CEHS Magazine - Spring 2015 by WVU College of Education and Human Services

Spring 2015

GAINING A VIRTUAL EDGE

The future of digital education

DEAN’S LETTE

elcome to the College of Education and Human Services. If you are looking for somewhere to grow and develop, you have found the right place. As dean, I am proud of our long tradition and excellence in preparing students who are ready to contribute to the state and nation’s educational and service professions; our students are making a difference in their communities. We provide a pathway for aspiring men and women to pursue careers in human services, teaching, leadership and research. We hire exceptional scholars and educators who design cutting-edge experiences for their students; their diverse perspectives help shape the minds and actions of students while increasing their awareness as they prepare for a 21st century career. Our students are well prepared for their lives as teachers and clinicians through training that matches the revolutionary changes in these fields. We offer innovative programs that currently reflect the human services and education professions. The hands-on, technologically-oriented curriculum features practical outreach in area schools and clinics, including the WVU Child Development Laboratory/Nursery School, 29 professional development schools, WVU’s Reading Clinic, and WVU speech and hearing clinics, which make a significant impact on the health and education of area residents. We strive to enhance the well-being and quality of life of all West Virginians. As a publicly involved college, CEHS focuses on providing an excellent educational experience for its students while simultaneously emphasizing a commitment to the greater good of the communities it serves. We are extremely proud that every West Virginia resident has been or will be impacted by a CEHS graduate. Every West Virginian deserves a world-class educational experience, access to all needed human services and a strong, vibrant economy. Education is the foundation that has always supported a brighter future for West Virginia, America and the world. Now is your opportunity to become tomorrow’s successful global citizen, ready to impact children and families for decades to come. Our college can be summarized in this statement:

Lynne Schrum Dean, College of Education and Human Services

Envision a college of education and human services that is preparing exceptional graduates who empower the citizens of West Virginia and beyond with the ability to transform their lives to reach full potential in an increasingly global society. Through innovative programming, collaboration and cutting-edge scholarship, we intend to fulfill this mission.

WVU is an Equal Opportunity/Affirmative Action Institution. The WVU Board of Governors is the governing body of WVU. The Higher Education Policy Commission in West Virginia is responsible for developing, establishing, and overseeing the implementation of a public policy agenda for the state’s four-year colleges and universities. (103325)

10 ADMINISTRATION Lynne Schrum, Ph.D., Dean M. Cecil Smith, Ph.D., Associate Dean for Research Jane Cardi, Ed.D., Assistant Dean Jeffrey Daniels, Ph.D., Chair, Counseling, Rehabilitation Counseling, and Counseling Psychology Anne Nardi, Ph.D., Interim Chair, Learning Sciences and Human Development Barbara Ludlow, Ed.D., Chair, Special Education Robert Orlikoff, Ph.D., Chair, Communication Sciences and Disorders Dale Niederhauser, Ph.D., Chair, Curriculum and Instruction/ Literacy Studies

College of Education and Human Services Magazine 2 10 14

Danielle Thomas, Public Relations Intern Cathleen Falvey, Contributing Editor

ART DIRECTION WVU University Relations-Design Sheree Wentz, Multimedia Specialist

PHOTOGRAPHY WVU University Relations-News M.G. Ellis, Senior Photojournalist Brian Persinger, Photojournalist

EDITORIAL OFFICE College of Education and Human Services West Virginia University 802 Allen Hall PO Box 6122 Morgantown, WV 26506-6122

Gaining A Virtual Edge Operating Without A Safety Net Understanding childhood trauma is essential for individualizing treatment plans. Alumnus Jennifer Randall is researching helpful options.

Kathy DeWeese, Director of Content Strategy Mary Beth Sickles, Alumni Relations and Special Events Coordinator

Highlights

Graduate student Stefanie Rose is increasing classroom participation using virtual reality.

EDITORIAL STAFF Christie Zachary, Director of Marketing Communications

A Spectrum of Choices Alumnus Dana Cihelkova is helping to define autism symptoms so doctors can quickly identify the diagnostic needs of affected children.

Student Spotlight

Faculty Spotlight

Alumni Spotlight

Giving Forward

Contributions

Class Notes

Faculty Tribute

Phone: (304) 293-5703 Fax: (304) 293-7565 Email: cehsadmin@mail.wvu.edu cehs.wvu.edu CEHS.WVU.EDU

HIGHLIGHT

HIGHLIGHTS A Global Perspective: Turkey

egardless of profession or area of interest, too few people ever get the opportunity to step outside their comfort zone to learn more about what they thought they already knew. From a student perspective, Dr. Ken St. Louis’ International Experience in Communication Sciences and Disorders (SPA 338A) course is that once-in-a-lifetime opportunity — a chance to gain a global perspective in his or her area of study. Six students taking SPA 338A this spring had the chance to study speech-language pathology, audiology, special education, deaf education and other related subjects in Turkey.

St. Louis, a professor in the Department of Communication Sciences and Disorders (CSD), serves as a Returned Peace Corps Volunteer who originally spent time in Turkey in the 1960s. Since 2013, he has led 10 students to the region for an in-depth exploration of the country’s practices. “The objectives are to experience professional practices and perspectives related to communication sciences and disorders in the foreign destination and to achieve personal and professional growth from these experiences,” said St. Louis. Students who traveled to Turkey from May 11 to June 2, 2014, included juniors Bridget Bellardini, Olesya Egelova, Ashley Houchin, Taylor Kieffer and doctoral student Mary Weidner. All are enrolled in CSD Department programs. Weidner called the experience a profound one — at first shocking, then humbling, and overall educational. In a report written after her return from Turkey, she recounted moments that shifted her perspective and enlightened her pedagogy. Being in a different country required her to reexamine actions as simple as putting her feet on furniture or navigating the restroom. It also made her take another look at how she viewed the differences between herself and others.

Students in front of the ruins of the Library of Celsus in Ephesus, Turkey.

“I think we can get used to living life through a narrow lens where all that is seen is a relatively homogenous group of people. It is easy for both sides to point the finger and accuse the other as being the ‘different one,’ but really, it is not a me-versus-them issue. It is really not an issue at all. We have differences, and there is not anything inherently bad about that. But, we must be aware of those differences in order to show respect for our host culture. In that regard, this trip truly rattled my ignorance in many ways.”

I think we can get used to living life through a narrow lens . . . this trip truly rattled my –Mary Weidner ignorance in many ways.

“It is easy to view someone else as being different. They have a different language, they have different colored skin, they have holes for toilets, and so on. One thing that was a learning process for me is that from their perspective, I have the same differences,” Weidner wrote of her experiences.

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After first spending time in Istanbul, the largest city in Turkey and a gateway between East and West, the students traveled to Anadolu University, located in the city of Eskisehir, where St. Louis collaborates with faculty and students in the only dedicated speech-language clinic in the country. Their journey exposed them to the Aegean Sea, to great ruins and a Peace Corps village, where they were able to experience rural

Turkish life. Each student returned with a new perspective on the world, themselves and the professions that they are pursuing. While observing in the speech and language clinic at Anadolu University, the students were struck by the relationships between the speech-language pathologists and their clients. “In every session, both the client and the therapist had a smile on their face, and laughter was common,” said Bellardini. “It made me realize why we decided to be in this major — to help people in a friendly environment.” “One speech pathologist was absolutely amazing,” Egelova noted. “She had so much optimism, and you could feel the positivity in the room.

She was very patient with her clients, and the clients always left smiling. She told me that she always tries to find something that works with each individual client. If something did not go as planned in therapy, she would just move along and try something new, never getting hung up.” Students returned as global citizens, having experienced another culture full of new tastes and sounds, new formalities and new languages. Ultimately, the students returned having realized that the work they do is more than just a job, and it is important that speech-language therapists, audiologists, teachers and virtually every professional working in the communication sciences understand their clients on an individual level, not just a diagnostic one.

Experiences from Reggio Emilia

or the ninth year, CEHS students traveled to the towns of Reggio Emilia and Pistoia, Italy, for an opportunity to view education in a different light. The experience is part of an international study abroad program offered by the College’s Office for Diversity and Global Initiatives (ODGI). The tour is a unique trip coordinated by WVU and Reggio Children, a company established in 1994 to manage the pedagogical and cultural exchange initiatives that had already been taking place for many years between the municipal early childhood services and a large number of teachers and researchers from all over the world. WVU participants have called the study tour a life-changing experience. Accompanied by professors whose work has been influenced by the Reggio Emilia Approach, students visit the preschools and infanttoddler centers of the Reggio Emilia and Pistoia municipalities, where they study ongoing projects and take part in pedagogical presentations and dialogues with teachers. The spring 2014 trip took place from March 18 to 29, when five students traveled to preschools and infant toddler centers in Reggio Emilia and Pistoia. For Corrine Clayton of Moundsville, West Virginia, witnessing the Reggio Approach permanently changed her teaching philosophy. “Before this experience, I knew that self-expression and independence in students was ‘good,’ but I did not realize how able young children are, which is so often underestimated. Children have the capabilities to do such much more than they are given credit for. Seeing their passion for the projects they engage in has opened my eyes to the possibilities for learning in my own classroom.” The other WVU students who attended this year’s trip were Karli Neff from Port Alleghany, Pennsylvania; Brittany Boltz from Mechanicsville,

Maryland; Emily Corrigan from Yardville, New Jersey; and Madison Herrmann from Frederick, Maryland. “I could not be more thankful for my study abroad experience in Italy. Getting to see the preschools in Pistoia and Reggio Emilia and attend lectures by prominent figures in the Reggio Emilia Approach was an amazing experience that I can use in my own classroom. It opened my eyes to new ways of teaching and thinking about school,” said Corrigan of her experience on the trip. “The municipalities of Reggio Emilia and Pistoia, Italy, both support preschool education well, but they are unique towns in different regions of Italy. The educators in each of these towns create holistic learning environments that are responsive to the local strengths and needs. Teachers are not isolated in classrooms, nor in schools,” says Melissa Sherfinski, CEHS assistant professor of early childhood education. “Pre-service teachers who visit Reggio Emilia and Pistoia are learning to examine the possibilities for working relationally among children, families and colleagues, and becoming more thoughtful about the relationships between the educational environment and the children.” Currently, the ODGI is poised to begin several new projects. Students and faculty will work through the office to develop international collaborations in research and scholarship to shape their own pedagogy at WVU and across the region. “We have witnessed the powerful learning that occurs when our students are able to become immersed in international models of excellence in early education, encountering these models in their original cultural context,” said ODGI Director Joy Faini Saab. “As with the Reggio program, when we observe and analyze side-by-side in the Italian classrooms, learning is rich and multilayered, imparting a lasting effect on these students.”

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HIGHLIGHT

HIGHLIGHTS More Arts Integration in the Classroom

lato believed that music and the rest of the arts should be given high priority in education. In today’s world, the arts are fighting for a seat in the classroom and are usually the first programs to lose their funding. Grant Jacobs grew up learning music. He began playing trumpet in middle school, eventually playing bass guitar for a friend’s band during high school. After graduating from the University of Louisville in 2011 with an undergraduate degree in music education, Jacobs began teaching music classes at Prospect Latin Preschool in Prospect, Kentucky. There, he taught 60 to 80 children as young as 3 and 4 years old in the institution’s piano lab. It was there that he began developing his classroom management using music. In a pre-K setting, Jacobs found it useful to base the daily agenda around patterns, much like music.

Jacobs believes the lack of arts integration in many classrooms today may not be due to lack of interest from teachers, but simply a lack of knowledge on how to go about doing so. “A lot of teachers in the general classroom graduate having taken one class in the arts, or they used to play an instrument or dance, and then they lost their passion for it. When they get to the classroom, they simply don’t have the knowledge of how to plug something like music into the general curriculum. I think that’s why we don’t see more teachers using arts integration.”

“Music is nothing but patterns, so it naturally lends itself to teaching. Having everything get into that rhythm, like singing something when my students would come in and having them sing it back to me, then correcting them if their pitch was off, made the class very timing and rhythm-based.”

According to the National Education Association, availability of arts classes isn’t likely to increase. As more schools face pressure to make yearly progress, more students enroll in double English –Grant Jacobs and math classes. Preparing teachers to integrate the arts into a general curriculum may soon be the only exposure many students have to the arts.

Now a graduate student in elementary education at the WVU College of Education and Human Services (CEHS), he uses music in his general curriculum. As Jacobs sees it, it’s a useful educational tool and a way to encourage students to participate in the arts. Unfortunately, he sees few teachers trying to do the same.

“Even though I have only taught in a professional setting for a few years, I have observed a disconnect between ‘arts’ teachers and ‘core subject’ teachers,” said Jacobs. “This is exhibited in national and state standards prioritizing away from arts content and funding following suit. To me, there is a pervasive lack of understanding between arts content and core content educators, with each often digging in their heels, beholden to their own subject area.

Music is nothing but patterns, so it naturally lends itself to teaching.

After taking CEHS professor Ashley Martucci’s arts integration class in spring 2014, Jacobs was inspired to use a variety of the arts — from dance to puppetry and even a yoga routine — in his lessons by including them in the general curriculum. He believes arts integration is a useful method since many schools today are condensing all of the arts into one humanities class or do not have an arts class at all. “For a special education class, I co-taught a differentiated instruction lesson on flamenco with a woman who majors in Spanish. She talked

about cognates from Spanish to English while I was able to talk about different rhythms, teaching theme and variation. Dance, instruments and culture were a part of the lesson as well. Even geography was included because flamenco because flamenco originated in the south of Spain. From that, you could launch into a whole unit on Spain.”

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“The question really becomes, ‘How do we better include arts content into core lessons and use these subjects to support one another?’ If the arts really reflect culture, history, literature, etc. then they should be viewed not only as an imperative part of school curriculum in their own right, but as a catalyst for improving the way we approach culture, history, literature etc. Plus, it’s way more fun this way.”

Creating A Love of Learning

or many children, general curriculum starts in kindergarten. For children attending Kaleidoscope Childcare Center, general curriculum begins in infancy. Creating a childcare facility in which parents could have confidence that their children would receive the best possible care and learning environment is something Michelle Hoskinson had dreamt of doing since college. After graduating in 1993 with her bachelor’s in Child Development and Family Studies, Hoskinson taught in pre-K settings, cared for children as a nanny and directed a preschool. She remembers being inspired by her colleagues’ dedication to their students and wanting to make a difference in childcare. Her dreams became reality when she opened Kaleidoscope Childcare Center in Bridgeville, Pennsylvania, in 2004. “From the education I gained at West Virginia University, through the beginnings of my professional career, I was touched not only by the children that I cared for but by adults who were passionate about their dedication to them,” Hoskinson said of her years after graduating. What makes Kaleidoscope so unique from other childcare facilities? Each child’s care is individualized, Hoskinson noted. The low teacher-to-student ratio enables Hoskinson and her colleagues to provide the best possible care for each child. Kaleidoscope classes range from infant to pre-K, with general curriculum starting for their 1-year-old students. Kaleidescope’s kindergarten

enrichment program exposes students to reading and math with creative lesson plans from an early age. Many pre-K students leave the program having learned skills beyond their years, such as knowing the alphabet, how to write their names, basic math and even how to speak basic Spanish. Hoskinson recalled preparing children for their school years by creating a love of learning was a top priority when she opened the facility. Teachers at Kaleidoscope engage students and their families with a number of activities such as bike day, water day, Olympics and Thanksgiving and 4th of July celebrations. Many of the special activities tie into the curriculum. The Passport Around the World program teaches students about various countries and cultures. After learning about a new place, they have their “passports” stamped. “I decided early on that I wanted to share my own passion with others and open a childcare center where children could grow socially and academically in a loving, comforting environment,” Hoskinson said. “It was with these ideals in mind that Kaleidoscope was born.” “I have been privileged to have been able to work with children from birth through school-age. I’ve experienced diversity in development, learning styles and culture. By continuing to participate in professional development and keeping aware of current research, I have grown in my ability to recognize the needs of the children we service.”

Student Participates in White House Panel

rittany Valdez, a Shinnston, West Virginia, native and graduate student in the educational psychology program in the West Virginia University College of Education and Human Services, participated in a Federal Emergency Management Agency (FEMA) award panel at the White House for National Preparedness Month. Valdez works with the West Virginia assistive technology nonprofit Partnerships in Assistive TecHnologieS (PATHS, Inc.) and is a graduate assistant with the West Virginia Assistive Technology System (WVATS) housed at the Center for Excellence in Disabilities at WVU. These projects are dedicated to increasing awareness of, and access to assistive technology devices and services for individuals with disabilities in West Virginia. PATHS, Inc., in partnership with the Kanawha Putnam Emergency Planning Committee, initiated a project to assist responders in emergency situations using the app TapToTalk for smart phones and tablets.

The project, designed by WVATS project staff member Regina Mayolo, was awarded the FEMA Individual and Community Preparedness Award for Technological Innovation and the White House Champions of Change awards. Valdez worked extensively on the project, creating a series of picture communication systems to help police, fire and EMS providers communicate with victims, witnesses or other individuals who may have communication issues and to translate the albums in six languages for people with limited English proficiency. FEMA received more than 230 applicants from 43 states, and the West Virginia group was among 11 selected. Valdez and the other recipients were recognized at a ceremony held in Washington, D.C. During the ceremony, recipients shared their perspectives, insights, experiences, success stories and lessons learned with fellow emergency management leaders.

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HIGHLIGHT

HIGHLIGHTS Touching History

First Edition of the Emancipation Proclamation is displayed in the WVU Erickson Alumni Center Nutting Gallery during the Touching History exhibit.

n Sunday, August 24, the Center for Democracy and Citizenship Education’s (CDCE) Touching History program opened to the public. Hosted in the WVU Erickson Alumni Center’s Nutting Gallery Room, the program is a rare book exhibit from The Remnant Trust, a public foundation that shares some of history’s most important works on the topics of liberty, human rights, democracy and other of humanity’s greatest ideals. The exhibit at WVU was a direct result of the efforts of Dr. Robert A. Waterson, an associate professor in the Department of Curriculum and Instruction/Literacy Studies (C&I/LS) and director of the CDCE, in collaboration with several CEHS faculty members. The collection consists of such documents as the Emancipation Proclamation, Essay on Human Understanding, The Federalist, Common Sense and the Magna Carta. For Waterson, who has dedicated his life to social studies, bringing the collection to WVU made sense. His research, as well as his experiences, led him to the conclusion that in-depth civics education is one of the ways students become good citizens. The documents displayed in the Touching History exhibit are the foundations for what students are taught today. “It wasn’t until I was taking undergraduate courses that I realized many of [Thomas] Jefferson’s ideals were coined from Montesquieu, Locke, and documents like the Magna Carta,” said Waterson of why bringing the exhibit to WVU was a great learning opportunity.

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“We, as social studies teachers, are exposing our students to something very important. As our social and family structures have begun to change, people have less time to teach their children, and if we don’t pass these ideals along to the younger generations, no one will.” Touching History, Waterson notes, is meant to inspire those who visit the exhibit to want to learn more about the documents. “There is virtually no money for civics education now, which is sad because not only does it benefit individuals, it benefits our country. It’s critical that we do appreciate what we know and how it happened and that we look to our heritage and these ideals that we’ve been taught when we act. That’s where the gap is in education: who came up with these ideals?” Sam Stack, professor and associate chair of C&I/LS, delivered a presentation on August 24 titled Grammatical Institute of the English Language: An American Selection of Lessons in Reading and Speaking, which discussed famed American textbook pioneer Noah Webster. “Webster, like many of his contemporaries, such as Thomas Jefferson, Benjamin Franklin, and Benjamin Rush, showed concern that the citizens of the ‘new republic’ needed a new type of education. While Webster certainly desired a literate nation, he did so by attempting to create a national language that could serve as a means to unify a nation of differing religious and ethnic groups,” Stack said during his presentation. While many of history’s most valued documents are closed inside vaults, placed behind bullet-proof glass or held in private collections

only available to the few and not to the masses, those who attended the exhibit were able to see and touch the documents on display. They heard presentations on why and how these documents came to be, and the changes they created.

Touching History is just one of the many projects the CDCE has taken on to actively engage students and teachers in civics education. The hope is to fuel the desire to learn and teach the heritage behind the ideals people identify with today.

Read Aloud Project

he landmark 1985 study Becoming a Nation of Readers found that reading aloud is the single most important thing a parent or caregiver can do to improve a child’s readiness to read and learn. Yet, only 48 percent of children in the United States are read to each day. College of Education and Human Services Assistant Professor Dr. Bernard Jones in the Department of Special Education is recruiting WVU students to address that problem in the Morgantown area as part of a nationwide initiative to improve education. The “Read Aloud 15 Minutes” campaign was started in 2012 by the nonprofit organization ReadAloud.org, which works with organizations and businesses around the country to make it standard for parents and schools to read to their children at least 15 minutes every day. Jones wants CEHS to partner with student organizations to participate in this initiative and help WVU to become a Read Aloud university.

Pennsylvania. Major multiyear donations have also been provided by BrickStreet Foundation and Energy Corporation of America Foundation. “Support from these organizations has enabled us to sustain and grow since 2008,” said Mary Kay Bond, executive director of Read Aloud West Virginia. “Donations from individuals, other corporations and foundations have also contributed a great deal to enable us to build organizational stability. We are grateful for all — and for WVU’s very real help! This is a budding partnership that we believe offers wonderful opportunities for all involved.”

Julius McCall, a dual major in business and international business, was one of several students who participated in training for the first WVU Read Aloud Day. McCall, from Philadelphia, is president of the WVU Black Student Union, as well as chief of staff for the WVU Student Government Association. He also serves as secretary for the Alpha Phi Alpha Fraternity, Inc., and Pictured Left to Right: Aniciah Jones, Dr. Bernard Jones, and Julius McCall. as a student ambassador for both the Jones became interested in Read Aloud after working with WVU Extension WVU Center for Black Culture and Research and the Division of Diversity, Service at an event called Fatherhood Field Day in April 2014. The event, Equity and Inclusion. which hosted more than 150 participants, was inspired by the National His eagerness to take part in the Read Aloud project was inspired by a desire Fatherhood Initiative. Fathers and their children worked through several to give back. stations designed to foster early developmental learning skills, such as word “Because I am the first of my mother’s children to attend college, I’ve recognition, spelling and arithmetic. During the event, Jones and WVU become a role model to my two brothers, as well as my niece and nephew. Extension Services Agent Eric Murphy read to the children and fathers This university has given me a lot, so why shouldn’t I give back to the who attended. community? The most important thing isn’t just coming to this university Jones says the current CEHS initiative with the Read Aloud campaign was and learning, but also being part of the outreach.” inspired by the Fatherhood Field Day event. The program recruits and In addition to giving volunteers an opportunity to give back to their trains volunteers who will read in classrooms, daycares and after-school community, the program provides them with Read Aloud certification programs for 30 minutes to an hour on a designated Read Aloud Day. training, which will aid volunteers in reading to their own children. Read Aloud West Virginia, a partnering organization, provided training to volunteers on November 6. Plans are in motion for the WVU volunteers to visit an area school or daycare every month for Read Aloud. Jones hopes to eventually implement Support for Read Aloud West Virginia is provided in part by the Claude a district-wide Read Aloud Day when every classroom in the district can Worthington Benedum Foundation, which bestows grants in education benefit from the program simultaneously. and economic development throughout West Virginia and Southwestern

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HIGHLIGHT

HIGHLIGHTS Educational Outreach

he College of Education and Human Services Center for Democracy and Citizenship Education (CDCE) often receives praise for its educational outreach and efforts to promote citizenship learning. The program also takes pride each year in educating teachers who are passionate about social studies and civics. The CDCE seeks to engage students and teachers on a deeper level than, for example, requiring students to memorize the names of the U.S. presidents for a test. Teaching American ideals, such as liberty, equality and democracy, is essentially hollow without teaching their origins in our culture as well, which is something the CDCE prepares teachers to do. Eric Moffa, a graduate student with the CDCE, has taken a particular interest in the status and quality of citizenship education available to students in rural settings. He volunteers his time with the CDCE as he works towards his doctorate in education at the College of Education and Human Services. He also teaches in West Virginia at Fairmont Senior High School, where his classes include Advanced Placement US History and Topics in Government. Born in Fairmont, Moffa decided he wanted to make a difference in social studies in his home state. He earned both his B.A. in social studies education (2005), and his master’s in education (2009) from Fairmont State University. His desire to understand human experiences such as war, culture and citizenship led him to pursue a career in social studies. As part of his work with the CDCE at WVU, he plans meetings and collaborates with public high schools. This year, he led a group of 62 high school students to the CDCE’s Touching History program, a rare book exhibit from The Remnant Trust, a public foundation that shares some of history’s most important works on the topics of liberty, human rights, democracy and other of humanity’s greatest ideals. (See page 6 for more about the Touching History program.) Moffa also collaborates with the CDCE for Constitution Day as part of his high school’s Constitution Week and utilizes CDCE events in his curriculum. This year, Moffa’s classrooms were part of the Constitution and Election Literacy program, during which his students heard from actors portraying Abraham and Mary Todd Lincoln. His students were assigned a primary document analysis related to the program. Being a native West Virginian, Moffa has personal experience with social studies and civics education in the state. Like many rural students, he was not encouraged to have an opinion or take part in politics.

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“As a student, most of my experiences in social studies consisted of rote memorization of history,” said Moffa. “It did not emphasize the social interaction or reflective thinking that citizens need in a democracy.” After he began volunteering with the CDCE in 2012, Moffa took an interest in citizenship education and how it is taught in a rural context. He and CDCE Director Dr. Robert Waterson submitted a paper for the 2015 Association of Teacher Educators conference titled “The Challenges of Teaching Citizenship in a Rural Community,” which addresses the obstacles social studies teachers encounter in rural schools and how teacher educators may prepare them for a career in a rural community. Further research done by Waterson has shown that even though rural communities make up a significant portion of the U.S. population, their voices in politics have been marginalized due to lack of adequate citizenship education. Because of this, it becomes the job of civics teachers to empower rural students to get involved in politics and become active citizens. “Rural people tend to be marginalized and stereotyped,” said Moffa. “For me, it’s important for all students in our nation to get a high-quality education in citizenship.” In 2015, Moffa and Waterson will present their paper at the 2015 Association for Teacher Educators conference in Phoenix. Moffa hopes that the paper will bring to light the difficulties of teaching citizenship education in a rural setting and generate conversations that will lead to improving teacher education. For the moment, Moffa will continue to volunteer with the CDCE and advocate for the change he wishes to see in social studies classrooms through provoking deliberative discussion of citizenship. “Placing an emphasis on the relationships that we have with each other, sharing opinions and perspectives, is what’s important in my classroom, because that social life is what formulates our understanding of the world,” he said. “I’d like for discussion of controversial issues to become a central focus of every social studies classroom. Students must learn to respectfully evaluate others’ perspectives and form shared understandings on social and political issues.” Moffa is currently working on two papers for publication, the first titled Teaching Students the Ethical Dimensions of Citizenship. He and Waterson will present “Applying Deweyan Principles to Global Citizenship Education in Rural Contexts” to the National Council for the Social Studies’ International Assembly in 2015.

College of Education and Human Services – WVU

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GAINING A

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A VIRTUAL EDGE

the future of digital education

WRITTEN BY DANIELLE THOMAS

For three years, College of Education and Human Services (CEHS) Special Education Professor Melissa Hartley has used a virtual reality program called Second Life to replicate the classroom experience with her master’s students. Featured in last year’s edition of CEHS Magazine, Second Life has proven to be an effective teaching tool with Hartley’s students. Now, West Virginia University graduate student Stefanie Rose has taken the program used to teach her and many of her peers and begun to use it in her own classroom. After taking Hartley’s class, Rose, who teaches special education classes while earning her master’s in multicategorical special education, saw Second Life as an opportunity.

Photo Credit: R. Nial Bradshaw via Creative Commons Attribution

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“In my current teaching position, many of my students with exceptionalities who are receiving instruction in the general education inclusion setting need a lot of additional instructional support in order to increase their level of success in that environment,” said Rose. “These students often have deficits in attention, reading skills, memory skills and processing skills. They struggle with independent work, often not knowing how to study and sometimes not having the necessary support at home.” While students requiring the highest levels of support are enrolled in an additional support class with her,

so when my real voice is added, it really mimics interacting with the real me.” When the colleague remarked that she (also a teacher) found herself talking back to her avatar on the screen, Rose saw a solution to her worries. Providing her students with the support they needed suddenly seemed possible. “I realized that this technology, though screen-recorded and not in real time, is nonetheless highly engaging for users. I thought that if I could integrate my teaching strategies into material previously taught by the general education teacher [in the inclusion classroom], I could create a support tool

I created my avatar to look like me ... so when my real voice is added, it mimics interacting with the real me. –Stefanie Rose with just one 45-minute class period each day to cover four core subjects, Rose found it difficult to cover all of the core subjects and meet the diverse needs of her students. In February 2014, Rose set out to create videos on topics discussed in her inclusion classroom that she felt needed more attention. In doing so, she created the means to provide academic support for her students that imitates real instruction using a virtual version of herself. “There also was no time in the day to assist those students not in my support class — those requiring lower levels of support as well as the general education students in my inclusion classes.” Rose saw Second Life as one way she could provide additional support for all of her students. After a colleague expressed interest in Second Life, Rose decided to create a demonstration video.

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that could be accessed outside traditional school hours and as many times as was needed by each learner.” Rose uploads her lessons to video sharing site YouTube, as well as another video sharing site called TeacherTube. They can be viewed as many times as needed for free and if she is not able to attend a class, Rose can create a virtual lesson of that day’s material for her substitute to use. One of her virtual lessons, Countries of South America, aids students in map skills. Another, Skeleton, Skin, Muscles, is a review of the skeletal and muscular systems of the human body. Her lessons utilizes evidence-based practices such as mnemonic devices, thinking aloud, patterns and associative word strategies. By Rose programming her avatar to ask questions or asking her students to repeat something, the lessons also allow students to participate. The lessons also work as study guides for upcoming tests.

“I knew that whatever benefited my most struggling students would also benefit the others.”

“In addition to making her virtual lessons engaging to students, Stephanie incorporates a wide variety of evidencedbased practices into her lessons such as graphic organizers, scaffolding of instruction and mnemonic devices,” said Hartley.

“I had created my particular avatar to look like me, although there are ready made avatars to choose from. My avatar has the same body type, hairstyle and style of clothing that I wear,

Since February, Rose has collected data on 90 students with and without exceptionalities, and the results speak for themselves. The average score on a maps test prior

to the virtual lesson was 67 percent. After implementing the virtual lesson on maps, the average score increased to 84%. In another instance, average scores rose from 30 percent pre-test to 80 percent post-test. Students also began applying the teaching strategies used in the virtual lessons to studying for other tests that did not have a matching virtual lesson. Along with their scores, Rose notes that her students’ selfconfidence has also increased. “My students who struggled the most with special needs began performing at 100 percent mastery on multiple map tests once virtual lessons were implemented. The confidence they gained from performing at this level created motivation that had previously not been observed. They began looking forward to the next test, knowing they had strategies and tools for success. Students had previously relied on others to help them study; virtual lessons allowed them to become increasingly self-regulated learners. “ Since creating her virtual lessons, Rose has been nominated for several awards in her district. Though her colleagues have

My students who struggled the most began performing at 100 percent mastery on multiple map tests once virtual lessons were implemented. –Stefanie Rose not yet created their own virtual lessons, Rose says several have shown interest. In 2015, she will present information about creating and using virtual lessons with Hartley and Barbara Ludlow, chair of the CEHS Department of Special Education, to the Council for Exceptional Children’s national conference in San Diego. She plans to move forward with her digital lessons in the hopes that more teachers utilize it to improve classroom experiences for educators and students alike. To see the videos that Stefanie Rose is creating, please visit: http://bit.ly/11OtC8C or http://bit.ly/1AbGIIJ.

Photo Credit: (right) Jeffrey Meyer via Creative Commons Attribution-Noncommercial-ShareAlike CEHS.WVU.EDU

WITHOUT A

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SAFETY NET

When Jennifer Randall received a phone call informing her that her father had been in a car crash, she didnâ&#x20AC;&#x2122;t need the social worker on the other end of the line to tell her that his prospects were dim. WRITTEN BY DANIELLE THOMAS

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A researcher in the field of counseling herself, Randall recalls knowing the severity of the situation simply by hearing the tone of the caller’s voice. Family, faith and community were what carried her through her father’s recovery. Her experience with his accident helped Randall to realize how lucky she is to have a support network and inspired her to help others who need help recovering from trauma. Randall was steered toward her career path from an early age. Her mother’s family stretches back more than four generations in West Virginia. Randall spent much of her childhood years along the Buckhannon River, but also had the opportunity to venture beyond the Appalachian Mountains to her father’s native New Jersey.

These early childhood traumas predispose children to other issues later in life, such as dangerous behaviors like drug abuse, often creating a harmful cycle. This way of life, Randall says, is common in many Appalachian communities. She believes interrupting the cycle starts with proper education in communities around the state and among mental health professionals. Since graduating from the West Virginia University College of Education and Human Services in 2011, Randall has worked with –Jennifer Randall organizations to develop trauma-informed systems of care that identify and treat what is known in the mental health community as developmental trauma disorder (DTD).

Pain does not skip over anyone in this life. It is vital that we educate one another about how to inspire hope.

Growing up, she witnessed the effects that being from a low-income family had on the children around her. Problems often associated with low socioeconomic status (SES) include instability in the home, loss of family, addiction and many other issues. “I wondered, why did I have a mother who could stay home and provide my brother and me with the best possible preparation for our daily lives when so many children I saw around me didn’t have one stable parent, let alone two?” In a region where lower SES often means having to endure more hardship, resilience is a prized trait that many wear like a badge of honor. But due to a lack of proper infrastructure in the institutions set in place to offer support, as well as a general lack of education in how to cope with trauma, many people who suffer a psychological trauma find themselves “operating without a safety net,” as Randall puts it. According to Randall, many West Virginians don’t question this way of life, instead counting their friends and families as their support networks. However, especially for children and young adults, the ability to cope and move forward can be difficult. It is a story not unfamiliar to native West Virginians. Children living in low SES households are statistically more likely to have an unstable family, be neglected and witness drug and alcohol abuse, among other issues.

While DTD has yet to be classified in the “Diagnostic and Statistical Manual of Mental Disorders,” Randall and many in her field continue to push for formalizing diagnostic criteria. Currently, the closest diagnosis is post-traumatic stress disorder (PTSD). Many supporters argue the diagnosis of PTSD does not adequately take into account the severity of childhood trauma, and without proper education, mental health professionals cannot adequately treat individuals who suffer from DTD. “We often use the word ‘rehabilitation’ as the hallmark for effective therapeutic treatment. However, we do so at the peril of ignoring the fundamental differences in the ability to succeed between those who have access to resources and those who do not,” says Randall. “We fail our own people, especially in Appalachia, when we assume that we all have the same set of bootstraps with which to pull ourselves up. It is a dangerous fallacy.” The most compelling case for DTD is the Adverse Childhood Experiences (ACE) Study, which tracked more than 17,000 individuals between 1995 and 1997. The study confirmed that certain experiences, such as neglect, sexual abuse or witnessing domestic violence, predisposed participants to health, social and economic risks. While low SES doesn’t guarantee that an individual will experience childhood trauma, it increases the likelihood. Without proper treatment, those risks can ultimately lead to serious illness and lower life expectancy. Randall and many mental health professionals believe developing informed systems staffed by mental health professionals who are educated on DTD is the first step in successful rehabilitation.

Socioeconomic Status (SES) is an economic and sociological combined total measure of a person’s work experience and of an individual’s or family’s economic and social position in relation to others, based on income, education, and occupation.

Developmental Trauma Disorder (DTD) is a disorder that is not yet classified, but may be affecting thousands of youth in low economic communities.

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Randall works with organizations around the state to examine how traumainformed systems of care can contribute to a better understanding of how to recruit, train and retain staff. She is currently conducting a one-year qualitative study with CEHS alumna, Angie Shockley, of Q&A Associates. Located in Canaan Valley, Q&A Associates is a private residential setting for young adults working through DTD.

individualized programming for students rather than an inert, contrived outcome where we are pushing or pulling people towards what their parents want, or what society wants, or even what we think they need,” said Randall of the program. “We are not in the business of telling others what to do and instead rely on a wonderful staff to help our mission of creating opportunities for our clients that support their goals and dreams.”

“It is vital that we have people working with traumatized youth who understand the process of being educated about trauma, its impact and potential interventions to reduce further retraumatization.”

“Pain does not skip over anyone in this life,” Randall added. “It is vital that we educate one another across disciplines about how to inspire hope. That is why there are two large-scale projects currently in the works at both the community and corporate level to provide effective programming among those that are at the highest need for understanding the impact of trauma across the lifespan.”

The young adults who participate in the programs at Q&A Associates come from all over the United States and have often already been in multiple therapeutic programs before. According to Randall, they may be working with drug addiction or unaddressed traumas, and some may have an autism spectrum disorder that makes it difficult for them to find a community in which they are valued members. They met while working at another treatment program in West Virginia for at-risk youth. Both believed that program’s therapeutic environment was aimed more toward contrived outcomes than preparing adults to be successful outside of therapy. Randall’s study with Q&A Associates will help measure the success of the program from perspectives of the staff. “Jen will interview our staff and apply her data to the success of the clients. We will be able to see where their success lines up with our staff, giving us a better idea of how they are helping our clients’ rehabilitation,” said Shockley. For Randall, she hopes the work will contribute to further individualizing therapeutic treatment plans and to helping professionals and their clients better understand DTD. “It is a vital combination for the work we do as we consistently enhance our trainings to support the individual needs of our students and their families. Staff are currently engaged fully in an ongoing data collection process at the national level that will support their efforts in creating

While she never pictured herself as a researcher growing up, Randall said she was surprised to find her inquisitive side asking questions that span neuroscience, positive psychology, trauma-informed systems, counseling and the very nature of learning. Randall’s personal mission is to continue to be of service to both her clients and colleagues and create an open dialogue on how to enhance the skills of professionals working in trauma-informed systems. This is an ongoing goal she does not intend to stop pursuing anytime soon. Not immune to personal trauma (her father’s car accident), Randall wrote a book about it. In “Beyond the Big Top: How Crisis Changes Everything,” she wrote, “When something so awful floats into your world on a Tuesday morning that you can’t figure out where you are for the next six months, it makes sense that someone would try to write a book about it.” She currently has a second book in the works that will focus on the experiences of women who grow up in, leave and debate returning to Appalachia. “I want to close the gap between those who can achieve and those who do achieve. An educated workforce, receiving training and ongoing support from a network of caring and committed leadership in our schools, juvenile detention centers and residential treatment centers, is my answer for how to do so.”

Post-Traumatic Stress Disorder (PTSD) is a type of anxiety disorder. It can occur after you have gone through an extreme emotional trauma that involved the threat of injury or death.

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WRITTEN BY DANIELLE THOMAS

Dana Cihelkova was not a traditional West Virginia University student. Originally from Prague, she was unable to attend college and earn a degree there because she did not fit certain standards set by the then-communist government in what is now the Czech Republic. “I really wanted a degree, from the time I was a very little girl,” she said. “But the Czech Republic was a communist country when I was growing up. You had to have a certain profile to go to a university. The doors were closed for me.” Cihelkova instead worked as a freelance anti-communist journalist, eventually getting a job with the Czech Department of Defense. During that time, she traveled to Bosnia with the United Nations. In 2002, at the age of 29, she came to West Virginia at the invitation of someone who had read her articles. In a 2006 interview with WVUToday, Cihelkova recalled her travels to Bosnia and West Virginia as two defining moments that led her to want to help others. “When I was younger, I was more self-focused,” she explained. “But in Bosnia, I saw the consequences of the civil war — people with no legs, children with nothing. So now I want to help other people.”

and a master’s in educational psychology. That’s where she met Dr. Daniel Hursh and became interested in his research on autism. “Dr. Hursh had a vast impact on me as a person and as a researcher. When I started to work with him as his advisee, I did not have any research interests of my own. Dr. Hursh provided me with the opportunity to learn about research in a very safe and encouraging environment. His work was toward developing empirical evidence for the Competent Learner Model, which is a complex behavioral intervention for children with autism. While I was working with him in the field in schools in rural West Virginia, I also read a substantial amount of literature about autism and autism treatments.” Cihelkova said from this study and experience, she came to the conclusion that we need to do something different in autism research in order to advance it. She credits Dr. Hursh’s mentorship for much of her current success.

Upon her arrival in Morgantown, she saw the opportunity to achieve two goals: to earn a degree and to help others. So she applied to WVU and graduated in 2006 summa cum laude from the Eberly College of Arts and Sciences with a bachelor’s degree.

“Dr. Hursh always supported any idea I had by developing critical feedback and helping me to further develop my idea. I never heard from him that he does not have time or that he has too many students. This is exactly what made the difference for me.

She continued her education at the College of Education and Human Services (CEHS), where she earned a master’s in rehabilitation counseling

“At first, I was kind of just learning. Gradually, I began developing an interest in making a difference in this field,” she said.

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Studying Autism Autism can be perplexing, falling under a range of several disorders along a spectrum. With an array of treatments available for autism spectrum disorder (ASD), parents often do not know which treatments will be the most effective for their children. While behavioral intervention treatments show promise, there is a lack of a systematic evaluation for those treatments. Cihelkova has developed a model for evaluating autism spectrum treatments that will help to shed light on how treatments work.

model. In addition to her Dynamic Evaluation Model, she also works on grant-funded research for the Institute for Human Development led by Dr. Trina Spencer. Cihelkova’s theoretical contribution this year involves the development and evaluation of a methodological tool that will allow for generalization of single-case experimental designs. She completed the theoretical part of her research, and now she is working on a research design that will allow her to test –Dana Cihelkova the method derived from her theory. If the tool works, it could represent a revolution in research methodology.

Each child with autism is very different ... we want to break down the autism spectrum, which is an unsorted mix of highly variable symptoms.

Presented at both the 2014 American Education Research Association and the 2014 Association for Behavior Analysis International annual meetings, her Dynamic Evaluation Model is a five-dimensional program evaluation model developed to allow researchers and practitioners to evaluate autism treatments. The model is complex, with each dimension representing a different function and methodology for data collection and analysis. “Each child with autism is very different,” said Cihelkova. “They can be high functioning to very low functioning. Sometimes, professionals can identify this very quickly in children, while other cases have various subtle factors to consider. We want to break down the autism spectrum, which is an unsorted mix of highly variable symptoms, into autism symptom categories, which are databased and specifically defined divisions of symptoms. “By providing information to parents and health providers concerning what kind of available treatment would be an optimal fit for a child with specific symptoms, we can greatly improve intervention,” continued Cihelkova. We will provide pediatricians with a table evidencing the autism symptoms distributions — their type, intensity and frequency — so that they can enhance their diagnostics. The same information may be of considerable value in autism epidemiology research as well.”

“Dana has a rare talent in that she is able to see the big picture, integrating work and methodologies from a wide range of fields,” said Curtis. “She has leveraged insightful critique of existing ASD research approaches into a revolutionary approach to move the work forward by integrating research approaches from other fields.” For now, Cihelkova enjoys being on the research end of things. She considers herself a predominately theoretical researcher. However, she says that the distance between theory (textbook) and practice (real-life events) is enormous. Cihelkova life’s mission is to make this distance smaller. Her absolute passion is to solve problems, and she loves to cooperate with other researchers to create multidisciplinary teams. Eventually, she wants to develop methods and tools that will enhance research and diagnostics in cancer.

Cihelkova now conducts her research at Northern Arizona University as part of a nationwide effort to assess treatments for autism over the next three to five years. Eventually, she hopes to expand research to an international scale. She continues to collaborate with CEHS professors Dr. Reagan Curtis and Dr. Daniel Hursh in gathering data for the

Photo Credits: (top left) sciencesque on Flickr via Creative Commons Attribution-ShareAlike; (middle) Eric Lam, via Creative Commons Attribution-Noncommercial; (bottom right) Silvia Lorenzo, via Creative Commons Attribution-Noncommercial-NoDerivs.

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SPOTLIGHT MEET OUR

STUDENT AMBASSADORS The College of Education and Human Services has a fantastic group of student ambassadors who love what they do. They are an intricate part of the

success of the College in terms of recruitment activities and events, but they serve the University and the Morgantown community in a greater capacity. They are the face of CEHS. “Through community service projects, recruitment and college events and meetings, I have gained first-hand experience concerning the impact that students and faculty can have not just in their college but their community as well,” said Autumn Gerau. Autumn is a second-year graduate student in the Master of Arts and Certification (MAC) program in Education. Her areas of emphasis are secondary education social studies and journalism. Student Ambassadors is an honorary group of 6 to 12 students selected from undergraduate and graduate programs in the College of Education and Human Services. Its purpose is to provide service to the College through participation in recruitment events, phonathons and alumni events, form close relationships with alumni and generate loyalty and pride for the College. Students must apply each year but may serve two years. “These students really have become the face of the College. For the most part, they are the first contact prospective and admitted students make when visiting the campus for the first time. Additionally, they are the cheerleaders for their programs and University life,” said Mary Beth Sickles, CEHS Student Ambassadors advisor. “This program is a good confidence builder because they see first-hand how their contribution positively impacts other student perceptions and experiences.” The ambassadors have had service learning projects with the Bartlett House. They also participate in WVU’s Trunk-or-Treat event at Halloween and many are certified in the Read Aloud program. “Primarily, I have enjoyed the opportunity to get to know peers and faculty outside of my major through the variety of activities we take part in,” said Gerau. New to the group and the only male ambassador, Les Mallow is loving his experience so far. “The Student Ambassador program allows me to recruit, encourage and support future Mountaineers who begin their career path with the College of Education and Human Services. Also, I have the privilege to work predominately with women who I hope to learn from while we share this experience for the next few years. Lastly, I foresee this dynamic program to assist me professionally for years to come.” Pictured Left to Right, Front Row: Addie Schneid, Jessica McCollum, Jennifer Ballard; Second Row: Michelle Valentine, Christianna Shaffer, Whitney Oliverio, Jacinda Evans; Third Row: Courtney Miles, Rachel Keener, Julia Marzano; Back Row: Les Mallow, Jr., Olivia Plazak.

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SPOTLIGHT

Shannon Bennett Campbell earned all three of her degrees from WVU’s College of Education and Human Services: a

bachelor’s in education in 1974, a master of arts in counseling and guidance in 1975, and a doctorate in education administration with an emphasis on personnel development in 1986.

By 2011, she attained permanent professional certification status for every education certification West Virginia offers, but her passion has always been counseling children. She was nominated into the College of Education and Human Services 2014 Jasper N. Deahl Honors Society for her service to her field and dedication to the University. Campbell began working with children early in her career. While serving with the Board of Regents in southern West Virginia, she was responsible for 29 high schools throughout seven counties, traveling more than 26,000 miles her first year on the job.

Library. The following year, she began working in Randolph County, where she served as a counselor for more than 30 years, 10 of those spent as director of personnel and public relations. During this time, she also taught as an adjunct professor for Fairmont State College one evening a week. Campbell traveled between three rural schools as a counselor, working with ages K-12. At one school alone, she was the sole guidance counselor for more than 900 students. “A school counselor’s time is split between so any tasks. In my last 10 years of counseling, I was very fortunate to work with a principal who believed in letting counselors actually have time just for counseling students, and I was able to help a lot of children because of that.” Remarked Campbell, “I had a lot of outstanding students who were really interested in succeeding. Counselors are typically drawn to the problems, but I always tried to allow time to work with a great number of students and to teach them to be high achievers, to stand on their own feet and be able to help other people someday.”

No matter what age we are, there is always some idea, some skill we can share to improve society. The task to make things better never ends.

“I was helping disadvantaged students get scholarships to go to college,” said Dr. Campbell. “That first year, I had 220 clients in those 29 schools.” Since then, she has completed nearly 40 hours of seminary training and dedicated her career to the West Virginia Public School System. In 1976, Campbell spent three months helping Weston, West Virginia, to develop their own children’s library within the Louis Bennett Public

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Campbell decided to focus on teaching her students skills that would help carry them forward in their lives, like how to research and apply for scholarships, how to write resumes and how to give good handshakes.

–Shannon Bennett Campbell

Eventually, she decided she wanted to work on a larger scale toward improving schools. After six years as a junior high counselor, she returned to CEHS to earn her doctorate in education administration. While she used her skills as Director of Personnel and Public

Relations for Randolph County Schools, she continued to work with children and remained active in her community. She was president of the Central District General Federation of Women’s Clubs and the Woman’s Club of Elkins, chaired several state committees, and organized a WVU alumni chapter. Campbell is also a guest columnist for the Elkins newspaper, The Inter-Mountain. She has authored more than 40 articles on different tourism spots in West Virginia and aims to publish the 50th by the end of this year. Today, she continues to give her time to shaping children’s education. She currently heads Anderson and Company, where she writes, performs and customizes children’s programs that highlight community values and enhancing quality of life. This year, she began authoring a series of coloring books that she plans to publish. Each features a unique mountain culture from somewhere in the world. The idea for the series came to Campbell as she noticed more and more that children who are happy tend to display fewer at-risk behaviors. Campbell says the books discuss the importance of being outdoors, learning about nature and music, preparing good meals and that all of those things can be fun activities. “I have always found that if people can fill their lives with happy activities, they don’t feel the need to bring harm to others or to themselves.”

The first book, “Color Me a Mountaineer,” highlights the most closely held values of Appalachian culture, such as family, enjoying nature and practicing religion. “The two things that really influenced me growing up were the state 4-H Camp in Jackson’s Mill and growing up in the church,” she said. “Most of the children I worked with that had some kind of spiritual foundation had such a well-developed idea of where they fit in the world and where the world fit around them. The book doesn’t direct anyone into a particular faith, but having hope is key in developing coping skills, and that’s something I wanted to discuss.” In addition to working with Anderson and Company, Campbell enjoys coaching youth basketball at her church and volunteers time with her ventriloquist puppet, Anderson, to deliver weekly after-school sermons for a children’s church service. Through all of it, Campbell encourages her fellow baby-boomers to lend their skills to their communities. “No matter what age we are, there is always some idea, some skill we can share to improve society. The task to make things better never ends. When we lose our ability to care and produce, we lose our youth. I think I just enjoy being young at heart, and I hope my continued involvement will inspire others my age to give what they can to their communities and state. In so many ways we have much to build on here in West Virginia. We just need some steady minds and hands to help bring on the next generation of caring people and ensure caring communities in which they can thrive.”

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2014 CEHS Hall of Fame

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Recipients

The College of Education and Human Services (CEHS) honored its 2014 Hall of Fame recipients on Friday, October 10, in a ceremony at the WVU Museum Education Center.

Hall of Fame inductees are individuals with a record of outstanding achievements who have contributed in a significant way to the vision and mission of the College. CEHS began giving the awards in 2004, and they are sponsored by the CEHS Visiting Committee. Welcoming remarks were delivered by Dean Lynne Schrum. Biographical narratives and awards were presented by Hall of Fame Committee Chair Anne Nardi.

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“The inductees for this year were selected for their contributions to the mission and goals of the College,” said Nardi. “This group of six individuals is a diverse group, representing excellence in meeting the mission of CEHS. They range from a college president, a philanthropist, a talented corporate executive, and individuals with strong and sustained contributions to the higher education institutions and to the professions. We are proud to honor them and honored to have them in the 2014 CEHS Hall of Fame.” Inducted into the 2014 Hall of Fame were Pamela Balch of Buckhannon, West Virginia; Mary Ellen Burris of Rochester, New York; Joe Evans of Glenville, West Virginia; Donald P. Lauda of Aliso Viejo, California; Dr. Thomas P. Lombardi of Morgantown, West Virginia; and Kathryn C. Vecellio of Palm Beach, Florida.

Top Photo, Left to Right: Kathryn Vecellio, Dean Lynne Schrum, Donald Lauda, Thomas Lombardi, Pamela Balch, Mary Ellen Burris and Joe Evans. Bottom Left Photo: Dean Lynne Schrum with guests at the 2014 CEHS Hall of Fame ceremony. Bottom Right Photo: Hall of Fame Committee Chair Anne Nardi congratulating recipient Joe Evans.

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Pamela Balch

Buckhannon, West Virginia Balch received her Ed.D. in curriculum and instruction in 1977. She was appointed as president of West Virginia Wesleyan College in 2006. In 36 years of service in higher education, she has served as president of Mayville State University in North Dakota and vice president of academic affairs and dean of faculty at Bethany College in West Virginia. Under her leadership, West Virginia Wesleyan was listed as a first-tier college in the Southeast for the last two years in the US News & World Report Best College Guide. Wesleyan ranks first in the number of Appalachian College Association scholarship recipients over the past five years, and 17 students have been named international scholarship winners (including 13 Fulbright Scholars) during the past eight years. Balch also worked on a $1.6 million Title III grant aimed at assisting non-traditional students and has received several awards and recognitions throughout her career. A strong advocate for science education, she worked with the Wesleyan Board of Trustees and faculty to add a $8.9million, 23,000-square-foot research center to the Christopher Hall of Science.

Ellen Burris

Rochester, New York Born in West Virginia, Burris is senior vice president of consumer affairs for Wegmans Food Markets, Inc., in Rochester, New York. She graduated from the CEHS in 1955 with her B.S. in Education. Her career accomplishments include receiving the Food Marketing Institute’s Esther Peterson Award in 2000 for consumer service, and co-authoring and co-hosting the award-winning educational television series and food shopper’s guide, Be a Better Shopper. After joining Wegmans in 1971, Burris created a 100-person department responsible for consumer response. Throughout her career, she has been recognized on several occasions for her dedication to Wegmans’ consumers and maintaining quality assurance. Currently, Burris serves on the Dean’s Advisory Committee at the University of Rochester‘s

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Warner Graduate School of Education and Human Development. Other board positions include the Healthi Kids Policy Team of Finger Lakes Health Systems Agency, which focuses on helping children have healthy food to eat and active play.

Joe Evans

Glenville, West Virginia Evans earned his doctorate in curriculum and instruction from the CEHS in 1976. Nominated for the award because of his total dedication to science education throughout the state of West Virginia, he has participated and continues to participate in several education initiatives. Evans set out to reform science education early on. Under his guidance, the West Virginia Department of Education developed the workshops that continue to educate middle and high school science teachers on chemical safety to this day. In the 1990s, he served in a leadership position for a multimillion-dollar federal grant to redesign science curriculum in the state. He was recently appointed to the leadership team for the adoption of the Next Generation of Science Standards, created by the National Research Council and the National Science Teachers Association to develop a framework for the scientific curricula taught in public schools around the country.

Donald P. Lauda Aliso Viejo, California

Lauda conducted his post-doctoral studies at the CEHS from 1969 to 1970. It was there that he began to conceptualize his ideas of teaching technology education as part of the general curriculum in public schools. He continued his work after becoming the chair of WVU’s Technology Education Department. His philosophies and teachings on technology and engineering education have touched thousands of students in public universities. During his career, Louda served as dean of the College of Health and Human Services, California State University, Long Beach; president of the Council on Technology Teacher Education; and as president of the International Technology Education Association. Today, he is

widely regarded as one of the founding fathers of technology education. Lauda concluded his tenure by embarking on an entirely new venture. He became an internationally recruited consultant and lecturer on the topic of the status of alternate and complementary medicine in the United States. Lauda’s accomplishments continue to contribute to the profession and his community.

Thomas P. Lombardi Morgantown, West Virginia

Lombardi taught in the College’s Special Education Department from 1971 until 2001, when he retired as professor emeritus. A tireless advocate for individuals with special needs, he can be considered a pioneer in his field, having authored over 80 books, articles and monographs during his career. Elected vice president of the organization now known as the American Association on Intellectual and Developmental Disabilities, Lombardi was named member of the year by the Council for Exceptional Children and was recognized as an outstanding teacher by the College three times. An author for several Phi Delta Kappa fastback books, he was a featured speaker at many PDK chapters in the U.S. and Canada. He also received a U.S. Fulbright Award to develop a special education teacher training program in Lisbon, Portugal. Lombardi established an annual recognition award for a student with special needs graduating from Monongalia County Schools and wrote and directed the Dean’s Grant, which is designed to prepare all CEHS students and faculty for responsible inclusion. He and his wife, Estelle, also recently established a WVU Foundation scholarship for a student planning to teach in special education.

Kathryn Cottrill Vecellio Palm Beach, Florida

Kathryn Cottrill Vecellio is a West Virginia native who graduated from WVU with a bachelor of science in biological sciences/ secondary education in 1971 and a master’s of art in guidance and counseling in 1972. Although she still has a home in West Virginia,

Vecellio has been a resident of Palm Beach County, Florida, since 1979 and has worked as an organizer, fundraiser and development volunteer for many community, charitable and educational organizations in that area and throughout the country for more than 40 years. Following in her parents’ spirit of philanthropy, Kathryn has established a reputation as a “hands-on” volunteer. Recently, she chaired the Palm Beach Heart Ball and raised a record-breaking $2.48 million, making it the most successful Heart Ball in the nation. She also served as a trustee for many organizations, including Palm Beach Atlantic University, Palm Beach Community College Foundation, Norton Museum of Art, St. Mary’s Hospital, Intra-Coastal Health Systems, Benjamin School, the Center for Children in Crisis and the Center for Family Services. Additionally, she served on the visiting committee for WVU’s College of Education and Human Services (CEHS) for 14 years.

Vecellio is currently serving as a trustee on the National Board for the Leukemia Lymphoma Society (which awards over $60 million per year for research to further its mission to eradicate blood diseases), the Massachusetts Eye and Ear Infirmary, the Kravis Center for Performing Arts, the Schepens Eye Research Institute and the Vecellio Family Foundation. She also serves on the Cleveland Clinic Florida Health and Wellness Center Leadership Board, the American Heart Association Palm Beach County Market Board of Directors and the National Development Committee for NSDAR. With a lifetime of work volunteering and many years of full-time community service, Vecellio’s honors and distinctions are many and include Florida’s Finest Award for Community Service – Gov. Laughton Childs, Women in Leadership Award – Executive Women of the Palm Beaches, the William Booth Society Award – Salvation Army, Outstanding Volunteer Fundraiser Award – Association of Fundraising Professionals, Women

of Distinction Award – Palm Beach Atlantic University, to name but a few. Vecellio and her husband of 39 years, Leo, and their two sons own the Vecellio Group, Inc., which has been one of the nation’s top 400 contractors since 1938. Their family foundation has supported 344 students with a total of $2.9 million scholarship dollars and has donated $6.3 million to the needs of many West Virginia and Florida organizations, charities, communities, and schools. A dynamic volunteer, activist, educator and fundraiser, Vecellio has continued to be loyal to WVU. She has funded the Dr. Clarence C. and Maxine D. Cottrill General Dentistry Endowment for Continuing Education and the Cottrill Dental School Scholarship in honor of her parents, as well as the Kathryn C. Vecellio CEHS Scholarship. In addition, the Vecellio Family Foundation has donated funds to various other CEHS projects, most notably the Allen Hall Speech Clinic.

COLLEGE OF EDUCATION AND HUMAN SERVICES INTRODUCING OUR NEW MULTIDISCIPLINARY STUDIES MAJOR To learn more, please visit: cehs.wvu.edu/undergrad/mds.

CEHS.WVU.EDU

GIVING FORWAR

GIVING FORWARD Alumnus Gives Nearly $1 Million to WVU for Scholarships

amily and friends say William Claude “Bill” Waters knew the value of an education and had a real desire to help people who couldn’t afford to attend college. A 1947 graduate of West Virginia University, Waters died in July 2012 at age 93, leaving the University more than $730,000 for discretionary purposes. He had previously made gifts of $350,000 for student scholarships. “Mr. Waters left a legacy of service to his country, as well as a personal and professional devotion to education,” said former WVU President Jim Clements. “His gift of supporting students to become teachers is truly one that will touch generation after generation. His discretionary gift will also provide much needed support for the University’s work across our entire land-grant mission. We are very grateful for his gifts and honored to carry on his legacy through the lives that will be positively impacted by them.” Waters grew up in western Monongalia County, graduating from ClayBattelle High School. He served in the military during World War II, and upon his discharge, attended Fairmont State College where he earned his bachelor’s degree in education. He then attended WVU where he earned his master’s in education.

Waters was employed with the Monongalia County Board of Education, eventually becoming assistant superintendent of schools. He later worked for and retired from Merrill Publishing Company where he was a school book salesman. The scholarships are for students enrolling in WVU’s teacher education programs through the College of Education and Human Services. First choice will go to graduates from Clay-Battelle High School. “The William C. Waters Scholarship encourages outstanding students to pursue a career as an educator. We thank him for his many years of support to the College of Education and Human Services. This is a fitting tribute to the memory of Bill Waters,” said Lynne Schrum, dean of the College. The annual earnings from his $730,000 estate gift will be made available to the University to use at its discretion. The donation from the estate was made to the WVU Foundation as part of A State of Minds: The Campaign for West Virginia’s University, a $750 million fundraising effort the Foundation is conducting on behalf of the University.

Jasper N. Deahl Honors Society

asper Newton Deahl, born in Barbour County (then Virginia) in 1859, attended Fairmont Normal School and West Virginia University and graduated from the University of Nashville. He taught in rural schools and was principal at West Liberty Normal School. He earned both a master’s degree and a doctorate in philosophy at Teachers College, Columbia University. In 1901, he started his career at WVU as professor of pedagogy, and for many years, was the only full-time member of the department. From 1927 to 1930, he served as the first dean of the newly formed WVU College of Education. He was responsible for initiating new WVU education programs and courses, including student teaching, and founded University High School as a laboratory school for preparing teachers. He served on the first West Virginia State Board of Education, and upon his retirement at the age of 74, he was hailed by his colleagues as “one of West Virginia’s greatest educators.”

SPRING 2015

Pictured Left to Right: Judith Mountjoy, Dean Lynne Schrum, Richard Cavasina, and Gerard Schidmt

The Jasper N. Deahl Honors Society is an alumni recognition program sponsored by the CEHS Alumni Association. It is designed to honor alumni for career achievement, community engagement and/or loyalty to WVU. The recognition of recipients is intended to bestow honor upon the individual, the College and WVU. Awards are presented by the CEHS Alumni Association on an ongoing basis.

2014 Jasper N. Deahl Honors Society Awardees: • Sherwood Anderson B .S. Secondary Education, 1964; MA Counseling, 1966

The Deahl Honors Society nominated 24 recipients in its inaugural year. Jack Aylor, former CEHS director of development, says it is a humbling experience to see how much it means to individuals when their alma mater says, “Job well done.”

• Maxine Arbogast M.S., 1982

“This has been an extraordinary opportunity to meet and honor alumni throughout the state of West Virginia and across the country,” said Aylor. “The College of Education and Human Services Alumni Association has taken the lead in recognizing that good citizens are making a difference in many ways. Recipients have left their mark in the academic world; some have had great career achievements, and others have built communities, volunteered and supported great causes. The influence Deahl Honors Society recipients have made on other individuals is phenomenal. All are loyal Mountaineers by deed and spirit.”

• Richard Cavasina Ph.D. Counseling Psychology, 1987

“Giving Forward in Support of Education” is the mission of the CEHS Alumni Association, and those chosen exemplify those efforts through career achievement and or community service and or loyalty to WVU. Full biographies of Jasper N. Deahl Honors Society awardees may be viewed at cehs.wvu.edu/awards/jdhonors.

• Shannon Bennett Campbell B .A. Education, 1974;

M.A. Counseling and Guidance, 1975

• Mike Cunningham Ph.D. Educational Leadership, 1996 • Sherry Cunningham B.S. Education, 1971 • Adam Cantley M.A. Secondary Education, 2003 • Douglass Covey M.A. Higher Education Administration, 1982 • Kristi Cumberledge B .S. in Elementary Education, 1988; M.A. Special Education, 1998

• Brian Day B.A. Sociology, 1982;

M.A. Social Research, 1988; Ph.D. Educational Psychology, 1999

• Frank Devano M .A. Curriculum and Instruction, 1975;

Ed.D. Curriculum and Instruction, 2009

• Billie Friedland Ed.D. Special Education, 1998 • Hugh Fordyce B .A. Education, 1951; M.A. Education, 1954

• Hal Goldberg M.S., 1976 • F. Duke Haddad Ed.D. Education Administration, 1986 • Priscilla Haden B .A. Education, 1957;

M.A. Counseling, 1963

The Campaign for West Virginia’s University is about investing in the values, ambition, intellect and mind-set that define one of the most exciting universities in the country. With support from alumni, friends, foundations and partners, West Virginia University will be in a position to lead the national and global dialogue on education, energy, health, the environment, the economy … and so much more. For information on how to support the College of Education and Human Services, contact: Dr. Lynne Schrum, CEHS Dean Lynne.Schrum@mail.wvu.edu or by calling (304) 293-5704

• Dave Hammer B.A. General Science Education, 1982 • Zack Hill B.S. Elementary Education, 1984 • Gayle Connelly Manchin B .A. Reading, 1969; M.A. Reading, 1989

• Kaye McCrory M.A., 1982 • Judith Mountjoy B.S. Secondary Education, 1962 • Gerard Schmidt M.A. Counseling Psychology, 1977 • Judith Thomas Ed.D. Education, 1971 • Clacy Williams M.A. Education Counseling and Guidance, 1971

CEHS.WVU.EDU

CONTRIBUTION

CONTRIBUTIONS Gifts of $500,000 or greater William C. Waters Revocable Trust Gifts of $250,000–$499,999 Claude Worthington Benedum Foundation Gifts of $25,000–$50,000 Mrs. Starlyn M. Baxter Mrs. Priscilla A. Haden Ms. Jeanne C. Lanting Dr. Anne H. Nardi Gifts of $10,000–$24,999 Wirt C. and Mae S. Belcher Fund Exxon Mobil Foundation Mr. and Mrs. James R. Lynch, Jr. Mrs. Ruth Ann McLaughlin Dr. John Pisapia Shell Oil Company The Belle Jar Foundation Mrs. Kathryn C. Vecellio Gifts of $5,000–$9,999 Mr. and Mrs. Frank Cerminara Mr. Joseph Cipolloni, Jr. The Linde Group Mr. John S. Mick Mr. and Mrs. Wilbert D. Mick III Mr. and Mrs. Samuel R. Moore, Jr. PricewaterhouseCoopers LLP Ms. Heather N. Ramsey Col. James H. Thomas Gifts of $1,000–$4,999 Thomas R. Ammon Estate Bank of America Dr. William S. Bingman David L. and Debra Casteel Clarke Dr. Elizabeth A. Dooley and Mr. Cornell Newbill Mr. Walter J. Fitzgerald Dr. and Mrs. Ernest R. Goeres Dr. F. Duke Haddad, Jr. Mr. and Mrs. James W. Harvey Dr. Stephen A. Howard and Dr. Joan R. Howard Mr. and Mrs. Don L. Hoylman InSequence Inc. International Study Tours, LLC Miss Nina Jabbour Mrs. Patricia A. Lindgren Drs. Ranjit and Indira Majumder Martinelli Hearing and Safety Services Ms. Karen L. McAvoy Dr. Gary L. McKown and Ms. Jill M. Meuser Mrs. Carol M. Miyashiro National Student Speech Language and Hearing Dr. Duane G. Nichols and Dr. C. Sue Miles Mr. and Mrs. John Raley Dr. Gwendolyn S. Rosenbluth Dr. Lynne R. Schrum Scottish Rite Foundation of WV Dr. Lydotta M. Taylor and Mr. Larry D. Taylor Mr. and Mrs. John A. Tiano

SPRING 2015

JANUARY 1, 2013, TO JUNE 30, 2014

Dr. and Mrs. Richard T. Walls Wells Fargo Insurance Wesbanco Bank, Inc. WV Foundation for Rape Information and Services Mr. and Mrs. Thomas J. Witten, Jr. WVU-NAFDA Mr. Gregory W. Bailey Gifts of $500–$999 Mrs. Betty M. Bailey Mr. and Mrs. William N. Beynon Mr. Vincent P. and Dr. Jane S. Cardi Chevron Humankind Employee Funds Dr. Allison S. Dagen Ms. Kathryn A. Davis Drs. Robert M. and Sally H. Digman Dr. Joy A. Elliott Mr. and Dr. James A. Field James and Evelyn Filla Mr. and Mrs. Paul A. Fioravanti, Jr. Mr. and Mrs. Richard V. French Mr. and Mrs. Dennis M. Hanley Mrs. Gail G. Harbaugh Dr. Daniel E. Hursh Dr. Norman L. and Martha G. Lass Mr. and Mrs. Jonathan E. Lass Drs. Thomas P. and Estelle J. Lombardi Mr. and Mrs. Clarence P. McKinley Mr. and Mrs. Americo S. Miconi Mr. Bryan Motzel Dr. and Mrs. Charles K. Murray Mr. Joseph P. Muscatello, Jr. Mr. Christopher G. Owen Mr. and Mrs. Gary R. Pell Rhodes Enterprises, LLC Mrs. Sheila L. Rye Dr. Joy L. Faini Saab Drs. Alexander J. and Sandra K. Sabo Dr. James J. Shaver and Mrs. Cinda K. Shaver Mr. E. Robert Smith Mr. Davis L. Temple and Mrs. Patrica M. Temple The Elizabeth Davisson and Abelina Suarez Education Trust Gifts of $250–$499 Dr. Ansley Bacon Mrs. Kristine M. Bardman Mr. and Mrs. Curtis H. Barnette Mr. George A. Barrett Mr. and Mrs. Robert Brescia Ms. Diane D. Brown Mrs. Mary E. Burris Mr. Nelson Burton and Mrs. Amy Burton Mrs. Anne G. Selinger Charon Mr. Wendell G. and Dr. Janice B. Christopher Ms. Sheri Clampitt-Dean Mr. Jim Colvocoresses Conley CPA Group, PLLC Cornerstone Bank Ron and Jayne Cutright Mr. Jason Dodds and Mrs. Jennifer Dodds Ms. Jacqueline A. Dooley Dow Chemical Company

Dr. Sheldon C. Downes Mr. Russell F. Flint Mr. Paul M. Gardner Mr. and Mrs. Clifford W. Gay, Jr. General Reinsurance Corporation Mr. and Mrs. Hal B. Goldberg Dr. and Mrs. Juan Granados Dr. Adam S. Green Dr. Jonathan Green and Ms. Andrea Shiroff Drs. John E. and Phyllis S. Gump Ms. Margaret A. Hall Dr. Mary J. Henry Dr. Jun Hu Mr. Richard W. and Mrs. Jean B. Humphreys IBM Corporation Mr. Frederick R. Ignatovich Janus Development Group, Inc. Mr. Jeffrey S. Kaplan Mr. and Mrs. Charles D. Kerzak Drs. Lesley Ann and Michael J. Klishis Laboratory Corp of America Mr. David N. Liguori Ms. Cheryl M. Malone Drs. Henry R. and Mary D. Marockie Dr. Melonie S. Marple Dr. Betty M. Mei Mr. Todd Murray Mr. and Mrs. David E. Nedrow Mr. and Mrs. Joseph R. Oliverio Dr. John M. Oughton Drs. Artis J. and Linda A. Palmo Mr. and Mrs. Steven W. Perry Mrs. Janet Pry Ms. Elizabeth L. Ross Ms. Elizabeth R. Sibray Mr. Alfred Simmen and Mrs. Marcia M. Simmen Mr. and Mrs. Fred A. Simpson, Jr. Mr. and Mrs. Mark E. Stacy Miss Donna L. Staggs Dr. and Mrs. David L. Stewart Ms. Ann Trexler Mr. James R. Turner Mr. and Dr. Richard A. Warash Mrs. Patricia Z. Wilhelm Gifts of $100–$249 Dr. Judy A. Abbott Mrs. Linda K. Adamchak Dr. Carole J. Adams Mr. and Mrs. Glenn T. Adrian Mr. Patrick D. Alexander Mr. and Mrs. John C. Allen Ms. Barbara M. Anderson Mr. Eric E. Anderson Mrs. Mary Jane Anderson Mr. and Mrs. Sherwood E. Anderson Dr. Carolyn P. Atkins Mr. and Mrs. Dennis J. Ault A.V. Lauttamus Communications, Inc. Mrs. Amy B. Ball Mr. Michael R. Biafore Robert L. Bishop Dr. and Mrs. Thomas L. Blaskovics Mr. and Mrs. John B. Brand Mr. Paul R. Bridges Ms. Eileen Ball

Mrs. Carol W. Banks Mr. and Mrs. Steven P. Barbe Mr. and Mrs. Michael A. Barnes Dr. Mary E. Baxter Ed.D. Mrs. Donna M. Belch Mr. and Mrs. John N. Bolyard Mr. Curtis J. Bonk and Mrs. Mary Bonk Bowles Rice LLP Mr. Jeffrey K. Bowser and Dr. Georgiana Miksis Mr. Jamie Boydston Dr. Burleigh E. Breedlove Mr. and Mrs. Pat Brescia Mr. Denis Briggs Mrs. Wilhelmina B. Browning Ms. Judith A. Burns Mrs. Leslie E. Burns-Loughlin Dr. Donna H. Callar Mr. and Ms. Richard W. Campbell Dr. Kim B. Carey and Mrs. Sandra R. Carey Mrs. Carolyn Carlot Dr. and Mrs. Frank G. Carney Ed.D. Mrs. Cynthia L. Carpenter Mr. Joseph V. Carter Mr. and Dr. Gregory H. Cartwright Mr. and Mrs. Michael A. Caruso Mr. A. Bray Cary Mrs. Beverly A. Cass Mr. and Mrs. Ralph P. Chambers Chestnut Ridge Community Church Mr. and Mrs. Jerry Clampitt Mr. Joe Clinton Drs. Jay Cole and Lisa DeFrank-Cole Mr. Clifton R. Colebank Ms. Shelly Conrad Dr. Joseph J. Costa Mr. and Mrs. Kenneth D. Cover Mrs. Andrea K. Cox Mr. Mark S. Cremer Ms. Mary Jean Crider Mr. and Mrs. Charles V. Critchfield Mr. Allen E. Currey Mr. and Mrs. J. Lynn DeHaven Dr. Denetta L. Dowler Mrs. Rebecca T. D’Annunzio Mrs. Mary M. Davis Dr. Ardeth M. Deay Dr. Martha T. DelPizzo Ms. Ann Dennen Ms. Anne M. Dewey Mrs. Maureen C. Dezell Dr. and Mrs. J. Reginald Dietz John and Melissa Dillman Dr. Evelyn DiTosto Ed.D. Ms. Mary Divich Dr. George F. Drain Mr. and Mrs. Lysander L. Dudley, Sr. Mr. and Mrs. Graham Dunbar Dr. Christopher W. Edwards Ms. Sue A. Edwards Encana Oil and Gas (USA) Inc. Mr. Cory Everett Mr. and Mrs. Calvin Everett Miss Amy Exley Dr. Stephen D. Fabick Dr. Jean C. Faieta Dr. Stephen Feit Dr. Ewaugh F. Fields

Mr. and Mrs. Carl Finstrom, Jr. Mrs. Lynn B. Firebaugh First Bank of Charleston First Century Bank Mr. and Mrs. Robert E. Fisher Dr. Gail Fitzgerald Mr. Greggrey R. Flood and Ms. Kathryn A. Gay Mrs. Faith S. Foltz Ms. Donna M. Fortner Mr. and Mrs. Jerry L. Fournier Ms. Mary H. Fox Dr. Carl M. Frasure, Jr. Mr. and Mrs. James E. Fridley Dr. and Mrs. Carl H. Friebel, Jr. Mr. David J. Friedland Dr. Charles A. Fritsch Dave and Becky Gaspar Miss Emily O. Garnett Ms. Melissa A. Given Mr. and Mrs. Paul E. Given Dr. Margaret K. Glenn Ms. Sheila S. Golden Mr. Michael Goman

Dr. and Mrs. Richard M. Iammarino MD Dr. Alan L. Ingle Mr. and Mrs. Ronald A. Johnston Mr. T.G. Jones Mrs. Terry Jubb Mr. Ronald P. Justice, Jr. Mrs. Carolyn B. Keagler Mr. and Mrs. Edward G. Kennedy Dr. and Mrs. Edward R. Kennedy Esq Mr. and Mrs. William J. Kinney, Sr. Ms. I. Adair Kleiss Mr. and Mrs. Glenn Kolod Mr. Joseph L. Kopnisky Dr. Donald M. Koppel Mrs. Sue B. Kotalik Mrs. Linda G. Kratsas KSB, Inc. Ms. Sue H. Langmyer MA Ms. Sandra Larry Mr. and Mrs. James L. Laurita, Sr. Mr. Charles L. Layman Mr. and Mrs. Gary A. LeDonne Ms. Janet LeMay Dr. Ellen F. Leonard

Mr. Scott C. Murray Dr. and Mrs. William A. Myers Dr. and Mrs. Richard G. Nadeau Mr. and Mrs. Joseph W. Neely Dr. Keith E. Neill Mr. Charles T. Nelson Mr. Michael A. Oliverio, Sr. Dr. and Mrs. Eugene Orbaker Mr. Walter W. Painter Drs. Joseph V. and Ruth A. Panepinto Mr. David E. and Mrs. Martha D. Peercy Dr. Robert F. Perkins Dr. and Mrs. Everett J. Pesci Ms. Jo Marie Pitrolo Mrs. Josephine Pitrolo Rick and Elizabeth Porter Mr. and Mrs. Thomas M. Prendergast Mrs. Carol J. Primozic Ms. Monna L. Pugh Mrs. Elizabeth L. Quinn Mr. W. N. Radcliffe Mrs. Cheryl A. Ray Dr. and Mrs. Norman L. Rexrode, Jr. Mr. John G. Riley

State Credit Union Dr. and Mrs. Floyd L. Stead Ms. Carol Steager Mr. and Mrs. Wes Sullivan Summit Community Bank Ms. Cynthia R. Tallamy Dr. Mark E. Tankersley Mr. and Mrs. Fred T. Tattersall Dr. Janet A. Ternent Mr. Eberhard Thieme The Nicole Megaloudis Foundation Mr. and Mrs. Henry G. Theierl, Jr. Dr. Rosemary M. Thomas Mr. and Mrs. Robert H. Thompson Dr. Douglas L. Timmons Mr. and Mrs. David C. Tucker Ms. Alice C. Tuckwiller Mrs. Janet H. Tudor Mr. and Mrs. Tom Turley Mr. and Mrs. Wendel B. Turner Mr. and Mrs. James J. Vasoti Mr. Daniel Vidovich Mr. Jeremy E. Vittek Mr. Gregory J. Volpe

“ I am so thrilled to be supporting these very bright students who will be future teachers in the state of West Virginia.” — Betty Schoenbaum Ms. Jennifer W. Graf Ms. Jacqueline E. Granados Dr. and Mrs. Paul A. Greenberger Mrs. Marlene B. Greenleaf Ms. Beverly L. Griffith Mrs. Rebecca Gruber Mrs. Veronica A. Guerra Ms. Mary E. Haas Mr. and Mrs. Robert E. Haden Dr. Jeanette E. Hale Mr. and Mrs. Alan Hall Mrs. Doreen L. Hall Ms. Gregoria N. Halley Hammer Educational Services LLC Susan and David C. Hardesty, Jr. Ms. Laurel R. Harry Mr. William J. Hartnett HealthSouth Corporation Drs. Richard B. and Judy H. Helm Mrs. Lois W. Henck Mr. and Mrs. Thomas R. Hendershot Mr. Bud Henderson and Dr. Joan M. Henderson Mr. William E. Henry Drs. Glenn R. and Erin D. Hider Dr. and Mrs. Douglass O. Hill, Jr. Mr. and Mrs. Travis A. Hill, Jr. Mr. Ronald E. Hord and Mrs. Lynne S. Hord Mr. and Mrs. James Horein Mr. and Mrs. Thomas C. Hostutler Mr. Virgil U. Hull Dr. Ronald W. Hull Ed.D. Mr. and Mrs. Elmo J. Hurst Mr. and Mrs. Roger L. Hyde

Mr. and Mrs. Gary Liebsch Drs. Roger A. and Nancy Lohmann Mr. Paul C. Luchok Mr. John Lundy and Linda Lundy Ms. Patricia S. Malan Dr. and Mrs. Ralph E. Massullo, Jr. Ralph E Massullo Sr. Living Trust Mr. and Mrs. David S. Master Mr. and Mrs. Jeremy C. McCamic Ms. Evelyn McChesney-Knight Mr. Larry E. McCullough Mr. and Mrs. Tom McCallum Dr. Robert N. McCauley Mr. and Mrs. Robert H. McCoy Ms. Darcy K. McDowell Dr. Erma M. McGuire Patrick and Marsha McKenzie Mr. and Mrs. Kevin J. Meehan Mr. and Mrs. Robert B. Meek, Jr. Mrs. Sandra G. Michelman Mrs. Mary E. Micucci Dr. and Mrs. Ronald J. Millecchia Dr. and Mrs. Bob D. Mills Mr. and Mrs. George R. Milne Mr. Timothy L. and Dr. Katherine Mitchem Dr. and Mrs. David J. Moffa Mr. Joseph T. Monahan Mr. and Mrs. Mike Mooney Mr. Daniel Morgan Mr. Joe G. Motheral Mountain Valley Women’s Basketball Officials Dr. and Mrs. John R. Mountjoy Mrs. Alice T. Muffly Ms. Elizabeth H. Mullett Mr. and Mrs. William E. Mullett

Mr. and Mrs. Douglas A. Roberts Mrs. Rita C. Roberts Miss Ina Robinson Mr. Robert C. Rosenberg, Jr. Mr. and Mrs. Ralph Ruscello Dr. Vishakha W. Rawool Ms. Victoria A. Railing Red Carpet Lounge Dr. Stephen E. Robinson Dr. and Mrs. Paul W. Rosier Dr. and Mrs. Dennis Ruscello Mr. and Mrs. William W. Reel, Jr. Santino T. Serpento Revocable Trust Dr. and Mrs. G. H. Budd Sapp Mr. and Mrs. Sam Scolapio, Jr. Mr. Santino T. Serpento Mr. Allen Sharp Mr. and Mrs. Edwin A. Sheridan Mr. and Mrs. Joseph A. Shifflette Dr. and Mrs. Edward W. Shirley Ed.D. Ms. Donna P. Simmons Mr. and Mrs. Joseph B. Smith Mr. and Mrs. Charles W. Sole, Jr. Mr. and Mrs. Daniel K. Southern Ms. Barbara A. Steele Dr. and Mrs. Dennis Steffen Mr. and Mrs. Ronald G. Stovash Mrs. Gretchen Stup Ms. Julie A. Summa Ms. Laura S. Sadowski Mrs. Becky Shonk Sheets Mr. and Mrs. Howard E. Shouffler Mr. John S. Skocik and Dr. Nancy A. Skocik Sons of Italy of the Mid-Ohio Valley Ms. Terri M. Spurlock

Mr. Frank D. Wagner Dr. Avril M. Wakefield Mr. and Mrs. James S. Walker Dr. and Mrs. Robert J. Walker Dr. and Mrs. W. Dale Walls Mr. and Mrs. Robert D. Wamsley Mr. John C. Warfield Ms. Nancy P. Waring Mrs. and Dr. Luann K. Waterson Mr. David H. Webb and Ms. Mary K. Staggers Dr. William A. Welker Dr. and Mrs. Philip J. Wells Mrs. Beverly K. Whipp Dr. and Mrs. Robert L. Whitmer Mr. and Mrs. John R. Wilcox Mrs. Eileen C. Wilson Mr. William F. Wilson, Jr. Mrs. Emily P. Wolfe Mrs. Mary Ann Wollerton Mr. and Mrs. Marvin C. Woodie, Jr. Dr. Diane T. Woodrum Leuthold and Mr. Peter P. Leuthold W. Jason Wohlfarth Revocable Trust West Virginia Public Theatre WVU College of Business and Economics WVU College of Education and Human Services Mr. and Mrs. Frank R. Yoke III Ms. Joanne M. Yurik Mr. and Mrs. Frank E. Zasloff The Hon. Mary E. Zeppuhar Ed.D. Ms. Yaping Zhang Mr. and Mrs. Randal N. Zinn

CEHS.WVU.EDU

CONTRIBUTION

CONTRIBUTIONS Gifts of $25 to $99 Mrs. Marian P. Alverson Mr. Frank Ambrose Mr. Everette W. Anderson, Jr. Mrs. Susan S. Arentsen Miss Alyson C. Armstrong Dr. Michael M. Athey Mrs. Sally M. Atkins Mr. and Mrs. Jack B. Aylor Mrs. Georgiana F. Atkinson Dr. Michael D. Attfield and Dr. Hilary Attfield Mr. Stephen B. Bacha Miss Heidi A. Bach-Arven Mrs. Suzanne W. Bahl Mrs. Lenore L. Baier Mr. Milton A. Baker Miss Wilma D. Ball Mrs. Elizabeth A. Bandish Mr. Steven T. Bareford Mr. Terry L. Barkhurst and Mrs. Judy S. Barkhurst Mr. William M. Barrick Mr. Robert M. Bartholomew Mrs. Barbara J. Bartlett Ralph and Barbara Bean Mr. Dale E. Beatty Ms. Elizabeth W. Beeler Mr. Ronnie Bell Mrs. Elizabeth A. Bennett Mrs. Mildred L. Bennett Mr. and Mrs. Charles Berryhill Mrs. Jane Rhodes Bilderback Ms. Sharon G. Billeter Mr. and Mrs. Donald N. Bland Dr. Charles G. Blewitt Board of Education of Wood County Mr. Gregory J. Bobro Mrs. Marcelle M. Bowne Mr. and Mrs. Heath D. Bradbury Miss Leanne M. Bradmon Roy and Marjorie Brant Mrs. Del M. Brenn Dr. and Mrs. Dennis F. Brestensky Dr. Sherri A. Brown Mr. and Mrs. William L. Brubaker Ms. Victoria C. Bruhn Mrs. Jeanne D. Bugyis Mrs. Betty C. Bull Ms. Mary K. Burke Mr. and Mrs. John J. Burket Mrs. Margaret G. Cadle Mr. and Mrs. Graham A. Campbell Mr. Adam D. Cantley Carol S. Adams Trust Dr. and Mrs. Robert B. Carroll Ms. Anna M. Casale Ms. Melissa A. Case Mrs. Barbara M. Castille Ms. Nancy H. Chamberlin Miss Judith H. Chang Ms. Christina R. Chapman Mr. Jay S. Church Mr. and Mrs. Eugene P. Cipoletti Ms. Ida M. Clark Mrs. Suzanne M. Clark Mr. Brian A. Clutter

SPRING 2015

JANUARY 1, 2013, TO JUNE 30, 2014

Dr. H. Susie Coddington Mr. Charles M. Coiner, Jr. Miss Martha D. Cole Dr. Robyn R. Cole Ms. Karen E. Collins Mrs. Kathleen A. Conly Mr. John M. Connelly Mr. and Mrs. Ronald B. Conover Mrs. Denice E. Corder Mrs. Norabelle S. Corra Mr. and Mrs. Kenneth L. Cosky Vicki L. and Edgar W. Cosner Mr. and Mrs. Gary R. Cowell Mr. and Mrs. James R. Cox Dr. and Mrs. Charles R. Craig Mr. and Mrs. Charles L. Critchfield Mr. Frank Crivella Dr. and Mrs. James L. Culberson Mrs. Barbara A. Cumpston Mr. David R. Cunningham Mrs. Gloria P. Cunningham Ms. Melissa J. Cupp Ms. Mary S. Dadisman Dr. and Mrs. Robert A. Dailey Mr. and Mrs. A. D. Daniel Father Joseph A. Dâ&#x20AC;&#x2122;Aurora Mrs. Ann M. Davis Mr. and Mrs. Dennis DeCarlo Mr. and Mrs. Frank J. DeCarlo Ms. Michele Decarlo Ms. Danielle M. DeCarolis Dr. Steven L. DeGeorge Ms. Linda Beth DeHaemers Mrs. Barbara B. Delaquila Mr. and Mrs. Christopher P. Derico Mrs. Holly Detts-Dranzo Ms. Holly M. DeVito Mr. Dean Devlin Mrs. Gail S. Dewey Mrs. Sandra A. DiBacco Dr. Robert E. DiClerico Mr. Walter Diggs, Jr. James and Shirley Dillon Mr. and Mrs. Barry E. Dooley Mr. and Mrs. D. Lyn Dotson Mr. Denver Drake Dr. Ronald G. Dreucci Mr. Derick L. Driemeyer Mrs. Janice S. Dubois Dr. Tanya L. Easton Ms. Deneen Ebling Ms. Jennifer Eby Mr. and Mrs. Harold E. Eddy Ms. Mary Eicher Mr. and Mrs. J Douglas Elliott Mrs. Suzanne H. Elliot Miss Kathleen Endrizzi Mr. and Mrs. Joe Erlewine Mrs. Joyce L. Evans Ms. Barbara A. Falck Mrs. Catherine Fannin-Moran Mr. and Mrs. Tommy M. Farmer Mr. and Mrs. Paul F. Feldmeier, Jr. Dr. Linda M. Felipez Dr. and Mrs. Charles C. Fennell, Jr. Mrs. Doris A. Fiddler Ms. Katie Filla Mrs. Ida L. Fioravanti

Mrs. Georgiann Flanigan Mrs. Roberta A. Flanigan Mrs. Naomi R. Flowers Mrs. Paula C. Fluharty Mrs. Carol L. Forte Miss Jennifer L. Frazer Mr. Joseph J. Fritsch Mrs. Antoinette D. Fry Mr. Richard W. Fuller Mr. and Mrs. Richard H. Galand Dr. Merna D. P. Galassi Mrs. Barbara A. Galgano Ms. Sarah J. Gareau Ms. Joan K. Garten Mrs. Nancy S. Gehweiler Austin T. Getz CLU and Thomas H. Gorrell CLU Mr. Stephen J. Gissy and Dr. Cynthia L. Gissy Dr. Larry S. Glenn Mr. and Mrs. Stephen F. Goffreda Mr. and Mrs. Richard F. Golden Ms. Martha A. Gonot Dr. Susan B. Good Dr. Suzanne H. R. Goodall Ed.D. Mrs. Evelyn M. Goudy Mrs. Tamira A. Grabowski Ms. Sandra G. Graff Mr. Joseph S. Greco Ph.D. Mr. Richard A. Gregg and Mrs. Jeannette M. Gregg Ms. Christine G. Grewe Mr. and Mrs. J. Patrick Griffith Mr. and Mrs. Wilfred K. Groce, Jr. Ms. Susan Grogan-Johnson Mrs. Larelda B. Gruber Dr. Robert K. Guthrie Mr. Martin W. Grimm Mr. John W. Graham Mr. and Mrs. Amon Grantham Ms. Morna L. Greene Mrs. Jean I. Guerette Ms. Joan Hadden Ms. Diane Hadwiger Mrs. Joanne B. Haggerty Dr. and Mrs. David S. Hall Mrs. Marilee S. Hall Dr. and Mrs. Trevelyn F. Hall II Ms. Patricia M. Halterman Mr. and Mrs. Gene S. Hammer, Jr. Ms. Lynette M. Hardbarger Mrs. Anita M. Hardesty Ms. Betty M. Harmon Mr. Carl L. Harris and Dr. Beverly J. Harris Ms. Joan H. Harrison Mr. and Mrs. James D. Hartline Mr. and Mrs. Lewis E. Harvie Mr. and Mrs. Thomas J. Haydanek Mr. Terry L. Heilman Mr. Jim Helmick Mr. and Mrs. Clyde H. Helton, Jr. Dr. Robin A. Hensel Dr. and Mrs. Brian M. Hershey Ph.D. Mrs. Karen S. Hickman Ms. Denise L. Hill Mr. and Mrs. Thomas A. Hoak Dr. Marie C. Hoepfl

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CEHS.WVU.EDU

CLASS NOTE

CLASS NOTES

1950S Allen Currey, B.S. ’50, is a consultant/teacher at the Washington County Career Center in Ohio.

1960S George Sutton, B.S. ’62, is retired from his position as a human resources director for the federal government.

1970S Alison Deem, B.S. ’70, was recently elected to serve on the WVU Foundation Board of Directors. In 2012, she was inducted into WVU’s Order of Vandalia, and in 2013, was named Distinguished Friend of the College of Arts. Ronald Hull, Ed.D. ’74, retired from 30 years with Texas Southern University in 2012 to pursue his lifelong ambition as an author. He has written four novels and two short story collections and is also completing his autobiography. Despite the

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1980 S many challenges of living with a spinal cord injury, he lives a full life with the help of technology and personal attendants. Georgette (Kesler Jones) Ward, B.S. ’74, is retired from her position as technology facilitator in Pamlico County, North Carolina. She became a National Board Certified Teacher in 2001 and was recertified in 2011. She married Phillip Ward in 2013 and currently resides in Buckhannon, West Virginia. Sarah (Stemple) Hunter, B.S. ’78, has a daughter, Heather, who received her B.S. in Social Work in 2010, and a son, Dustin, who received a scholarship to LSU in Music Performance. Sharlene (Day) Wilson, B.S. ’79, is retired from 33 years of teaching in Shreveport, Louisiana, and has moved to Sarasota, Florida, to start a new career in condo association management.

James Shuman, Ed.D., M.S. ’83, ’78, retired as an associate professor and chair in May 2013 from St. Lawrence University’s Department of Education where he remains an associate professor of education emeritus. Joseph Mayo, M.A., Ed.D. ’87, ’83, has been a professor of psychology at Gordon State College in Barnesville, Georgia, since 1989. He received a 2003 Board of Regents’ Research in Undergraduate Education Award and the 2005 Teaching Excellence Award for Division 2 of the American Psychological Association. Richard Cavasina, Ed.D. ’87, ’86, is the chair of the Cavasina Endowment for Abdominal Transplant Services at Allegheny Health Network and serves as the director for the Patient Advocacy program for the transplant institute. Most recently, he was awarded emeritus status at California University and earned CU’s Presidential Faculty Award for Research.

1990S Thomas Powers, M.S. ’96, is employed as the health education teacher and assistant head football coach for Morgantown High School in West Virginia.

2000S Kelly (Caswell) Metzger, B.A., M.A. ’01, is employed as a library media specialist in the Bristol Warren Regional School District in Rhode Island. Amy Seeders, BA, M.A. ’01, is employed as a teacher at Valley View Elementary in the Berkeley County, West Virginia, school system. Krystal Fung, B.A. ’05, is teaching 8th grade math at Luther Jackson Middle School in Fairfax County, Virginia. Megan Jordan, M.A. ’05, is currently employed at Wellesley College in Massachusetts. Mary Stack, M.A. ’08, works as a school counselor at Buckhannon-Upshur High School. She received the West Virginia School Counselor Association High School Counselor of the Year Award for 2013-2014 because of her work with her school’s Destination Graduation program. Jessica Davis, M.A. ’09, is employed as a Title I reading teacher at Franklin Elementary Center in Parkersburg, West Virginia. Suzanne Goodall, Ed.D. ’09, is employed as an elementary education coordinator at Eastern West Virginia Community and Technical College. Dong Ying, M.S. ’10, is a student in the Ph.D. program for teaching and learning with an emphasis in higher education at the University of North Dakota. Carolyn Blank, M.A. ’11, recently received an early employment offer with Fairfax County Public Schools in Virginia. Regina Capellini, M.A. ’11, is employed as a BD/autism special educator at Eastwood Elementary in Morgantown, West Virginia.

Jason Butts, M.A. ’12, is employed as an area coordinator at Kalamazoo College in Michigan. Amy Conway, M.A. ’12, is employed as a youth service worker at Monongalia County Youth Services Center in Morgantown, West Virginia. Densel Crouso, M.A. ’12, is employed as a teacher at Morgantown High School in West Virginia. Amy Delawder, M.A. ’12, is employed by RESA 7 at Ridgedale Elementary in West Virginia. Nicole (Clarissa) Hedrick, M.A. ’12, is employed as a substitute teacher by the Monongalia County Board of Education in West Virginia. Stephanie Hoschar, M.A. ’12, is teaching math at Jackson Middle School in Wood County, West Virginia. Kristen Irvine, M.A. ’12, is employed at Buckhannon Academy Elementary in Buckhannon, West Virginia. Cassie (Gillespie) Miller, M.A. ’12, is employed by the Summers County Board of Education in Hinton, West Virginia. Alison (Hefner) Mongold, M.A. ’13, is employed as a 3rd grade teacher at Berkeley Heights Elementary in West Virginia. Lucinda Riffee, M.A. ’12, is employed as a kindergarten teacher at Gainesville Country Day School in Gainesville, Florida. Tara (Eddy) Tennant, M.A. ’12, is employed by Monongalia County Schools in West Virginia. Brandon Tinney, M.A. ’12, is employed as a staff representative for the American Federation of Teachers in West Virginia. Jessica (Lacey) Cook, M.A. ’13, works as a law clerk for the Honorable H.L. Kirkpatrick III for the West Virginia Supreme Court of Appeals in Beckley.

Kristie Copley, B.A. ’13, is a teacher at Celebree Learning Center and is currently a graduate student working towards a master’s degree in child life at Towson University in Maryland. Amanda (Ketchen) Harsh, M.A. ’13, works as a career services representative and teacher at the West Virginia Business College in Nutterfort. Kevin Orth, M.A. ’13, is a science teacher at Wheeling Park High School in West Virginia. Kelly Owens, M.A. ’13, is a teacher for talented and gifted students at Cheat Lake Elementary School in West Virginia. She also gave birth to a baby girl in April 2014. Dana Cihelkova, Ph.D. ’14, is a research associate at the Institute for Human Development College of Social and Behavioral Sciences at Northern Arizona University. Felix Colaciello, M.A. ’14, is a mathematics teacher at Trailside Middle School in Loudoun County Public Schools in Virginia. Emily Corrigan, B.A. ’14, teaches 3rd grade in Bridgewater, New Jersey. Lara (Detrick) Phillips, M.A. ’14, works as a pre-K special needs teacher at Hampshire County Schools in West Virginia. Leanna Reinboth, B.A. ’14, is an 8th-grade math teacher at Esperanza Academy Charter Middle School in Pennsylvania. Ferdad Roidad, M.A. ’14, is a teacher at Al Huda School in College Park, Maryland. On September 4, 2014, his son, Abdur-Rahmaan was born. Julie (Karinchak) Ziglar, M.S. ’14, is a vocational rehabilitation counselor at the Virginia Department for Aging and Rehabilitation Services. She was married on September 13, 2014.

CEHS.WVU.EDU

Tribute to Dr. Jill Olthouse On Sunday, May 25, 2014, the College of Education and Human Services lost a valued member of its family, and West Virginia University lost an esteemed member of its community. Dr. Jill Olthouse worked as a dedicated faculty member in the College since 2010. For many who knew her, Jill was more than a colleague or professor. The dedication and passion with which she endeavored to help others will never be forgotten. Her family shared the following tribute to Jill:

Early on Sunday morning, April 2, 1978, Jill was born to Mark and Terry Olthouse in an upstairs Petoskey, Michigan, apartment with huge piles of snow from the blizzard of 1978 still blanketing the town. She soon adopted April 1 as her own personal holiday, greatly enjoying planning and playing April Fool’s Day pranks. Six weeks after her birth, Jill was found to have severe heart defects: at age five she developed scoliosis. Through surgery after surgery, Jill refused to define herself as handicapped and fought indomitably to develop herself to the maximum through her passions for writing and teaching. Childhood road trips were characterized by activity packs she prepared for her three younger siblings: Marcy, Jodi and Will. She filled notebook after notebook with math and writing assignments, which she then graded and returned with comments and, being a constant doodler, handmade stickers. Jill entered Clay High School in a wheelchair and on oxygen. At graduation, she walked without either to receive her diploma, as a National Merit Scholarship finalist. Not content with a full scholarship to Bowling Green State University, Jill applied for and was awarded several other merit scholarships, which paid for a semester in Norwich, England, and a trip to Paris accompanied only by her faithful BiPAP [ventilator] in a backpack. She received her B.S.Ed. with an education major and a creative writing minor, magna cum laude with university honors and $5,000 in the bank. Jill then dove further into her career. While working as the gifted intervention specialist for Cedar Cliff Local Schools in Cedarville, Ohio, she also completed her master’s at Wright State University, majoring in gifted education. Jill then accepted the position of secondary teacher in English at Bridges Community Academy, Tiffin, Ohio. While at Bridges, she enrolled in the University of Toledo and, mentored by Dr. Laurence

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Coleman, was awarded her Ph.D. in gifted education with minors in educational technology and literacy/composition studies in 2010. Along the way, Jill met Fredrick Foster Curry of Buena Park, California, while he was completing his Ph.D. in Practical Philosophy at Bowling Green State University. They married on May 21, 2010, and moved on to faculty positions at West Virginia University in Morgantown: Jill as an assistant professor in the Department of Special Education. In her short career, Jill published 14 professional journal articles. Fred eloquently described Jill: “She loved giving gifts much more than receiving them. She gained the most pleasure in life from the simplest things. She would be so happy with a frozen yogurt, or a beautiful day, or sight or breeze. She gave to me the gifts of expanding my ability to see things from other people’s perspectives, expanding my empathy, enjoying the moment, being charitable and loving to love. I loved her intelligence, her kindness, her empathy. She was a wonderful wife, a wonderful daughter, a wonderful sibling, and a wonderful teacher who agonized over how her decisions affected her students and the moral significance of everything she did. She enjoyed seeing others succeed. There wasn’t a jealous bone in her body. She loved working with gifted students. I loved her voice, her wisdom, her beauty, her kisses, her insights. I loved her optimism tempered with realism. I loved her creativity, her sense of humor, her smell. I loved her smile. I loved holding her hand. I keep finding myself wanting to reach out for it and having nobody there.” On Sunday morning, May 25, 2014, at the Ohio State University Ross Heart Hospital, with medical options exhausted, Jill was granted her final request and quietly left this life. CEHS Department of Special Education Chair Barbara Ludlow also shared memories of Dr. Olthouse. “In her brief time at WVU, Jill brought new life to the graduate program in gifted education, created a summer writing program for high-ability K-12 students and won recognition from educators across West Virginia for her dedication to ensuring the best services for gifted and talented youth. Her colleagues and I can never forget Jill’s academic passion, sharp wit, quirky smile, clever doodles and many acts of kindness — we will treasure our time with her forever.”

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