FAX program was funded by a grant from the U.S. Department of State and will continue for two more summers. While a new group of students will visit campus in summer 2008, many from the first group would jump at a chance to take part in this unique program again. “ We have different flags and religions,” says Elizabeth, “but we all have the same issues about what we’re going to do as 21-22 year olds. It was an amazing experience — who wouldn’t want to experience something like this again?”
Visit http://csmre.tamu.edu/asb.htm for more information about this program and other research.
Giving Thanks...2007 The College of Education and Human Development would like to thank the many donors recognized in these pages. Through your generous support, the college is able to help meet the needs of our students, faculty and programs. Your gifts enable the college to continue our tradition of excellence in education through teaching, research and service. The individuals, corporations and foundations listed below contributed at least $100 to the college through the Texas A&M Foundation during 2007. All gifts to the college are greatly appreciated.
American Association of Physicians of Indian Origin Dell USA LLC Fidelity Charitable Gift Fund Carl Henninger* Patsy and Pat Kirksey Marathon Petroleum Company LLC. Merck Partnership for Giving Sage Publications, Incorporated Terry O. Smith Janice and John Thomas Verizon Foundation Molly Thornberry Whisenant
Gravelle Revocable Texas Trust Tom Haggai and Associates Foundation Hocheim Prairie Branch 219 Houston A&M Club Barbara and Arno Krebs Mary Jo and Billy Lay Carolyn and Tommie Lohman Louisiana District Council of the Assemblies Harry Lucas, Jr. Kathleen May John W. McCullough, Jr. Andrea and John R. McKenna Florence Oeding Estate Sue and Rick Rickman The Scholarship Foundation Schwartz and Eichelbaum, PC Dell Seiter Texas A&M Club of North Louisiana Texas Instruments Foundation Bruce Thompson Cheryl and John Trott
$500 - $9,999
$100 - $499
Dorothy and Artie McFerrin
$100,000 – $999,999 Lauren McClure, Janice Thomas and Sara Tigerina
Joe Mattei, Clare Cook, Eddie Mattei and Daryl Davis
Jon L. Hagler Foundation Joan C. Read
$10,000 - $99,000
Lynda M. Brown Kay and Jerry S. Cox Maurice Dennis James M. Drew Federation American Association of Physicians of NY/NJ Mary Ann and Gordon Gibson
Alyn K. Abbs Stephanie G. Adams Susan and Bill Ambrose Cathy and Paul J. Batista Frank G. Baugh Michael R. Benz Kerry and Robert C. Berry
Nancy M. Bertsch Suzanne Black Herbert L. Booker Brazos County A&M Mothers’ Club James Crozier Brown Shanna H. Burke Lisa M. Cepeda Michael D. Delp Nils M. Diaz Kaye Dollgener Lena Dunagin James M. Eddy David A. Erlandson David W. Evans First Baptist Church Jody A. Ford Ernest T. Goetz Martha Anne Green Growth Oil & Gas Susan M. Gulig Robert A. Hall Hastings Entertainment, Incorporated E. Wayne Holt Judith S. Holt John R. Hoyle Jan and James Hughes Diane Jackson Deneese L. Jones Joyce E. Juntune Linda Key Mary and David Kissel
Endowed and Planned Gifts Stephanie Knight Erin and James Kracht Charles E. Lake Lamp-Lite Plus Maurice H. Laughlin Jeffrey C. Liew Yvonna S. Lincoln Eddie and Joe Mattei Pamela R. Matthews Royce V. McDonald John B. McKeon Keith D. Newman Kevin J. O’Neill Charles J. Opersteny Richard I. Parker Linda and Paul Parrish James R. Pemberton Thomas K. Perkins Jeanette Phariss Robert A. Power Mary Pridgen Cynthia A. Riccio Peggy J. Ritchey Gerald Van Roberts, Sr. James M. Rosenheim B. Don & Becky Russell Charitable Foundation Sharon Sanders Linda L. Sasse James Scheurich Diane and James Schmitt Deborah C. Simmons Jay K. Sonnenburg Christine A. Stanley John R. Stropp Leigh A. Thompson Edward Wahowski Max D. Weaver Angela R. Welch Wanda Welch Robert S. Woodward, Jr. Jason N. Workmaster Bruce D. Zarosky
The individuals, corporations and foundations listed below have established planned gifts and/or endowments befitting the college through the Texas A&M Foundation. An asterisk denotes a planned gift as a portion of the total amount. We are deeply grateful for the generosity and support of these friends of the college.
Houston Endowment, Inc. Sydney and J.L. Huffines Dorothy and Artie McFerrin Ed Rachal Foundation Joan and Thomas Read
Claude H. Everett Jr. Estate* Carl B. and Florence E. King Foundation Carolyn and Tommie Lohman Sue and Patrick Mahoney* Gary J. Martin*
$100,000 - $499,999
John W. Anderson Foundation Robert G. Cherry Estate* Kay and Jerry Cox W.L. Gerner Estate* Susan Gulig* Mary Evelyn Dunn Hayes Estate* Herman F. Heep and Minnie Belle Heep Foundation Eddie and Joe Mattei Sue and Rick Rickman* Betty and David Smith/Wilda Smith Scott Trust Karen and Terry O. Smith* Omar Smith Estate/Omar Smith Enterprises, Inc.* Claudia and Rod Stepp* Bob Winter
Barbara J. and Walter E. Anderson Mary Barnhill*
James L. Boone Mora Waddell Boone Geraldine Longbotham Bowers Janie and Ralph Bowler* George W. Brackenridge Foundation Beth and Sherman Bradley Linda M. Brown Michelle Thornberry Bunch Capital City A&M Club Todd Christopher Class of ‘66 Michele and Tom Davis* Dow Aggies Sally and Ralph C. Duchin Janie H. & Gordon R. Flack W. L. Gerner* Mary Ann and Gordon F. Gibson Don Hinton Thomas Hogan Alma Dell and Robert M. Johnson Kyle Kepple Patsy and Warren Kirksey Mary Jo and Billy Lay Harry Lucas Andrea and John McKenna Susan and William Ouren Carol and M. Michael Park Grace and Carroll Phillips 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
Karen Morris, Meredith Nichols and Steve Morris
Sue Mahoney, Brittany Foster, Vickie Rincones and Patrick Mahoney
The Right Connection Freshmen Find Success in Learning Communities Making positive connections is an important part of college life. Efforts to help freshmen become successful more quickly at Texas A&M University have taken a front seat at the university and in the College of Education and Human Development. To help students feel more connected to one another and their school, the Department of Health and Kinesiology, like the Department of Teaching, Learning and Culture, has been home to Lohman Learning Communities and the Sport Management Learning Community since 2004. The learning community concept encourages students, who typically come from small towns or who are firstgeneration college students, to become involved in a group that is engaged in common learning situations. Students can meet and interact with other students in their major, form study groups and sessions with the students in their learning communities, and participate in outside classroom activities. The Lohman Learning Communities in the department — Ol’ Sarge and Reveille — and the Sport Management Learning Community are open to all students, although there currently is not enough space in the learning communities to accommodate all incoming freshmen. Since the program began in 2004, approximately 275 students have participated. Students in these learning communities can take courses in biology, math and kinesiology or health education. The students take at least two courses together so friendships can form quickly. “ The students are supported through their first year in a way that helps them take responsibility for their education but also gives them the tools they need to be successful in the environment of a major university,” says P.J. Miller, clinical professor in the Department of Health and Kinesiology. “The students meet and become engaged with students in their majors, which 26
helps them academically and aids in retaining them at Texas A&M.” Faculty and staff meet with students once a week and provide mentorship, study hall and study skills to this select group. This year, approximately 90 students are enrolled in a learning community, which have between 16-25 students each. “Signing up for the learning community was probably one of the best decisions I’ve made at Texas A&M,” says Cade Key, a sophomore sport management major who was a part of the Sport Management Learning Community. “I came to school from a very small town. I did not have the pleasure of knowing a lot of people
already here at Texas A&M. The community opened me up to many other students who were the same major as me. We did a lot of extracurricular activies together, which allowed us to become friends and get oriented with the university.” Research shows that students who make a connection in some way to other faculty and students at the institution are more likely to remain at the institution. “ Today, I still hang out with, study with, and go to class with the same people from my community,” says Cade. “I would definitely recommend the program to incoming freshmen.”
Pictured below: Students in the Reveille Learning Community participate in a service projcet.
College of Education and Human Development
2006-2007 FISCAL YEAR Unaudited
Sources of Funds
State Funds (Including Tuition) Student Fees Grants & Contracts (Including Indirect Costs)* Income from Centers, Institutes, Continuing Education and Other University Funds Endowment Income (TAMF and TAMU) Gifts and Contributions (TAMF and TAMU) Other Income Total Sources
Uses of Funds
Compensation and Benefits (includes TAM Research Foundation) Operating Expenditures Scholarships and Fellowships Development Fees and Other Expenses Total Uses
Outstanding Alumni Awards 25.4M
$18,892,507 $4,590,514 $35,526,552
$1,545,785 $1,034,143 $1,213,427 $105,005 $62,907,933
$33,039,872 $23,442,050 $589,348 $225,223 $57,296,493
ENDOWMENT TAMF = Texas A&M Foundation TAMU = Texas A&M University * Includes multi-year contracts and grants that extend into future years
Thank you for supporting the College of Education and Human Development over the past year. We appreciate your support and look forward to continuing our work
Annually, the College of Education and Human Development recognizes former students who have distinguished themselves in their professions. Nominations are generally due in the spring with awards being presented at the college’s Awards Celebration to be held in the fall. For information on how to nominate someone for the Outstanding Alumni Award, please visit the college Web site at http://www.cehd.tamu. edu/articles/outstanding_alumni and click on Outstanding Alumni or contact Diane Oswald at 979-845-5355 or email@example.com.
You Are Invited
together in transforming lives through education.
Market Value at December 31 (Includes Campaign Commitments)
Programs Scholarships Chairs
College of Education and Human Development
40th Anniversary Celebration In 2009, the College of Education and Human Development will celebrate four decades of transforming lives through education. We hope that you will be able to join us on campus to mark this auspicious occasion. In the meantime, we are looking for photos and stories about the college from alumni, former faculty members and friends. Please visit the college’s 40th Anniversary Web page for more information on how you can get involved. http://www.cehd.tamu.edu/articles/40th_anniversary 27
4222 TAMU College Station, TX 77843-4222