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Education & Human Sciences Fall 2009

Welcome to the College of Education & Human Sciences On July 1, 2009, the former College of Education and Counseling, the former College of Family and Consumer Sciences, and the Department of Health, Physical Education and Recreation joined to form the new College of Education and Human Sciences. In May, I was asked to provide the leadership for the first year of transition as the interim dean. As I write this letter, two and one-half months into the new structure, an amazing amount of progress has been made but many decisions remain ahead for this year of transition. I hope this magazine will provide you with an idea of the breadth of activities that make up this college. The new College consists of seven departments and a program area offering fifteen undergraduate majors, and master of education, master of science, and doctor of philosophy degrees to 2,300 students. The former College of Education and Counseling has the largest graduate enrollment of any College. The staff includes about seventy faculty and 150 total employees. We are currently in the process of determining if there are new areas or programs that we should be considering with our broader range of expertise. We are looking for productive new collaborations in research and service/outreach. Are there efforts that would be more effective if they were combined instead of being maintained separately? There are interesting and exciting opportunities. It is also a time for us to reassess our traditions and activities. We want to maintain those that are most significant to you, our alums and friends. In so doing, we will need to redefine how some of those are delivered as we incorporate the larger number of participants. For example does a banquet become a formal reception or does a hooding take on a new dimension? As I have led the discussions on campus, I have been extremely pleased with the openness of the faculty to new ideas and new approaches to on going issues. I have also appreciated the opportunity to meet many of you and hear your comments. Please continue to share your insights and concerns, and we will continue to use all information available to achieve an even more productive organizational structure. David Hilderbrand Interim Dean

COVER Brad Pfeifle, vice president of sports medicine and rehabilitation services at the Orthopedic Institute, oversees Dan Schmidt, an SDSU football player rehabilitating from a knee surgery. In addition to administrative duties, Pfeifle ’86/’88 still sees ten patients a day at the Sioux Falls practice. Page 30. President of South Dakota State University: David L. Chicoine Editor: Dave Graves Design & Layout: Virginia Coudron Writers & Photographers: Dave Graves, Dana Hess, Kyle Johnson, Eric Landwehr, Cindy Rickeman Publications Editor: Andrea Kieckhefer This publication is published by the Office of University Relations, South Dakota State University, Brookings, S.D. 57007-1498. 11,500 copies• Education & Human Sciences • Printed at no cost to the State • EH160 10/09

A child’s handprints leave a permanent mark in the concrete at the new playground at Fishback Center for Early Childhood Education July 28. Also in July, two longtime hands at SDSU—the College of Education and Counseling and the College of Family and Consumer Sciences have come together to leave a permanent mark on campus. See story Page 2.


Education & Human Sciences FEATURES 2 3 4 5 6 8 10 12 14 16 18 20 22 24 26 27 28 30 32 33

New College brings together common educational interests Experienced management team leads new College Dietetics grads above the crowd in landing national internships Food science majors emboldened by their training Hospitality management gives students good career options Teaching: lifelong journey with formal stop at State Student-teacher experience in Houston shatters expectations Human development majors motivated by desire to help people Interior design program prepares students in many settings Apparel merchandising grads find right fit at The Limited Consumer affairs degree opens door to diverse work worlds Family and consumer sciences education grads find sunny job outlook Educational leadership’s versatility a big plus for its students Counseling program grads find jobs in varied fields Agricultural education program thriving, growing Career and technical education program marked by flexibility Aviation degree opens up managerial careers Athletic training opportunities extend beyond locker rooms West River counseling grad returns to teach in the program West River educational leadership program overcomes mileposts

34 36 38 40 41 42 44 45 46 47

Nutritional science meets students’ professional quests Food science grad student’s research battles world hunger Extension effort takes nutrition program into schools Sports science majors can opt for applied or clinical focus HPER grad Vogel researches athletes’ life after college sports New labs in NFA give big boost to food, nutrition programs Rec sports majors develop skills by working with American Indians Physical education teachers fight childhood obesity Health promotion major finds career dream with Huskers Extension research promises benefit to state food industry

DEPARTMENTS 48 50 52 53

Faculty News Alumni News Development Director Staff vision reflected in new playground, food lab Dean’s Club



New College brings together common educational interests reduction in the number of colleges at SDSU, from eight to seven, doesn’t equate into a lessening of the institution’s academic integrity. The College of Education and Counseling and the College of Family and Consumer Sciences, separate colleges for many years, plus the Department of Health, Physical Education and Recreation from the College of Arts and Sciences, are now one entity. The two colleges and the department joined to form the College of Education and Human Sciences effective July 1, 2009. The new College boasts the largest graduate enrollment of any college on campus with about 500 graduate students and 2,300 total students. With fifteen undergraduate majors and twelve graduate degree tracks, the merger brings together seven departments: • Counseling and human resource development. • Educational leadership. • Teacher education. • Design, merchandising and consumer sciences. • Human development. • Nutrition, food science and hospitality. • Health, physical education, and recreation.


Nursing and Fine Arts Building

Wenona Hall

Southeast entrance of HPER


Efficient use of resources Whether it’s through cognitive skills developed in early childhood, kindergarten through grade twelve or adult education; aesthetics interests through apparel merchandising and interior design; or helping develop lifelong habits of wellness through nutrition and health, physical education, and recreation, administrators say the new College will better educate students through a single, coordinated college. “The primary purpose of the new College is to bring together different disciplines to increase interaction and to really build stronger programs,” explains Interim Dean David Hilderbrand. “It (one college) will be more efficient,” he adds. “We can use our resources more

effectively and build better collaboration in all academic areas of the College.” Efficiency means courses delivered by one college will be incorporated into programs of the other college. Most noticeably, though, is the number of departments will be reduced to five or four, which, according to Hilderbrand, means some administrative dollars could be rolled into support for expanded instruction, scholarship, and service by faculty. “It will give us the opportunity to use some dollars in different ways,” he says. “Faculty from the two colleges may find themselves in the same department in the new College. The new departments will have more faculty because there will be fewer departments.” New departments coming All existing departments, like nutrition and food science, and health, physical education and recreation will be restructured, observes Hilderbrand, who notes it’s conceivable that some departments may keep their name in some form. As an example, Hilderbrand points to human development in the College of Family and Consumer Sciences, and counseling in the College of Education and Counseling. “Counseling and human development have a natural, common bond,” he says. “We may have a new department whose name could have a form of both titles in it, but we don’t know yet. As we study the interrelationships this year we may find other connections that are stronger.” Whatever the case, Hilderbrand indicates everything will be settled by January 1, 2010. “One of my responsibilities is to make recommendations by the end of the calendar year on the names and structures of the new departments,” he says. “The current departments will be in existence until the end of this academic year.” Sam Gingerich, the Board of Regents’ chief academic officer, says, “This new structure positions SDSU very well to respond to state workforce development needs in the broader fields of education and human sciences.” Kyle Johnson

Department heads for new College listed Professor Jane E. Hegland is assistant dean of the College of Education and Human Sciences and head of the Department of Design, Merchandising, and Consumer Sciences. Hegland joined SDSU in July 2001 as department head. She has a doctorate from the University of Minnesota, 1995; a master of arts from the University of Minnesota, 1991, and a bachelor of arts from St. Olaf College, 1985. Professor Lonell Moeller is head of the Department of Teacher Education. With SDSU since 1991, he received his doctorate from Iowa State University, 1981; a master of education degree, 1976; and a bachelor of science degree from SDSU, 1970.

Interim Dean David Hilderbrand is flanked by Assistant Deans Jane Hegland and Jay Trenhaile.

Experienced management team leads

new College he leadership of SDSU’s newest College has been entrusted to a veteran management team. Guiding the College of Education and Human Sciences during its first year are Interim Dean David Hilderbrand and Assistant Deans Jane Hegland and Jay Trenhaile. According to Hilderbrand, “My goal as interim dean is to assist in creating an academic and operational environment that strengthens the academic programs, elevates our scholarly production, enhances our service contributions, and creates opportunities for the growth of new ideas and activities in each of these areas.” Hilderbrand’s new role is the latest in a thirty-five-year career at SDSU. He retired in 2005 as the dean of the Graduate School and Sponsored Programs, administering several special projects and teaching chemistry part time since then. During his career he also served as head of the Department of Chemistry and Biochemistry, director of international


programs, and director of SDSU programs in Sioux Falls. One of Hegland’s main areas of concern will be outreach. In that role, Hegland will work to create a new identity for the College and address the College’s space needs. Hegland will continue her leadership role in the campuswide effort on sustainability, focusing on engaging the new College in that endeavor. Hegland served as the acting dean of the College of Family and Consumer Sciences last year and she has been the head of the Department of Design, Merchandising, and Consumer Sciences since 2001. Trenhaile’s focus will be on academics, providing leadership for center or institute creation, new program development, and accreditation. Trenhaile has been the head of the Department of Counseling and Human Resource Development since 2002. According to Hilderbrand, a national search will be conducted for a new dean and one or two assistant deans. Dana Hess

Assistant Professor Bernadette Olson is acting head of the Department of Health, Physical Education and Recreation. She has been with SDSU since 1993. She earned a doctorate in education at the University of South Dakota, 2005; a master’s in education at the University of Virginia, 1993; and a bachelor of science degree at the University of Delaware, 1988. Assistant Professor Ken Rassmussen is head of the Department of Educational Leadership. With SDSU since 1991, he earned his doctorate, 1979, and his master of science degree, 1972, from the University of Nebraska. He received a bachelor of science degree from Dana College in 1968. Professor Andrew Stremmel is head of the Department of Human Development. He joined SDSU in August 2004 as department head. He has a doctorate, 1989, and his master of science, 1981, from Purdue University and a bachelor of arts from Pennsylvania State University, 1978. Professor Jay Trenhaile is assistant dean of the College of Education and Human Sciences and head of the Department of Counseling and Human Resource Development. He has been with SDSU since 1999. Trenhaile has a doctorate in education from the University of South Dakota, 1996; master of science degrees from SDSU, 1993, and Kansas State University, 1989; and a bachelor of science from Dakota State University, 1986. Professor Chunyang (CY) Wang is head of the Department of Nutrition, Food Science, and Hospitality. He joined SDSU in 1993 and became department head in 2002. He has a doctorate, 1993, and his master of science degree, 1989, from Iowa State University. He earned a bachelor of science degree from Shenyang Agricultural University, Shenyang, China, 1985.


Instruction DIETETICS

Dietetics grads above the crowd in landing

national internships

hen it comes to landing the highly competitive internships they need to become registered dietitians, SDSU dietetics grads stand head and shoulders above the crowd. “The national acceptance rate is fifty percent and ours is in the nineties,” says Kendra Kattelmann, program director. “South Dakota State graduates do very well. Of this year’s ten graduates, nine were accepted into internship programs. The one who was not is going into graduate school. “One got a one-year active duty internship with the Air Force. They choose only two nationwide, and we got one.” “Two got ten- to twelve-month internships at the University of Wisconsin Hospitals and Clinics at Madison. They take six, and they took two of ours. To me, that’s pretty competitive.” State has a didactic program in dietetics, meaning that outside of lab experiences through partnerships with local medical institutions where students work with or


observe accredited practitioners who volunteer their time, the program is mainly a classroom experience. Graduates earn bachelor of science degrees in nutrition and food sciences. They also receive a verification statement, making them eligible to apply for an internship, a supervised practice experience, at an accredited program. An internship is not required at this point. Grads can go to work as foodservice directors at large companies or as food inspectors, for example; but most choose to go on. After their internships are completed, grads can take the national registration exam and practice as registered dietitians. Megan Dobesh, a May 2009 grad, is one of those chosen by the University of Wisconsin Hospitals and Clinics, where her internship began in August and will end after forty-eight weeks. Dobesh thinks SDSU grads are so successful at landing internships because they’re such well-rounded students.

Megan Dobesh, left, is pictured with Fran Kittell, her preceptor from the renal rotation of her internship, in front of a patient’s dialysis machine at Wisconsin Dialysis in Fitchburg, Wisconsin. Dobesh, a May SDSU graduate, is in the midst of a forty-eight-week internship in Wisconsin.


“A lot of the internships want an overall, well-balanced individual,” Dobesh says. “They want to see that you are capable of going into any area of dietetics that you want.” Dobesh foresees herself one day owning her own consulting business, where she might implement after-school programs in the schools, or teach people with diabetes how to shop, or provide one-on-one counseling for people wanting to lose weight. On the way, she’s soaking up all the experience she can. “After my internship, I’ll start a clinical aspect in a hospital, in the pediatric or maternity area,” she says, “to get basic knowledge.” All through her college career, Dobesh says, she felt that the dietetics faculty— Kattelmann in the clinical area, Lee Franz in foodservice, and Suzanne Stluka in community nutrition— was constantly grooming students for success. “Kendra, as advisor, told us, ‘You need this grade point average, you need this work experience,’” Dobesh relates. “She told me what I needed to do to be successful in the end. She gave me the bottom line, right from the start. “At the same time, she wasn’t holding our hand, making sure we were doing it. She does a good middle line.” The one area Dobesh doesn’t foresee herself working in is foodservice. Even so, she aced the course, thanks, she says, to its ardent professor. “I still excelled because Dr. Franz was so passionate about it,” she says. “There was such a balance from all the professors. The whole program is very strong in all aspects.” That can make all the difference, even to someone who has always done well in school. “I tried even harder than I ever had,” Dobesh says. “I wanted this, I loved this.” Cindy Rickeman



majors emboldened by their training

admanaban Krishnan is a scientist and a problem solver. That’s just what he wants his students to be. Krishnan, the coordinator of the food science program, says, “Food science is actually a problem-solving career.” The problems may lie in the small details of a technique of food processing or they can be as fundamental as setting standards for food safety. “Our students use knowledge of science to solve those problems,” Krishnan says. “We do it very well. We’re doing it on a daily basis.” Krishnan offers the example of two food science students who took on the project of helping a Sioux Falls company develop nutrition labels for the prepared food it sells in convenience stores. The company was so happy with the students’ work that it donated a $500 scholarship. “Our students do well at the national level, also,” Krishnan says, noting that in 2009 two students received national awards. Sowmya Arra received first prize and a $1,000 cash award for her poster on the novel use of distillers grains in unleavened flat breads at the Institute of Food Technologies meeting in Anaheim, California. Another doctoral student in food science, Julie Darly, received third place and $1,400 at a new food product development competition held by the American Association of Cereal Chemists International. Her project on the development of high-fiber Asian instant steamed noodles using South Dakota white


wheat was well received by the food industry and Krishnan reports responding to numerous inquiries about it. The food science program regularly has ten undergraduates and fifteen to twenty graduate students. For a relatively small program, it has graduates spread across the nation and the world—Krishnan notes two grads who have worked in Rome and Korea. The program’s graduates are holding down jobs in quality control and research and development in some of the biggest food companies like Cargill, Pillsbury, Schwan’s, General Mills, and Solae.

include leading a team that performs sampling and testing of ingredients and finished products, collaborating on good practices to be used in six microbiology labs, and serving as a resource on the company’s food safety plan. Sherod says that problem solving at Schwan’s is a group effort. “I would not take credit alone for solving problems,” Sherod says. “There is always a team of people, even if it’s only one person bouncing ideas off another.” After more than five years with Schwan’s and a master’s degree from Michigan State, Sherod says that the food science program at SDSU is just what the industry needs. “I believe the strong science base and nutrition courses emphasize what is needed in the marketplace for food scientists to go into product development/food technology, food engineering, and food safety or quality,” Sherod says. It’s no surprise to Krishnan when one of his students is successful after graduation. According to Krishnan, “They’re kind of emboldened to think that they can solve any problem.” Dana Hess

It’s not uncommon for students to major in food science after trying another major like biology or pharmacy. “They hear about us and learn about the wonderful careers,” Krishnan says. A former student with one of those careers is Anne Sherod ’99, the director of food safety, microbiology, and incident management at Schwan’s in Marshall, Minnesota. Sherod’s wide range of duties

Above: Food Science Program Coordinator Padmanaban Krishnan looks on as master’s degree student Sowmya Arra, left, and doctoral student Julie Darly, right, test the “chew profile” of various foods by using the Mixolab, which analyzes food texture. Left: Master’s degree student Sowmya Arra measures the color quality of various peppers using a spectroscopic color meter. Inset: Anne Sherod, a 1999 food science graduate.



H ospitality Management

gives students good career options

f the more than 200 majors and minors at SDSU, there are few that can match hospitality management’s vast array of employment opportunities. Although perhaps not as well known as some, it is a well-rounded and exciting program—one that those in the know greatly appreciate. The hospitality management program provides graduates with a bachelor of science degree and preparation to enter a dynamic career. Students take enough business courses to earn a business minor and a wide range of hospitality industry specific courses in marketing, law, lodging, foodservice, meeting planning, cost controls, leisure travel, and tourism. Graduates can enter career paths in hotels, foodservice, resorts, travel, tourism, and support organizations like convention and visitors’ bureaus or tourism departments. A case in point is Josh Halverson. Graduating in May 2008, the Sioux City, Iowa, native plans to become a hotel manager. “The major is great because it deals with all aspects of the hospitality industry, and it does an amazing job getting students prepared for their futures,” cites Halverson, who managed the Super 8 in Brookings from April to December 2008. “If you want to manage a hotel, restaurant, be a gourmet chef, or whatever type of job in the



industry, the program prepares you for it in many different ways. “There are classes that teach you how a hotel or restaurant literally works,” he adds. “The major is so well represented that most employers in Brookings and in the industry will hire you to get you some experience.” Classes meet job roles Indeed, the program is uniquely positioned to utilize the connection between technical knowledge about products of the hospitality industry and management skills. “The program prepared me in many different ways, professionally and practically,” notes Halverson. “There are many classes that went right along with jobs I’ve had managing hotels.” The curriculum has courses that aid graduates who may find employment in areas outside their major. For example, Halverson is currently honing his human relations skills as the human resources and safety coordinator for Provincial Production Dies in Madison. “There is a human resources class in the major because when you go into the hotel business you need that expertise in order to deal with your employees the best way possible,” he points out. “It gives me better interviewing skills and more confidence in dealing with many different situations.” Scholarships available In recent years, Regency Hotel Management of Sioux Falls has been a major supporter of

the hospitality management program by annually awarding scholarships. During the 2009 spring semester, six students each received a $1,000 Regency scholarship to help meet expenses for two required internships. “With more than fifty hotels in multiple states, we are always looking for well-educated and trained hospitality professionals who have a passion for our business,” says Greg Schjodt, president and chief executive officer of Regency Hotel Management. Accreditation on the way Assistant Professor Bruce Dickinson calls the era “exciting times” for a hospitality management program that is taking action to execute aspects of its strategic plan. In order to earn national accreditation from the Accreditation Commission for Programs in Hospitality Administration, the program has: • developed a new mission; • enhanced its curriculum; • is fostering relationships with industry; and • is involving students in the hospitality business all over South Dakota, including attendance at the Governor’s Conference on tourism each year. “With continued support of our leadership on campus, we may be able to start the formal application for accreditation as soon as next summer,” says

Dickinson, who reports more good news greeted faculty and students when the fall semester opened. New faculty, new facility in use Hae Jin Yoon, who earned a doctorate in hospitality management from The Ohio State University, joined the Department of Nutrition, Food Science, and Hospitality. “Her enthusiasm and expertise will compliment the program,” says Dickinson. “She will be an integral part of our synergy and collaboration with other programs.” In addition, the Faye Tyler Wade Food Laboratory was dedicated September 11. “We are looking forward to using that fantastic resource,” adds Dickinson. “It’s another example of good things happening for our hospitality management program.” Kyle Johnson

Opposite page, left: Dietetics students Emily Hunt, left, and Megan Brandlee serve guests at the dedication of the Faye Tyler Wade Food Lab in NFA 429 September 11. The $340,000 project remodeled a facility that had been in use since the building opened in 1969. Opposite page, right: Recently retired provost Carol Peterson, seated at right, chats with donor Dorothy (Meyer) Travnicek ’57 during the dedication reception. Below: With three different ceiling heights, accent lighting, and a central circular soffit, the new food lab allows a single space to function differently depending on the occasion and use. Inset, above right: Graduate Josh Halverson. Inset, below right: New faculty member Hae Jin Yoon.



Teaching: lifelong journey with formal stop at State

n the overall development of a teacher, Andrew Stremmel and company know the four years they have with a student is a relatively short phase. So they make every minute count. “Teaching is a lifelong journey,” says Stremmel, head of the Department of Human Development. “It begins the first time a child enters a classroom in preschool or kindergarten or first grade, and it continues to the day one retires and steps out of the classroom.” Along the way, those who enroll at State—for what Stremmel terms “the more formal part of the journey”—learn that teaching is an ever-changing world of wonder, discovery, and opportunity. “You can choose to be a mirror that reflects the way things are or a window that opens up to new possibilities,” Stremmel says. “We teach to transform. We convey more than just subject matter, but ways to see the world, ways to help kids care about the world and others who live in the world. “It’s an inquiry process. Teachers are not just people who transmit other people’s knowledge to children, they generate new knowledge. So essentially, teaching is research.”


“You can choose to be a mirror that reflects the way things are or a window that opens up to new possibilities.” Andrew Stremmel, head, Department of Human Development


Stremmel considers one of the department’s major strengths the Fishback Center for Early Childhood Education on campus, which includes kindergarten and preschool classes. Every early childhood education student has an opportunity to student teach there. “It’s where theory and practice come together,” Stremmel says. “The lab school is a place where new ideas and questions about teaching and learning can be tested. It’s a place where students can learn with children about what it means to be a teacher.” Carrie Benson says her lab experience was “a beautiful opportunity for me. I took my classroom experiences and applied them right away.” Benson earned two degrees from State— her bachelor’s in early childhood education (certification birth to age eight) in 2005 and her master’s in family and consumer sciences with a specialization of child and family studies and emphasis in early childhood education in May 2009. She is currently employed by the department, working half time for the SDSU preschool, where she is a toddler lab mentor teacher, and half time for the Family

Opposite: Chris Drew, an owner of Clark Drew Construction, helps an SDSU preschool students get a chance to put her handprints in fresh concrete July 28. The concrete was poured for the new playground for the Fishback Center for Early Childhood Education. Center and right: Preschoolers play in the new outdoor learning laboratory.

Resource Network, where she is a training specialist for child care providers. Paying it forward The nurturing atmosphere she thrived in as a student continues to surround her today as a professional. “The faculty take a personal interest in who you are,” Benson says. “They take the time to get to know you. You form relationships. We are all here because we love children. We all have something to offer, whether a student or faculty. What you have to say is important and valued. It’s a beautiful community that’s formed. They’ve strengthened my passion, definitely. I’m surrounded by people who help me grow and become better.” Benson carries that forward to her own students, whether it’s the preschoolers enrolled at the center or the college students she mentors. Each classroom displays photos of each child’s family members and the classroom teachers’ families. A special spot in the hallway, labeled Our Home Teams, is plastered with photos of the faculties’ families. “This is one way it’s apparent we value families, a sense of communication, and relationships,” she explains, “with each other, with the children, with the families. We have a philosophy that supports this and that is inspiring.” Proof of value Documentation—displayed as laminated sheets of words and pictures illustrating how each project came together—is everywhere.

“Documentation is a process of telling a story,” Stremmel says, “of making children’s learning and their relationships with others visible.” “It tells the children we value what they do,” Benson adds. “Every Friday, one classroom brings a form of documentation of something occurring in their classroom. All the classrooms meet in collaboration with faculty members and have discussions about what they see, what the children are learning, where they can go next. We value the perspective of everyone here.” They also collaborate with faculty throughout campus, from music to physical education to the art museum, where, for example, last fall the children saw the light paintings of artist Steven Knapp. Their reproductions hang in the preschool’s Light and Shadow Room. “Children’s capability should be acknowledged,” Benson says. “My passion is to show people how amazing they really are. “We don’t look at children doing worksheets as learning. Playing and engaging in inquiry and studying the world around them, that’s learning. The world is their classroom.” And their playground—which makes every visitor want to be a kid again and which everyone had a say in—features a pond and streams, a rolling hill, miniature buildings, and many natural learning environments. The playground was designed through collaboration with children, preschool families and teachers, faculty, landscape design students, and the final architect, Lyle Pudwell. “It’s an honor to be part of the program and the faculty because of the way they view children. We value

so much what they have to say and offer,” Benson says. That, too, is simply part of the department’s philosophy. “Whenever one has a voice, ideally everyone is represented,” Stremmel says. “In a democratic classroom, everyone is listened to and ideas are respected. Decisions made include the ideas of the children.” The place to be With more than 220 majors and some fifty-five graduates a year—and that’s on the rise—early childhood education is the College’s largest major. It includes three specializations: birth to age 5, birth to age 8 (leading to K-3 certification, and the cooperative elementary education program for students who want to be certified beyond third grade; and two endorsements: kindergarten and early childhood special education. “Anyone from South Dakota or the Northern Plains region who wants to become a teacher ought to consider South Dakota State,” Stremmel says. “This is the place to be.” And though they may not earn sixdigit incomes, they reap rewards the likes of which few other professions can match. “From the market standpoint, there will always be a need for teachers,” Stremmel says. “They’re not always paid the best, but in many ways, teachers are the richest people. “We may forget the subject or content we’ve been taught, but we’ll always remember a teacher who cared or who motivated us or who encouraged us—who thought we had something to offer.” Cindy Rickeman SDSU 9


Texas school, student-teacher experience shatters expectations ne day in September there was cheering at the school where Sarah Fish teaches. It wasn’t the echo from a pep rally or an ovation for a gridiron victory. It was shouts of joy and congratulations for, surprisingly, academic achievement. That day the Aldine Independent School District, located in a suburb of Houston, Texas, won the $1 million Broad Prize for Urban Education. Teachers could cheer because their emphasis on academics was gaining national recognition. Students could cheer because the prize money was designated for scholarships for graduating seniors. Fish could cheer because her decision to student teach and then take a job at the Aldine School District was vindicated once again as the right choice for her. Fish ’07 first went to Eisenhower High School in the Texas school district as a student teacher in the fall of 2006. Like other budding teachers, Fish admits she didn’t know what to expect from the student teaching experience. In her heart, she also didn’t expect to be a teacher. However, what she found in Texas changed her life. The Aldine School District has a reputation for changing expectations. At a sprawling school district where 84 percent of the students qualify for free or reduced lunches, it would be easy to expect excuses about the academic performance of students. At Aldine, the emphasis is on academic achievement, as evidenced by the school district’s selection as a finalist four of the last six years for the Broad Prize. That emphasis on academics is part of the reason why the Texas school district is associated with SDSU. “They approached us about being involved,” says Teacher Education Department Head Lonell Moeller. “They researched our program and felt that we had the quality they were looking for.” The Aldine School District only accepts student teachers from schools it has deemed as “university partners.” There are thirty-two partners and only twenty-one exist outside of the state of Texas. In South Dakota, Aldine has two partners—State and the University of South Dakota.



“It’s not like just anyone can call them and say they want to participate,” Moeller says. Fish’s participation started as a student teacher in the Agriculture Science Department at Eisenhower High School. She taught students in grades nine through twelve in subjects like world agriculture, floral design, and agricultural mechanics. That sounds like a normal enough student teaching experience, but, as Fish found out, the Aldine School District has a way of shattering expectations. “I expected that the agriculture program would not be as strong as a more rural school,” Fish recalls. “I did not expect them to have the supervised agricultural projects associated with involvement in FFA.” Fish found that FFA is alive and well in the Aldine School District where school barns house the students’ animal projects and a school district livestock show garners generous community support for its sale of champions. “In a seemingly declining economy and a time when kids get more bad press than good, our urban kids are involved in something positive and successful and even making a little money with the sale of their projects,” Fish says. Something else Fish didn’t expect from her student teaching experience was falling in love with the students and with teaching. Originally from Menomonie, Wisconsin, Fish admits she didn’t know what to expect from a large urban school where her white skin was far from the norm. “I am part of the minority in my classroom,” according to Fish. “The students have very different lifestyles and environments than I did as a student and the consequences associated with ‘socioeconomically disadvantaged’ are beyond the obvious.” Getting that urban experience is an important one for young teachers from SDSU according to Moeller, explaining that the population of the Aldine School District is 96 percent nonwhite, “which is a totally different environment than most of our students have experienced,” Moeller says.

Sarah Fish’s students took part in the calf scramble at the Houston Livestock Show and Rodeo. A student who catches a calf is awarded a certificate for a heifer that must be exhibited the following year. With Fish, left, are calf catcher Ashley Leza, center, and the sponsor of her heifer certificate. Sarah Fish was surprised to find a thriving Future Farmers of America program at an urban Houston, Texas, school. Here Fish, center, and two of her students display their finery for FFA T-shirt Spirit Day during National FFA Week.

The Aldine School District’s penchant for shattering expectation has been a good experience for student teachers from SDSU. What really helps our students is learning that the cultural differences do not mean that teaching is going to be a struggle,” Moeller says. “It helps change your mind about diversity.” And it helped Fish change her mind about becoming a teacher. After her student teaching experience in Texas, Fish was considering a job offer in Wisconsin when a position as an ag teacher opened in the Aldine School District. It was easy to choose Aldine, according to Fish, because she was familiar with the district, its policies, and the teachers with whom she would be working. But there was more than familiarity driving her choice. “Above all, I truly felt led to teach the kids at Aldine,” Fish says. “Daily I am reminded of the small influences and lessons that I can give my students that make such a difference in their lives. These kids do not live with the same consistencies and conveniences in their lives as I do and because of these limitations have a hard time seeing the opportunities that lie in

front of them.” In Fish’s classroom there are all manner of lessons in agriculture to be learned, but she hopes students take away more than just what’s offered to them in her lesson plan. “My students will not necessarily remember all of the breeds of beef cattle when they leave my class, or the parts of a plant,” Fish says. “But if they have more of a reason to come to school, realize that someone is on their side and willing to help them, or go on to something bigger and better when they do finish school, that is what makes every day worth it for me.” Dana Hess SDSU 11


Helping people key concern for human development majors

sked what they want to do with their lives, many college students will reply, “I want to help people.” Finding the best way to do that can be a mystery. Some students look at a major in sociology. Others contemplate studying psychology. For more than 120 SDSU students, the best answer for learning how to help people is offered by the major in human development and family studies. According to Assistant Professor Sally Gillman, students come to the major because they have an interest not just in helping people, but also in providing firsthand care. “They want to do the direct service,” Gillman says. “They want to interact with people one-on-one. That’s what the draw is to our major.”



With their degrees, students have gone on to jobs as far ranging as child protection advocate, youth caseworker, after school program director, or home health-care coordinator. It’s all from a family perspective Students will get to those positions through a course of study that, according to Gillman, takes a different approach than psychology or sociology. The unit of analysis for human development majors is the individual developing in the context of a family. In addition, Human Development and Family Studies considers the entire lifespan, studying human development and interaction from birth to death. The course of study also takes an “ecological” approach, Gillman says, as it looks at the social systems that affect the individual and the family. The ecological approach includes studying the influence of cultural values, government policies, educational opportunities, and the availability of good employment on developing humans. “We look at the resources that are available and the barriers to getting those resources,” Gillman says. To ensure that students have the skills they need to help people, each one goes through a practicum of about 320 hours usually conducted the semester before graduation. The practicum allows students to take their skills and knowledge to the workplace. Practicums have taken place as far away as Ireland and just across town at the Brookings Boys and Girls Club. “Each time they are exploring how to use their skills in a professional setting,” Gillman says of the students’ practicum experience, which also includes keeping a journal, researching their new employer, and participating in the research to enhance the job they are doing for that employer. “That combination shows them the inner workings of a potential employer,” Gillman says. Research and application Another feature of the human development and family studies major is a focus on research and applying what they

have learned. This includes developing educational programs for families, assisting students with doing and being excited about the research process, and using their knowledge and skills to debate twenty-first century social issues from a diversity of perspectives. “In this way, students must integrate all that they have learned in their numerous classes and then show us what they can do,” Gillman says. “These HDFS challenges really capture content knowledge of development and the skills that they’ve developed to understand families as dynamic systems.” Phillips pursues passion to help One student who’s happy to have developed those skills is Tammy Phillips ’07 who credits her Family Theory class with helping her toward greater understanding of the subject in her graduate school studies. Phillips is in the final year of a three-year graduate program at Erickson Institute of Child Development in Chicago, where she plans to graduate in May and then sit for her Child Life Specialist certification. Phillips also serves as a nanny to two youngsters while she’s in school and has an internship at Maryville Crisis Nursery. It was her practicum experience that taught Phillips she wanted to work with children. In the practicum, she spent a summer working with children who were physically and sexually abused. “Now I have turned this passion to help into a path toward helping children cope with medical procedures, physical injury or deformity, and even their own sibling’s death,” Phillips says. Phillips’ career path is one of many that are open to human development and family studies majors who want to have direct contact with people. “They need to be creative in their job search because there’s a lot more things they can do than they can’t do,” Gillman says.

at the Henry Doorly Zoo in Omaha. After her two-month internship she was hired as the zoo’s education outreach coordinator. “I was conducting meetings and trainings with my staff, designing and creating programs, selling the programs that suited my customers’ needs, organizing a program schedule, and teaching the public about wildlife and wildlife conservation,” Arne says. “All of this, except the actual animal information, was learned through my degree.” After stints as a camp director with Camp Adventure Youth Services and as an educator at the Honolulu Zoo, Arne landed her dream job as an educator at the San Diego Zoo. At the San Diego Zoo, Arne conducts VIP tours, backstage shows, outreach programs, and day camps and sleepover programs for children. “I knew this degree was about helping people in many different shapes and forms, but I didn’t realize how you can make it your own,” Arne says. “I love working for nonprofits, and I love helping people and animals. I feel I have a purpose even if I just save one animal or change the life of one person while I’m on this earth.” After achieving her career goal of working for the best zoo in the world, Arne’s new goal is to continue working in her current field, but continuing that work in Africa. Arne visited West Africa with Gillman and other students during the spring break of 2005. “The experience I had with the African people changed my life,” Arne says. “I would love to give others the same opportunity, and I want to impact the African kids the same way I was impacted by them almost five years ago.” Dana Hess Stephanie Arne ’05 says she has her dream job at the San Diego Zoo where she’s shown with a beluga whale.

From human development to zoo educator Stephanie Arne ’05 is living proof of the benefits of a creative job search. Arne parlayed her interest in wildlife and her human development major into an unpaid internship with the Education Department SDSU 13


Interior design program prepares students in many settings

nquiring about hiring an interior decorator probably wouldn’t get you very far unless you really meant to say interior designer. If the latter is the case, your construction/renovation project will be in excellent shape. “Often times, we are thought of as decorators, like, ‘oh, must be a fun job, you get to pick out colors,’” says Linda Nussbaumer, professor of interior design within the Department of Design, Merchandising, and Consumer Sciences. “We need to know much more than that.” Although not directly referred to as interior design, its concepts were part of the original domestic science program at State more than a hundred years ago when instruction centered around women’s roles in feeding, clothing, and making their family comfortable. Domestic science was the precursor to home economics, which was the precursor to modern-day family and consumer sciences. And, just like



domestic science transformed into a department and later a college, various program entities evolved as well and became a major in their own right. A case in point: interior design. Officially created in 1973, the interior design program boasts about eighty students and was accredited in February 2007 by the Council for Interior Design Accreditation. “It’s a popular major with steady growth,” says Assistant Dean Jane Hegland. “During the last eight years, it has really grown and flourished and has become an excellent program.” A well-rounded field The program prepares students in numerous areas of interior design such as programming, space planning, concept development, lighting and acoustics, building systems integration and detailing, building codes, professional practices, materials and specifications, and sustainable design.

Although interior design has become closely aligned with architecture, Nussbaumer indicates that those in the profession shouldn’t be called interior architects. “We need to be able to understand what architects do,” she says. “For instance, we need to know what materials meet certain standards when it comes to fire and building codes.” Graduates can work for architectural firms, office systems firms, an interior design firm that focuses solely on the interior, or a kitchen and bathroom design firm. They can also be employed as sales representatives for companies like Mohawk Carpeting, Armstrong Flooring, and furniture manufacturers. Whatever the setting, designers never work in isolation, according to Angela McKillip, project designer for Koch Hazard Architects in Sioux Falls, and an adjunct professor for the 200910 school year at SDSU. “Collaboration is found at the core of every successful program,” says

Creation of major: 1973. Program accreditation: February 2007. Students enrolled in major: eighty. Number of faculty: four.

McKillip, who earned her interior design degree at State in 2005 and a master of architecture degree from the University of Minnesota in 2008. “Whether an interior designer, architect, engineer, or landscape architect, it’s important that each individual on a design team has a base knowledge and understanding of the parameters surrounding a project in its entirety, from site orientation to ergonomics,” she adds. Not like TV shows The biggest misconception of interior designers, according to Hegland, comes from shows on television networks like HGTV. “Viewers watch people pick out colors, window treatments, and flooring,” she says. “That’s all part of it, but it’s really about designing for safety, aesthetic appeal, and to make sure rooms function properly.” Fallacies regarding the interior design profession are unfortunate, says McKillip, who served as an assistant professor of

Job opportunities: architectural firms; office systems firms; interior design firms; kitchen/bath firms; sales representatives for carpeting and furniture companies; retail outlets.

interior design last year while working for Koch Hazard. “While programs like HGTV are certainly entertaining, most do not accurately portray the profession,” she says. “Interior designers are trained in much more than color theory and finish selection.” Additionally, interior designers have been on the forefront when it comes to going green and adhering to good sustainability practices. “The interior design program has been carrying that torch for a while now,” Hegland points out. “We are working with industry to develop lower levels of toxic gases from materials used in building construction. That’s the theme we are developing in our program’s sustainability efforts.” Indeed, it’s all part of a grander theme that speaks to a diverse program, cites McKillip, who notes that successful interior designers develop spaces through an

understanding of social, economic, and environmental components. “That fundamental basis is a driving force in my own projects whether in the scope of architecture or interior design,” she says. “In short, the interior design program provides a rigorous and rewarding experience for students,” adds McKillip. “It opened my eyes to a world of creative problem solving, innovation, and hard work.” Kyle Johnson Angela McKillip, project designer for Koch Hazard Architects in Sioux Falls and an adjunct professor, works with Dave Leiferman in her Interior Design Studio I class.



Fashion lovers find right fit at


ashion—America’s love for flare, fit, and functionality drives a $150-billion industry from 100,000 stores and that’s not counting Internet shopping and twenty-four-hour Fashion TV. A love for fashion does more than draw people into the pages of Glamour magazine and the shopping mall. It also draws students into the apparel merchandising program at SDSU. That’s the case for Loni (Carmichael) Landsman and Michelle Fargen, a pair of 2005 graduates. “I love fashion; I love to shop,” says Fargen, who began her college years as a marketing major at Southwest Minnesota State. But she didn’t like it there, and when her brother, a State student, showed her the SDSU catalog describing the apparel merchandising program, Fargen was hooked. Within three years of graduating, she has moved up to manager of The Limited in the Empire Mall. Her comanager is Landsman, who also is a fan of fashion and the upbeat pace associated with the industry. The apparel merchandising program draws sixty majors, graduating an average of a dozen students per year from the program, which requires forty-eight-credit hours within the major. The academics require coursework in apparel industry production, wholesaling and retailing, and consumer purchases and use of apparel.


Internships vital for job preparation In addition, there is a seven-week (280-hour) full-time practicum compatible with a student’s career goals. Both Fargen and Landsman consider their internship as the most instrumental aspect of their schooling in preparing them for their careers. The program requires students to complete goals, such as handling orientation of new employees, during the internship. Fargen noted that she didn’t need to go through corporate training when she became comanager because “I had learned it all from my internship.” Landsman had her internship with Old Navy at Brooklyn Center in the Twin Cities. “They were great about showing me all aspects of store operations— selling teams, [store] set-ups, and signage changes that happen every day. You learn to interact and develop management skills,” she says. Also high on her list were class trips to fashion retailers in Chicago and New York arranged by Associate Professors Susan Strickler and Nancy Lyons.

Career grows at The Limited Fargen also was planning to leave South Dakota for her internship, but the Flandreau native was already working at The Limited. Her manager offered her a promotion to sales lead and “she really needed help during the holiday season,” says Fargen. So she spent fall 2004 as a paid intern. In May she marked her fifth anniversary with The Limited, all but one year in Sioux Falls. She comanaged a store in the Twin Cities for a year. Her current position as manager began in summer 2008, when she moved up from comanager. That left a vacancy at comanager and Fargen recommended her college friend—Landsman, who was in her third year of management with The Icing by Claire’s in Sioux Falls. Goals reached as customers satisfied Both say they have been able to maintain their social camaraderie while working as the management team of a $1.6-million operation. Sales goals set by the corporate office drive the efforts of Fargen, Landsman, and assistant manager Trisha Miiller, a December 2007 apparel merchandising major, as well as the store’s fourteen part-time employees. That includes arranging displays to fit within the 8,500-square-foot store. “We’re changing our visual displays as often as once a day [based on corporate direction] and making them fit in our store,” Landsman says. In 2008, the store ranked twentieth out of 219 Limited stores nationwide. In the first two quarterly rankings this year, the Sioux Falls store has come in at tenth and eighth. While both say they enjoy the challenge of meeting those duties, the real satisfaction of the job comes in customer service. “People come in and have no idea what they need. They walk out with a suit for an interview or an outfit for the wedding,” Fargen says. Plus there is the fashion lover’s top fringe benefit. “I love my [employee] discount. When people go into my closet they’re amazed,” she adds. Dave Graves SDSU graduates fill the management posts at The Limited, a women's clothing store in the Empire Mall in Sioux Falls. Pictured, from left, are Trisha Miiller '07, assistant manager; Loni Landsman '05, comanager, and Michelle Fargen '05, manager.



Designer degree opens door to diverse work world


hen Katy Heiberger was a freshman undeclared, she stumbled upon consumer affairs while thumbing through the undergraduate catalog. Today she oversees the entire production of that catalog, a healthy inch thick in its hard copy alone. When Jennifer Lichty graduated in 2000, there was no Performing Arts Center and The Union was a mere shadow of its current self. Today she is in charge of both of those buildings and every single event hosted there. Though both work on campus, their jobs are as diverse as the consumer affairs degree they earned there. Other than when she was coordinating the training on the new digital catalog system she incorporated two years ago, Heiberger ’04 conducts most of her business via phone and computer from her office on second floor admin. Contrarily, you’re more likely to find table skirts and carpet cleaner in Lichty’s office than you are to find her. Between her two buildings and the custodial and student staff she oversees, she’s pretty much in constant motion. And both are glad they chose to design their majors from State’s consumer affairs program, because their diverse degree allows them a unique amount of flexibility in the work world. “Now I run a building,” Lichty says. “I could go into real estate and use those same skills. I could be an entrepreneur. “At first, I had some frustration with the degree because I didn’t know how to sell it. I had this great, broad degree—jack-of-alltrades, master of none. Then I realized it was about the skill sets. That’s the hidden gem in this degree program.” And the very reason the program has grown to 186 majors in May 2009 from four students when the program started around 1990, according to Assistant Professor Kathryn Morrison, one of the three consumer affairs faculty members. “The major is very broad in that it happens wherever consumers and the marketplace interact,” Morrison says. “That can occur in many sectors—public, private, government.


“Throughout their college career, our students will take forty-one major-required and twenty-one elective courses. We pull in a lot of courses from economics, business, and hospitality. It really is a designer degree; students choose from many courses to build the career they want.” Designed to sell There are eight set core courses all students take and five courses in each of the two emphases: Consumer services management, which leads to jobs in hospitality, human resources, consumer protection, sales and marketing, community development, recreation and leisure, consumer research and/or education, and customer service; and Family financial management, whose graduates find careers in financial planning or management or as financial counselors, insurance representatives, mortgage bankers, and loan officers. If very ambitious, Morrison says, they can become financial analysts. Morrison received two degrees from State, her bachelor’s in consumer affairs in 2002, and her master’s in health, physical education, and recreation in 2004. She became Dr. Morrison just months ago, on August 8, when Iowa State awarded her a doctorate in family and consumer science education with a specialization in family financial planning. She would have chosen a financial emphasis at State had State had one then. “Emphases came in the last few years to meet student needs,” she says. “Students were saying they needed to know more about financial management, so we created more classes and the two emphases.” State also offers a graduate program in family financial planning. Students can earn their master’s or their certificate through the Great Plains IDEA Consortium. Twelve are currently enrolled through SDSU in this online program. Students can complete their entire consumer affairs major through University Center in Sioux Falls. Morrison taught there for one year before moving to the Brookings campus a year ago. Skill sets In her intro to consumer affairs class, Morrison brings in guest speakers from every field.

“They talk about their responsibilities, what to expect, start-up salary, likes and dislikes of the field, advancement, the job outlook, etc.,” Morrison says. Every spring, before they go off to their respective internships, all consumer affairs majors create a portfolio that showcases their skills, abilities, and qualifications. “I tell students to be brave selling those skills,” Lichty says. “If you’re a nurse or a doctor, a prospective employer will look at your resume and know you’re a nurse or a doctor. But consumer affairs—you have to really sell yourself on the skills you’ve got because they don’t know what it is.” In her not-quite ten years out of school, Lichty has worked for Daktronics, where she also interned, for the Brookings Chamber of Commerce, where the pace was no match for her preferred speed, and for VeraSun, where the biggest event she orchestrated was an ethanol plant grand opening that included food, a concert by a Nashville recording artist, and a speech by then Senator Barack Obama, who had just announced his candidacy for president. When VeraSun decided to move its corporate headquarters to Sioux Falls, she applied for two jobs in Brookings. “I wanted to stay in town,” she says. “I had a husband and a 6-year-old daughter, and I had gotten attached to the community. I felt like it was too much too fast for our family.” She got the job at SDSU one day before she would have signed a purchase agreement on a house in Sioux Falls. “It was perfect timing,” Lichty says. And a perfect fit, despite the fact that, during college, she never imagined herself in such a position. “I never considered a student affairs career path,” Lichty says. “I wanted a job in corporate sales or marketing or nonprofit management. I’ve done those two things. “There’s nothing in this job I can’t love. I thrive in the pace. I get real nervous if I’m getting my to-do list finished. And I have the opportunity to mentor students, to train them for the work world, to give them leadership experience. That’s really fun. I hadn’t had that in my other jobs.” Cindy Rickeman Consumer affairs graduates Jennifer Lichty ’00 (above) manages The Union on campus while Katy Heiberger ’04 is a registration officer with SDSU Academic Affairs.



Job outlook Job outlook sunny for FCS ed grads eb DeBates knows she could not only easily attain a 100 percent job placement for her graduates, she could place twice as many if she had them. The job market for family and consumer sciences education majors is quite healthy right now, thanks to a changing field and fewer graduates. “There’s a nationwide shortage,” says DeBates ’74/’93/’99, an associate professor. “In the 1980s, there was a strong emphasis on math and science, so career and technical enrollment was low. And, for awhile, people weren’t going into teaching.” Changes in the field itself have necessitated a complete rewrite to the coursework high school teachers use as well as the curriculum followed by the schools that educate those future teachers. FCS programs today focus on career clusters. In South Dakota, three clusters are emphasized: human services, education and training, and hospitality and tourism. They teach personal finance, human development across the lifespan, and culinary arts as it pertains to hospitality and tourism. And they integrate technology wherever they can “because that’s the method of learning that fits today’s youth,” DeBates says. “Programs offered in the twenty-first century are nothing like the programs offered fifty years ago, or even twenty years ago.” Stephanie Gelderman ’03 is living proof. Of all the lesson plans she prepared for her first year teaching family and consumer sciences at Parkston High School, not one has to do with chocolate mousse or set-in sleeves. They have everything to do with goal setting, career options, and improving one’s community. “I plug in guest speakers whenever I can,” Gelderman says. “People of value are everywhere.



It’s nice to show kids that and create a sense of hometown community pride.” Gelderman has been absolutely sure of her career goals since she was a student at Sioux Valley High School in Volga. “We had a phenomenal FCCLA (Family, Career, and Community Leaders of America) program and a great advisor,” she says. “I saw the way that program changed the lives of students. I wanted to do that.” Close and comfy She chose State’s College of Family and Consumer Sciences because she knew Julie Bell ’70/’76 as the state FCCLA advisor even before she spent a day shadowing the professor. She also liked the size and friendliness of the College. “As a freshman, it’s intimidating to have so many students, you feel nobody has time for you,” Gelderman says. “At SDSU, that’s not the case. You get to know the professors a little bit. There was a really great group of girls I went through with and we keep in touch. It’s great having that support system of your peers.” When Gelderman earned her degree in 2003, she taught at Dakota Middle School in Rapid City for two years, then at Rio High School in Wisconsin for a year. When her husband, Jared, a 2002 ag engineering alum with the Natural Resource and Conservation Services, got a job in South Dakota, it was a dream come true. “When we had children, we wanted to move closer to our family,” Gelderman says. They moved to Mitchell, where, during a twoyear stint as a stay-at-home mom, Gelderman offered her assistance to Colleen Globke ’93, then the Parkston FCS teacher. Globke gladly accepted Gelderman’s help as an evaluator/judge with the Parkston chapter FCCLA.

A familiar fit When Globke, also an alum, left teaching to work full time for her home-based agency, All About U Adoptions, Gelderman was a natural as the new teacher. “With a small school district, I have the students in middle school and high school,” she says. “I love seeing them grow and develop.” That’s the very reason people go into the field, DeBates says. “Because they love kids, want to make a difference, and feel like they contributed to the growth of young people.” The majority of grads, which number eight to ten a year, become middle or high school teachers of family and consumer sciences. But there are other options.

“Some recent grads have become Extension educators,” DeBates says. “We’ve had an after-school program coordinator, a curriculum writer on a national level, an activity director at a nursing home. More grads are becoming administrators, principals, and counselors; they teach for a few years and then want to move up the career ladder. But most end up in education, which is why they chose the major.” DeBates taught for seventeen years in Canton before returning to SDSU in 1991 as a grad student and accepting a tenure track position ten years ago. “Teaching is a recession-proof job, for the most part,” DeBates says. “We always need good teachers.

“Teaching is the profession that creates all others— engineers, neurosurgeons, microbiologists. If we didn’t have teachers, we wouldn’t have any of those professions.” Cindy Rickeman Stephanie Gelderman poses with her Parkston FCCLA students while touring Studio B in Nashville, Tennessee, where they attended the FCCLA National Leadership Conference this summer. Pictured, from left, are Gelderman, Erica Herrold, Karisa Murtha, and Krista Radke.



mong the many positives that can be said of the Educational Leadership Department, flexibility is one of the descriptions heard most often. “I met with Dr. (Ken) Rasmussen to learn more about the program and determine if I would be able to continue working in Brazil while completing the program,” says Nancy Maag, a middle school counselor in Sao Paulo, Brazil. “I feel that the educational leadership program at SDSU was willing to work with me and help me to be successful in their program,” she adds. “Also, since my parents live in Sioux



+ +

leadership’s versatility a big

for students

Nancy Maag, who earned a counseling degree from SDSU in 2005, goes over a reading exercise with students as a middle school counselor in Sao Paulo, Brazil. She is currently taking coursework online through the Educational Leadership Department to become a principal.


Falls, I’m able to check-in at SDSU when I’m home to visit.” Maag earned her counseling degree from SDSU in 2005 and is taking coursework online to eventually become a principal. Two types of master’s A native of Sioux Falls, Maag is pursing a master’s degree in educational administration, which offers specializations in adult and higher education, career and technical education, elementary administration, secondary administration, and kindergarten through twelfth-grade administration. It’s one of two master’s degrees in the department. The other is a master’s degree in curriculum and instruction. It’s for those who wish to work in instructional roles in adult and higher education, career and technical education, elementary education, and secondary education. The online aspect of the program is what’s particularly appealing, according to Rasmussen, who heads the Educational Leadership Department. “There is flexibility in completing the program,” he says. “Most of our students are employed full time as working educators. They may have coaching responsibilities, farm and ranch responsibilities, and some have young children or they are taking care of their elderly parents. “Because of demand on people’s time, offering courses online has been the best way to go,” adds Rasmussen. “I call it timeshifting. They have the time to do coursework, but not necessarily during a certain time of the day.” Program covers wide area Rasmussen oversees a program that is available at sites not only in Brookings, but also in Pierre, Rapid City, and Gillette, Wyoming. The educational administration side is headquartered in Rapid City at the Higher Education Learning Center under the direction of West River coordinator Gus Scully. With that many locations, Rasmussen, in his ninth year, keeps quite busy. “Yes, I’m on the phone and exchanging e-mails a lot,” he notes. “When there are department meetings, we use the speaker phone.”

The program sports a total enrollment of about 180 with students hailing from South Dakota, Iowa, Nebraska, Minnesota, Wyoming, and overseas like Maag. Rasmussen relates that some students refer to the program as “fast track” if their desire is to complete the required thirty-five credit coursework in two years, which includes fall, spring, and summer classes. “That timeline is pretty intensive and lots of work,” he says. “Most people take somewhere between two to three-and-ahalf years to finish.” However, even though the program allows students to take their time, Rasmussen warns the graduate school has a time limit of six years, otherwise the courses become obsolete. “At the six-year mark courses either need to be retaken or updated and the department determines what needs to be updated,” he explains. “For example, if it’s school law, legal things that have come through during that time frame need to be revised.” Counseling overseas For Maag, the educational leadership program is putting the final touches on a long education journey. She initially attended SDSU for nursing, but realizing “it wasn’t for me,” Maag switched to the University of South Dakota, where she obtained an elementary/special education degree in 1990. Before enrolling at USD, she spent a summer working at a therapy camp for handicapped children in Michigan. Right before graduating from USD, Maag went to a job fair in Sioux Falls, where bigger states such as Texas and California were interested in graduates with special education degrees. It was at that point when she developed a strong feeling of doing something new and exciting in her life. “When I saw a booth for the Peace Corps I seriously thought about what a great challenge it would be to work in a different culture,” recalls Maag, who was offered and accepted a two-year contract to be a special education teacher in Guam. Maag quickly learned that Guam was “just the tip of the iceberg” in her new career path. She began researching jobs for

other international schools and learned of job fairs for overseas educators. Her efforts paid off because in 1993 she was hired at Khartoum American School in Sudan. Two years later, she went to work at the American School of Kuwait and three years later moved to Istanbul International Community School in Turkey. Preparing to be a principal After four years in Turkey, Maag returned to SDSU for her counseling degree. Upon graduation in 2005, she went back overseas as a school counselor at Bavarian International School in Munich, Germany. Her next move brought her to Graded, The American School, in Sao Paulo, Brazil, where she is starting her third year as the middle school counselor. Maag indicates her interest in educational leadership has slowly evolved during the past ten years. “I never really thought about being in leadership because I enjoy working with students so much and thought a leadership position meant spending most of my time with adults,” she says. “I had some wonderful experiences working with female principals and observing their strong leadership skills made me think about being a principal some day,” she adds. “They were excellent role models and gave me new insight into leadership.” Maag’s interest in becoming a future principal was made easier by the fact that she knew SDSU and its reputation. “I looked at other leadership programs before deciding to go with SDSU,” she says. “One of the main reasons was my familiarity with the professors as well as the quality of the program.” Kyle Johnson Department head: Ken Rasmussen. Degrees offered: a master’s degree in educational administration and a master’s degree in curriculum and instruction. Credits to graduate: thirty-five. Enrollment: about 180 students. Length of study: Two to three-and-a-half years. Delivery: courses are at sites in Brookings, Rapid City, and Gillette, Wyoming, as well as online.



l a v o r

Stamp of


p p a

an you get a job with that degree?” Students in the Counseling and Human Development Department have no problem giving a resounding “yes” to that question. Even in today’s tight economy, graduates still have a strong job placement rate, according to Jay Trenhaile, associate professor and department head. Spring and summer graduates are surveyed the following October to see if they have found a job and get their viewpoint of the program. The 2008 rate was 88 percent. For prior years, the rates were 91 percent (2007), 94 percent (2006) and 86 percent (2005), numbers that exceed or match national averages, Trenhaile says. He adds that when “prospective students see the positive comments that are written about faculty and see the graduates’ ratings of their experience,” the surveys turn into a great recruitment piece. Students can choose from four specializations: school counseling, student personnel, rehabilitation, and agency counseling. Hired as an intern Amanda Hermeling entered the Counseling and Human Development program after receiving her undergraduate degree in psychology from SDSU in 2005. She graduated in August 2008 with specializations in school counseling and rehabilitation. She added the rehabilitation specialization in her final year of graduate school because of her experience with Advance, a nonprofit organization in Brookings that works with more than 115 people with developmental disabilities in a training center and at group homes and apartment complexes. “I’ve always just had a passion of wanting to help people. When I was taking classes I 24 SDSU

Placement rates, grad comments endorse counseling program

realized I had an interest in helping people with disabilities,” says Hermeling. She had no concerns that her passion would leave her without a job come graduation day. “Before I even attended grad school I looked at their placement rate, which was very high. And I looked at the openings. There were always openings, especially if you were willing to relocate,” Hermeling says. The Adrian, Minnesota, native was willing to relocate. Through Professor Alan Davis, Hermeling learned of an internship opening with Idaho Vocational Rehabilitation in Boise. That was in March 2008. By May 2008 she was working as a hired intern with an agreement that she would continue as a full-time employee upon graduation. Trenhaile says students in the rehabilitation specialization have the highest job placement rate because no other area school offers that. The rehabilitation specialization was begun in fall 2005 and had its first graduate in winter 2007. Davis, who started the program after having been chair of the Rehabilitation and Human Services Department at Montana State, got the SDSU program accredited this summer. Hermeling’s internship duties were the same as her current duties—assisting people with mental and physical disabilities to enter the work force. She has a caseload of 145 people who have approached Idaho Vocational Rehabilitation for assistance, and meets with them weekly to monthly depending on their situations, she says. “We look at their limitations, but mostly their abilities to see if we can find them an appropriate job,” Hermeling says. The State grad finds her own job most appropriate for a person with a passion to help people.

‘Can’t deny your calling’ Danielle (Byer) Flisrand ’08 calls her job as a counselor at three Huron elementary schools a great fit as well. “I love it. Every day is different,” says Flisrand, who earned specializations in student personnel and school counseling upon graduating in May 2008. At Huron, she meets individually with seventy students per week plus responding to behavior emergencies and making classroom presentations on impulse control, anger management, empathy, and bullying. While that schedule gives her an opportunity to practice what she preaches, Flisrand is happy with her career choice. Before taking the Huron job she was working at SDSU as director of Pierson Hall and doing counseling part time at SDSU Student Health. During the 2007-08 school year Flisrand directed Waneta Hall and she worked in the Residential Life Office during her internship. “In December [2008], my professor contacted me to let me know there was an opening” in Huron, she recalls. Although Flisrand had earned her master’s degree in May, she had no concerns about finding a job in her field. In fact, “it was more in deciding whether to keep my position, which I really enjoyed but the hours are difficult, or switch jobs,” Flisrand shares. Despite the age difference between elementary and college students, Flisrand notes, “They’re both in such transition. Both are going through so many changes. Just watching them is really fun; to be a part of that change they’re going through.” Interestingly, she almost missed seeing those changes because she was initially studying business at Augustana College. But she “discovered I had the ability to help others” while working as a residential hall advisor for two years in an Augie freshman dorm. “People continued to reach out to me for help. At some point you can’t deny your calling,” Flisrand remembers.

‘A pretty good fit’ Brian Eclov ’00/’08 hid from his calling for a number of years. The communication studies and theater graduate worked for six years at Brookings radio station KBRK before spending a year as a floor manager at Lewis Drug in Brookings, and another year as a graduate assistant in the College of General Studies at SDSU. In August 2008, Eclov began work as a mental health counselor at Southeast Behavioral Health in Sioux Falls. “Communication and radio was what I started with but I was always interested in people and why people did what they did,” Eclov says. “I wanted to get more into psychology and development. Counseling seemed like a pretty good fit. I considered it in the back of my mind for a couple years. “[Now] I have a real passion for understanding how people work and then how to help them.” He was drawn to Southeast for his internship because of the opportunity to help people immediately. “I had a couple internship offers but at Southeast I had the chance to really get in practice. There were other locations where I would be more shadowing. Here I was able to have my own clients. “I didn’t want to spend thirty weeks following somebody around. I wanted to be

able to hit the ground running when I started my first job.” That first job became the same place as his internship, but his duties changed. During Eclov’s internship, he met with adult clients at the office. In his current job he meets with twenty-five clients, ages 4 to 16, in their homes, doing therapy with the children and their families. The internship was key in developing skills for his current job, he says. Eclov adds that the skills gained as a graduate assistant also were valuable in developing his professional role. Patience may be required Nicole Rieckman ’07 had her internship with SDSU Upward Bound Summer Academic Program (summer 2007) and the SDSU Office of Student Affairs (fall 2007). After six months as a life skills educator at Volunteers of America in Sioux Falls, she was able to practice her skills in the Assessment Office at Dakota State University in Madison. In May 2008 Rieckman began work as a retention specialist handling academic deficiency issues. “I started out going for school counseling. I found out that college students is where I had the most affect. I just really enjoy working with them. I had the experience on one side of having everything

together. On the other hand, my boyfriend and other friends didn’t. I was always helping them,” Rieckman says. Graduating in December created some anxiety for her because there are few openings in the field then. “I was starting to get a little worried. Many of the faculty in the CHRD program were supportive. They said, ‘Positions will open up in the spring. You graduated in midyear. There won’t be many openings,’” Rieckman recalls. At Dakota State, her primary duties included coordinating retakes of the proficiency test, enforcing the Regents’ policies on pregeneral and general education requirements, and handling appeals on academic issues such as prerequisites. Grant funding for that job ended September 30. She became DSU’s alcohol and other drugs counselor October 1. Rickeman also co-advises the Women in Science and Technology Club and coordinates the DSU Family Program and the annual DSU Family Day. Dave Graves Nicole Rieckman registers a parent attending Dakota State University’s Family Day September 12. Rieckman had been working in DSU's Assessment Office but was hired as alcohol and other drugs counselor there effective October 1.


AG EDUCATION t a time when budget constraints have schools looking where to cut, agriculture education is not only thriving, it’s growing—so much so, there’s a nationwide shortage of agricultural education teachers. “North Dakota, for example, had six ag ed teacher openings last year and NDSU had only two ag ed grads,” says Professor Lon Moeller. “So they [as well as Minnesota and Iowa] are heavily recruiting SDSU grads.” High school agricultural education programs are growing, Moeller says, because they teach useful life skills. “Schools are identifying that not every one of their students are going to be going to a four-year college,” Moeller says. “Agricultural education is not only gaining programs, schools are actually starting new programs. “Two years ago, Faulkton, which had given up its agricultural education program forty years ago, restarted their program. They hired one of our new grads.” In a typical year, State’s agricultural education program numbers sixty-five majors and ten to fifteen grads who, unless they don’t want to go where the jobs are, have no problem landing one.


About half of all ag ed grads go into agricultural business, rather than education. “They have to have demonstrated effective communication skills because they’re going to be dealing with other teachers, students, parents,” Moeller says. “So we definitely have a demand from the agricultural industry.” Though business may seemingly offer a higher beginning salary, alumnus Michelle Nelson was one who recognized a career in education as her ideal job. “I’m teaching five different courses,” Nelson says. “I get to weld one period, then I get to build dog houses in shop. I do some horticulture. I do all the things I love. There’s never a dull moment.” Nelson has been the agricultural education teacher at Brookings High School since fall 2007, months after graduating from State. In her two short years there, she has made changes to the program that make her alma mater proud already. Landscaping, greenhouse The biggest were with curriculum. Wanting more variety, she expanded the former welding and shop class to include biotechnology, which is “anything we do to manipulate nature for our benefit,” Nelson explains. “Cloning plants and animals, genetically modified organisms, lots of cutting-edge technologies.” She rescued a flailing horticulture

Agricu educaltural program tion thrivin

Michelle Nelson outside the FFA greenhouse at Brookings High School.

g, grow i



class by adding landscaping. And she won grant money to build a year-round, 21-x36foot greenhouse/outdoor lab. “We’ve extracted DNA from bananas and onions,” Nelson says. “We did a lot of science activities about different plant propagation methods, grafting, and layering. In labs, we monitor the effects of the variables— temperature, moisture, seed depth. “We built mini-wastewater treatment models so they could see how to use biotechnology in ecology.” At Christmastime, they make wreaths and mini-Christmas tree centerpieces. “They love that,” Nelson says. “One of the comments I hear the most is that they love coming to this class because they get to make something with their hands. They get to get up and move around.” And the students learn a bit about leadership, electrical wiring, and how to figure how many yards of concrete they’ll need to pave a driveway, “It’s lifetime skills that they’re going to use,” says Nelson, who gets to know her students—and their families—better than, say, the math teacher does, because she not only has them in class every day for four years, she’s their FFA advisor. In that role, she often sees them outside of school. “That’s one of the better parts of my job, getting to know the students outside of school,” says the FFA lifetime alumnus. “I get to know what their goals are, and I get to help them achieve them.” Cindy Rickeman



a y t i l i b i Flex k r a m l l ha

m a r g o r P n o i t a c u d E l ca i n h c e T d an r e e r a C f o

ody Christensen always wanted to do two things: fly and teach. He got an opportunity to do both through the career and technical education


program. Christensen specialized in aviation education as an undergraduate. After completing the program that trains students to be certified flight instructors and pilots, he earned his master’s of education in curriculum and instruction with a specialization in career education. Christensen ’05, ’06 went through the program as an undergraduate but he could tell that its flexibility was important to many nontraditional students. He took classes with vocational school teachers, principals, school administrators, and Extension agents. “Each of us could tailor it to our needs,” Christensen says of the program. One student doing some tailoring right now is Janet Jensen. A dental assisting instructor at Lake Area Technical Institute in Watertown, Jensen originally enrolled in the Career and Technical Education Program to earn her teaching certificate. She explains that the dental assisting program is nationally accredited and likes its instructors

to have degrees, so she’s earning her bachelor of science in education in career and technical education. “The CTE courses offered are the most helpful and interesting because they pertain the most to what I am doing as a teacher,” Jensen says. “It has also been extremely convenient that these are mostly offered independent or with minimal visits to campus.” Though methods for the delivery of instruction have changed over the years, the Career and Technical Education Program has always served a core of students who required special scheduling because of their work responsibilities. The program originated at the University of South Dakota at Springfield in 1960 and has been offered at SDSU for more than a decade. Professor Tim Andera, coordinator of the Career and Technical Education Program, went through the original program at Springfield. He notes that students who earned a two-year technical degree would often return seeking a teaching certificate. “The professors at Springfield would work with those students as special cases to help them complete the degree,” Andera says. This was accomplished through night classes, independent study, special topics classes, and weekend classes.

Scheduling with working students in mind continues today with traditional oncampus classes supplemented by online classes, summer sessions combining short campus visits with independent study, and similar classes that meet on Fridays and Saturdays during the school year. An important component is mentorship, a yearlong program that offers guidance from Andera as their SDSU mentor and from the veteran teachers at their local schools to aid the new teachers who have decided to put their technical expertise to use in the classroom. “You may not think about being a teacher when you start out,” says Andera. “For others, it’s in the back of their minds.” Students in the career and technical education program usually take one of two tracks. Some, like Christensen, are traditional students who will go into a vocational career or teaching. Christensen has done both, working as a captain and trainer for Great Lakes Airlines and then returning to SDSU as an assistant professor of aviation. Others, like Jensen, have worked in a technical field and are seeking a teaching degree later in life. “We prepare individuals for education,” Andera says, “wherever that may lead them.” Dana Hess Cody Christensen enrolled in the Career and Technical Education program after gaining his aviation education degree. After working in private industry, today he teaches aviation at SDSU.




degree opens up managerial careers


ave Woods has his sights set on becoming an airport manager someday and thanks his aviation education at SDSU for making it seem possible.

“I’m excited about a career in airport management,” he says. “The degree that I have lets you get your foot in the door in becoming a manager.” Woods, a native of Wagner, is an aircraft mechanic at Reno Flying Service in Reno, Nevada. He earned a bachelor of science degree in aviation in December 2007 with a specialization in aviation maintenance management. The degree also offers specializations in aviation management and aviation education. “The maintenance people are the nucleus of the force that work on our airplanes,” says Professor Jeff Boulware, coordinator of the aviation program. “We not only give students a four-year degree, but provide them with some realtime, hands-on education, and experience that is very important when they go out and find jobs.” Woods, who has worked for Reno Flying Service for about a year-and-a-half, notes his aviation degree helped him earn an inspection authorization license, which he obtained about a year after graduation. “It’s the last license you get as a mechanic,” he says. “You can’t do certain inspections without it. Overall, the program at SDSU prepares students well for the aviation industry, I know it did for me.” Enrollment steady, flying hours high The aviation program maintains an enrollment of about 100 students every year, which is a positive occurrence considering how the economy has affected the aviation industry lately, according to Boulware, who also points to a healthy surge of freshmen entering the major. “Airlines are laying pilots off,” he says. “With high fuel prices, flying is down across the nation. They don’t anticipate much movement for at least another year or two. “We’ve been lucky,” he adds. “We have been bucking the odds, because when you look at aviation programs at larger schools their freshmen population is down 20 percent and ours is up 20 percent.”

The program, which graduates from twelve to sixteen pilots per year, saw a 20 percent increase in flying hours for students during summer 2009. “That’s been our biggest surprise compared to the previous summer,” reports Boulware. “We pushed students to stay in the local area to get more flying time in. We also expanded our courses that are available in the summer and it really paid off for us.” The continuing education program in aviation, initiated in June 2007, also had a productive summer in giving nondegree seeking individuals the opportunity to come to SDSU for flight training. “If you want to learn how to fly or want a multi-engine rating or in many cases want an instrument rating, the response has been very good,” says Boulware. The College continues to lease six airplanes from Aberdeen Flying Services to train students. The program obtained a seventh plane when Rapid City alumnus Mark Boddicker, a 1970 State graduate, supplied an American Champion Super Decathlon. The aviation program increased its faculty by one for the 2009-10 school year with the addition of Assistant Professor Cody Christensen. A former Great Lakes Airlines captain, Christensen earned both his undergraduate and master’s degrees at SDSU. He joins Associate Professor Ryan Phillips and Boulware on the staff. Kyle Johnson

Dave Woods works on an airplane engine in his role as an aircraft mechanic at Reno Flying Service in Reno, Nevada. He earned an aviation degree in 2007 with a specialization in aviation maintenance management. Woods has hopes of becoming an airport manager someday.


Degree: bachelor of science. Degree specializations: aviation education, aviation management, aviation maintenance management. Enrollment: about 100 students. Graduates per year: twelve to sixteen.



Athletic training Opportunities now extend beyond team locker rooms oncussions. Cartilage tears. Curriculum changes. Clavicle dislocation. Which one of these doesn’t belong with the rest of the group? It doesn’t take Sherlock Holmes to solve this one, but not so fast detective. Actually, each of the terms is grouped under the broad umbrella of athletic training. The vocation is no longer “thought of as taping a few ankles and being an equipment manager,” says Brad Pfeifle, a graduate of the SDSU athletic training program and director of sports medicine at the Orthopedic Institute in Sioux Falls for the past sixteen years. Today, athletic trainers find themselves not only nursing athletes back to health but also teaching and researching. SDSU graduates are found in all three fields. Pfeifle, a 1986 undergraduate, has been practicing in the field since earning his master’s degree in 1988. Pam Hansen, a 1990 master’s degree graduate, has directed the athletic training program at North Dakota State University since 2000. Jake Resch is doing doctoral research at the University of Georgia after earning undergraduate degrees in 2003 and 2004 in athletic training and health promotions, respectively, and then returning in 2006 to complete a master’s in exercise and sports science. His track is the path less taken. Bernadette Olson, acting head of the Department of Health, Physical Education and Recreation, says, “The largest percentage goes into practice or for a master’s degree. If I had to guess, 95 percent. This is fairly typical as we are an entry-level program. The rest go on to receive a doctorate. “As we grow as a profession, the need for individuals with doctorates is increasing. So over time, these percentages will shift, not greatly, but I predict they will.” The following takes a look at each area of practice through the eyes of Pfeifle, Hansen, and Resch.



Pfeifle: Practices at major clinic Pfeifle “didn’t even know what athletic training was” when he was a freshman at Dakota State University and came into contact with DSU athletic trainer and SDSU graduate Kathy Courtney. Injuries kept him from developing an athletic career at DSU, but they did set the stage for developing his career. Following a year at DSU, Pfeifle headed to California, where he went to school part time and met an athletic trainer that let him tape ankles. He headed to South Dakota State after a couple years in the Golden State and came under the tutelage of Jim Booher. “I learned that athletic training involves evaluations, injury management, prepractice, and game preparation. It excited me. I became more interested as I investigated it more.” When Pfeifle earned his undergraduate degree, Booher told him, “‘You’re not going anywhere. You’re going to be our first GA.’” So Pfeifle spent two years as a graduate assistant while earning his master’s degree. He then had seven interviews and seven job offers. Pfeifle turned down positions in Gilroy, California, and Myrtle Beach, South Carolina, so the Menno native could go to Sioux Falls. “They convinced me I could initiate an athletic training program,” Pfeifle says of the Augustana College officials he met. He spent five and one-half years developing that program from scratch, went into medical sales for three years, and then seized the opportunity to take the directorship of what was then the Orthopedic and Sports Medicine Clinic. A year later it merged with Midwest Orthopedic, and has flourished as the Orthopedic Institute. The practice has fifteen athletic trainers, five physical therapists, and three occupational therapists; and covers thirtyfive high schools and three colleges, including SDSU, plus the Sioux Falls Storm and Stampede.

As director, he oversees physical therapy, occupational hand therapy, and sports medicine departments as well as seeing at least ten patients a day four days a week. His client load includes SDSU athletes. “I get to see patients who want to get better, which is phenomenal,” Pfeifle says. “When athletes get hurt, they are at their lowest, they’re depressed, they’re down. They have two options—to get better or get lazy. My job is to let them not do that.” Hansen: Teaches at a program in transition Hansen’s job is to create more Brad Pfeifles. She helped launch NDSU’s master’s degree program in 2004 and saw it become accredited in 2006. The undergraduate program was suspended in fall 2007. After the twelve students in the undergraduate program earn their degrees, NDSU will only offer a master’s degree program. There are seven in the graduate program, says Hansen, who notes the change gives faculty more time for research. She says, “I always knew I wanted to teach athletic training and I hoped to be a program director. I enjoy not only helping students learn, but I also enjoy the administrative aspect. . . . I kind of fell into that but it has become my new passion.” In fact, the daughter of a Sioux Falls sporting goods store owner kind of fell into athletic training. She was an accounting major at the University of South Dakota when she took an elective on prevention and care of injuries during her junior year. She switched majors and graduated with a degree in recreation in 1988 and then earned a HPER master’s degree from State in 1990. From 1990 to 1998, Hansen worked as a small college athletic trainer and earned her doctorate in education from USD in 2000. “I enjoy setting goals, overseeing the program’s accreditation, setting policies, making sure students are meeting the criteria, doing budget work, and curriculum development,” Hansen says of

the work with her current position, which she has held since 2000. Reflecting on her job, Hansen says the best part is “working with students, trying to make a difference, getting students to believe in themselves that they can be great athletic trainers. I gained a lot of confidence at SDSU.” One aspect of the SDSU program that Hansen has tried to implement at NDSU is the “sense of community. Everybody worked together to accomplish goals and tasks. Dr. [Jim] Booher and other instructors I had created a solid foundation for my career. “Mentoring—to care for students, working with students— more than anything that’s what I personally picked up.” Resch: Research to lead to doctorate Resch, now a University of Georgia graduate student, says, “Looking back at my education, it’s all been about surrounding myself with amazing people: Dr. Booher, Dr. Bernadette Olson, Trevor [Roiger], Mary Beth [Zwart], Ben [Heinz]. The athletic training faculty of South Dakota State provided an excellent base for me.” He has used his base to take him to a job in London, put him in contact with international leaders in the field, and allow him to teach and do research at a major university. As an undergraduate at SDSU, the athletic trainers “allowed me to expand my clinical education under their direction and expertise. You have a sense of autonomy and family, which is fostered by the athletic training staff and students. This atmosphere also exists at UGA,” says Resch, who started there in 2006. “Upon graduation, I plan on developing this atmosphere at my new institution.”

During his graduate work at SDSU, Resch taught Wellness underneath September Kirby, assisted with the course Prevention and Care of Athletic Injuries, served as a clinical instructor and athletic trainer for several area high schools, and did community presentations. “My experiences from SDSU as an educator and clinician allowed for a successful transition to UGA. My students mean a lot to me, just like my athletes, they are the reason why I enjoy what I do. I believe in order to be a good educator you must have had excellent teachers in the past and remain amongst them, and this is definitely the case with SDSU and UGA,” Resch says. Resch is currently an instructor for a graduate student teaching course. In May 2010, he hopes to earn his doctorate, which will bring to a close his time at the Southeastern Conference school. Four research projects in which he is a participant are: 1) Studying the hormonal influences of mild traumatic brain injury; 2) Looking at the effect of athletes playing in the heat; 3) Comparing international athletic training practices around the world; 4) Examining the quality of life of cancer patients before and after surgery. In addition to all this, Resch, a native of Spirit Lake, Iowa, also is a high school athletic trainer. Resch, who recently became engaged, says his biggest challenge is “staying balanced. I’m very passionate about each aspect of my position. I strive to maintain a balance between teaching, research, clinical practice, and social life, which sometimes is very difficult.” But there is a benefit to his plate juggling.

Top: Jake Resch, right, measures the postural stability of a research subject who had suffered a concussion. Resch, who is pursuing a doctorate at the University of Georgia, is studying the hormonal influences of mild traumatic brain injury. Bottom: Associate Professor Pam Hansen teaches about the knee during an athletic training class this fall. Hansen has directed North Dakota State's athletic training program since 2000.

“I’m never bored and am continually excited about my profession. I wake in the morning and never think “I have to go to work today?” Dave Graves



Whether self, students, or interns Alum’s belief in education knows no bounds o Luanne Kent, education carries power and brings respect. And students don’t get it by listening to lectures and writing papers. Her title may be adjunct lecturer in the College’s West River Graduate Center’s counseling program in Rapid City, but “I don’t lecture,” Kent vows, “and I don’t believe in papers. We actually have discussions. It makes them think.” Kent earned a master’s degree in 1994 from the West River counseling and human resource development program, whose “amazing instructors” were then housed at Ellsworth Air Force Base. Besides teaching for SDSU, Kent directs the psychology internship program at the VA Black Hills Health Care System in Fort Meade. Though her interns are a mix of doctoral and master’s students, “They get to do the same things,” Kent says. “That’s why this internship is so popular; they get to do everything.” The one difference: Each doctoral intern supervises a master’s intern, rotating every four months. Every year, Kent has three doctoral interns, whose year of duty always begins in July. She also supervises five to ten SDSU master’s interns in her role as adjunct lecturer for SDSU as the interns 32 SDSU


begin their 600-hour stint in January, May, or September. VA internships, from the student perspective and especially in a time of cutbacks, are increasingly sought-after. “The number of interns is increasing and the number of sites is decreasing,” Kent says. “VA funding is pretty stable, but if you’re looking at a private hospital that’s cutting the budget, one of the first things they’re going to do is cut the internship program.” While the VA has made no such cuts, competition for its spots has become more fierce. “It’s a tough process to get a site,” Kent says. “There are several thousand interns to be placed. Last year, 800 interns did not get placed.” “If you’re from Florida and you get an internship in South Dakota, you don’t care because you got an internship.” Last year, Kent’s doctoral interns came from California, Colorado, and Kentucky. Those who arrived in July are from Indiana State, Louisiana Technical, and Alder School in Chicago. Kent began supervising master’s interns from State in 1997 while she was working at City/County Alcohol and Drug Programs. That’s when she got to know Kenneth Cole, advisor to the SDSU internship program. She remembers telling

Cole of her frustrations in dealing with red tape. And she remembers Cole’s reply. “He advised me to get my doctorate,” she recalls. “He said I had to get my doctorate so I could make changes.” So she did, in 2003 from the Illinois School of Professional Psychology in Rolling Meadows, the same place she earned her second master’s degree. And, Kent says, it definitely did make a difference. “If you say, ‘This is so and so,’ people sometimes listen,” she says. “But if you say, ‘This is Dr. so and so,’ that says something. “To me, it was a means to an end. I was never a very good student, but I had good instructors. The reason I avoided the doctorate program was I hated research and didn’t think I could pass the stats courses. I got an A+ in both of my stats courses. I’m not saying it was a piece of cake, but it was easier than I thought because I had a good teacher. “I firmly believe with good instructors and motivation on the student’s part, anybody can get an education.” Cindy Rickeman Adjunct Lecturer Luanne Kent, fourth from left, poses with her internship class at the West River Graduate Center in Rapid City. Besides teaching for SDSU, Kent MS ’94 also directs the psychology internship program at the VA Black Hills Health Care System in Fort Meade.


Distance no roadblock to education at West River Graduate Center he broad sweep of South Dakota’s landscape is part of its allure. However, that landscape can lose some of its charm after repeated travels over long distances. The West River Graduate Center serves students who might not otherwise be able to travel for master’s degree classes in educational administration. The graduate center’s location in Rapid City opens an entire side of the state to students who can’t take classes in Brookings. According to Gus Scully, program coordinator, there are usually about thirtytwo students taking classes at the Rapid City campus with another dozen at its Gillette, Wyoming, facility. “South Dakotans know that issue of distance,” says Educational Leadership Department Head Ken Rasmussen. “If you’re teaching or coaching, you just can’t get away.” Distance plays another factor in South Dakota education. Small, remote school districts have no chance of consolidation. But they still need administrators. Often those administrators come from the ranks of the teachers already working in the school district. Rasmussen cites an example from a small school district where one educator went from teacher to teacher leader to principal to chief executive officer of the district. He says small South Dakota communities are lucky to have people who are willing to step into leadership roles in their school districts. It was distance, as well as work and family obligations, that kept Katie Bray ’00 from attending master’s classes in Brookings. With two children at home and a position as dean of students at Central High School in Rapid City, Bray couldn’t travel far for classes. “At the time, the West River Graduate Center offered all classes at night,” Bray recalls. “This schedule afforded those of us in the program the opportunity to continue working and still pursue a higher education degree.”


Bray is in her third year as assistant superintendent of student achievement for the Rapid City Area Schools. She supervises school principals and directors of special education, staff development, federal grants, and Indian education in the Rapid Area School District. “Working with this group of educators has been a joy, and I learn from them daily,” Bray says. “Many of them were classmates at the West River Graduate Center.” School administrators like Bray and her classmates need advanced degrees because of the challenges they face, according to Rasmussen. “The era of No Child Left Behind has increased the stakes,” Rasmussen says. “The dynamics of families and communities have increased their expectations for the schools.” The West River Graduate Center is helping students meet those expectations with a traditional classroom curriculum as well as online courses. According to Scully, students prefer face-to-face classes. He notes that the Gillette facility opened largely because students there didn’t care for online instruction and were driving to Rapid City for their classes. “Students like the face-to-face classes so that they can break up into small groups and do projects together,” Scully says. “Everyone is right there. They don’t have to wait for someone or a few of their group to get online so they can function as a group.” Dana Hess

Top: Jared Vasquez makes a PowerPoint presentation to fellow students in a principalship class at West River Graduate Center this fall. While online courses are available, administrators find that many students appreciate face-to-face classes. Bottom: Taking notes in a principalship class at the West River Graduate Center are, from left, Kellie Thomas, Lindsey Ruml, and Chad Johnson.



Nutritional science meets students’ professional quests ne is a second year medical student and the other is a junior premed student with plans of attending medical school. Both of their educational paths have been made possible by majoring in the nutritional science specialization program through the Department of Nutrition, Food Science, and Hospitality. “Having a great educational background has helped me to succeed in medical school,” says Brianna Serbus, a May 2008 graduate, who is attending Ross University School of Medicine in the Commonwealth of Dominica located in the West Indies. “A good foundation in nutritional science has enabled me to do well in medical school,” she adds. “Heart disease, obesity, and diabetes are directly related to one’s diet and nutritional status, so having an undergraduate degree in nutritional science made sense to me.” The SDSU curriculum is designed to give students in-depth knowledge of nutritional science, according to Associate Professor Elizabeth Droke, coordinator of the program. “Nutritional science is a very good option for students who are interested in professional programs,” she says. “We can meet your requirements through this degree. Our program sets them up well because of the relation between nutrition, health, and wellness.”


Various public health choices Ashley Stoltenburg wanted to major in something other than biology and chemistry, but still be fully prepared for medical school. “Not only does a major in nutritional science do just that, but it also offers many opportunities in the public health spectrum,” says the Huron native, who is also a Spanish major. Stoltenburg will apply to medical school next year and eventually obtain a master’s degree in public health. Ultimately, she wants a career as a physician, focusing on preventive medicine and global health care. “With obesity, diabetes, and other chronic diseases on the rise, nutrition plays a huge role in today’s society,” she says. “Many health problems are directly correlated with poor nutritional choices and unhealthy lifestyles,” adds Stoltenburg. “In all reality, proper nutrition can aid in weight management, help people cope with depression, and improve the body’s immunological response.” 34 SDSU

Knowledge used overseas For Serbus, who grew up in Redwood Falls, Minnesota, enrolling in medical school overseas met personal goals. “I went to Ross University so I can travel and help people who can’t afford health care while going to medical school,” she says. “I get to learn about a different culture and experience living outside the U.S.,” she adds. “More importantly, though, it allows me to give back to people where health care is not always available.” In addition to being a full-time student, Serbus is the head clinical coordinator for the Neuroscience Society along with tutoring lower semester students. She belongs to the American Medical Students Association; is a member of the Salybia Mission Project, which gives free health care to people; and as a Ross mentor, she helps incoming students adjust and prepare for medical school. Nutrition has always appealed to Serbus, who credits the SDSU program for fueling her desire. “My plans were always to attend medical school, and I thought nutrition would be a great field to accomplish it,” she relates. “Having knowledge in nutrition allows me to be better informed and a better doctor in the future. “The whole department (Nutrition, Food Science, Hospitality) is filled with great teachers,” adds Serbus. “I especially owe my knowledge and success to Dr. Elizabeth Droke and Dr. Kendra Kattelman. They challenged me and believed that I could go to medical school.” Kyle Johnson

Degree: major in nutritional science. Enrollment: twelve students. Number of graduates: two to four annually. Career choices: Students have the necessary academic requirements for medical school, dental school, and chiropractic school. It’s also beneficial for those enrolling in graduate school or careers as a physical therapist, physician’s assistant, athletic trainer, and nurse practitioner.

Brianna Serbus, a May 2008 nutritional science graduate, takes a pulse rate at the Roseau Health Clinic in the Dominican Republic. Her experience there is part of her enrollment at Ross University School of Medicine in the West Indies country.

“Nutritional science is a very good option for students who are interested in professional programs. We can meet your requirements through this degree.” – Associate Professor Elizabeth Droke SDSU 35


Battling world h u Grad student’s researc n g er h utilizes et hanol b yp

roduc t


ood science graduate student Sowmya Arra has visions of making an impact in the food science industry in order to help people in Third-World countries like her homeland of India. Her vision may be closer to reality due to her cutting-edge research in which a byproduct of ethanol production is used as a food ingredient. Working in collaboration with SDSU Food Science Professors Padmanaban Krishnan and Agricultural Research Service Scientist Kurt Rosenstrator, Arra investigated the nutritional value of fortifying whole-wheat products through dried distillers grain (DDG), which is the remaining material produced through corn ethanol production. “The objective of this research is to turn the DDG into a marketable food product,” says Arra, who hopes dried distillers grain can be marketed to ThirdWorld countries as a low-cost flour for use in food production such as making bread, noodles, or even cookies.


First-place research As a result of her participation in the science aspect of this ground-breaking research, she recently captured first place in a prestigious graduate research poster competition at the Institute of Food Technologists Conference in Anaheim, California, in July. Her project, “Fortifying Chapathies As Asian Whole Wheat Unleavened Flat Bread Using Corn Distillers Dried Grains,” showcased a method of utilizing byproducts of ethanol production in human food. Arra, who received a $1,000 cash award and certificate, was among fifty graduate students who presented a poster in the product development category at the conference, which included researchers and technologists from more than eighty countries. “Sowmya used everything she had at her disposal at SDSU in putting together this award-winning presentation. People take you seriously in peer review competitions such as these,” says Krishnan, who also serves as her graduate advisor. “I think this honor is a testimony to the caliber of work she produced and shows the significance of her work,” added Krishnan, who has been at SDSU since 1989 after earning his doctorate from North Dakota


State. “This type of research helps place SDSU on the map for innovative thinking in food science,” he says.

No longer just for cattle Previously dried distillers grain has primarily been utilized in livestock feeds but this research indicates that it has a practical use as a new, nutritionally enhanced flour product that may be blended into food. In her work, she investigated the nutritional efficacy of dried distillers grain fortification of wheat products with the purpose of developing a dried distillers grain fortified unleavened whole wheat flour and bread flour Chapathi. In modifying the dried distillers grain for human consumption, the research includes a process of heating, vacuum chamber treatment, grinding, and sterilization, which can produce a flour substitute that will be bland, color neutral and nutrient-enriched. If this research is successful, and there are some scientific, marketing, and economic challenges ahead, she believes it will help battle world hunger by increasing nutritional intake (protein, fiber) by people in those Third-World countries. “Due to economics and their culture, many people make their own bread. Since they make flat bread, it only makes sense to provide a better flour ingredient, which has higher nutritional qualities,” she says. “It means a lot to me if I can give something to my country like this type of blend or product to help with nutrition. Perhaps we can help eradicate some of the problems with hunger.” Byproduct useful to Americans also “In our society, people don’t have enough dietary fiber in their diet. In developing countries, protein is needed in the diet. Our food grade DDG is 40 percent dietary fiber and 36 percent protein,” says Krishnan. “If this works with the unleavened bread then it is possible to use this product in other foods. “This is a way for ethanol production to impact society more. While there is much still to be done, we believe this research offers a product which has the potential to help many people,” adds Krishnan, noting the research is in collaboration with the North Central Agricultural Research Lab in Brookings. It received funding support through Agricultural Research Service, SDSU Agricultural Experiment Station, South Dakota Wheat Commission, and the South Dakota Corn Utilization Council.

According to Arra, if dried distillers grain can help nutritionally fortify products like chapathi—a staple food in countries like India, Afghanistan and Pakistan—it will make a difference in their lives simply because people will be able to afford it. “Because it has higher levels of proteins and fibers, we believe it will help fight diabetes and celiac disease (digestive disorder in children and adults), which is a problem in countries like the United States of America,” she says.

‘Dream come true’ As she moves on with her life, Arra feels her SDSU experience has been substantially rewarding, especially her work with faculty on campus. “It is a dream comes true to work with professors like Dr. Rosenstrator and Dr. Krishnan,” says Arra, who expects to graduate in spring 2010. “I have learned a lot and received a great experience. Without them, I would not have won this competition and I would not have learned so much about what can be done to help people like those from India. “Coming here and enrolling at SDSU has also helped me develop my communication skills while I learned about food sciences. My work here has opened doors to reach my goals. Usually I am little bit shy, but working here in the Food Science Department exposed me to the real world.” Dan Genzler Opposite page, top: Graduate student Sowmya Arra, right, mixes ethanol into a sample of dried distillers grain. The ethanol helps wash out fats and deoderized the grain. It is then heated, freeze-dried, and mixed in with traditional bread ingredients to create a more nutritious product. Professor Padu Krishnan oversees the grad student's work. Opposite page, bottom: Arra pulls naan, a commond bread in Arra's native country of India, out of a high-temperature, gas-fired oven in a food lab on campus. The oven is similar to an underground pit oven used in the Middle East.

Number of graduate students: 40-50 active. Number who graduate each year: four to five. Faculty: twelve. Specializations: Dietetics, Hospitality, Nutrition Sciences, Food Sciences, Food Safety (minor). Programs: bachelor’s, master’s and doctoral degrees offered.



Quest Kid

One woman’s idea blooms to full team venture

hen Becky Jensen became a Family and Consumer Sciences Extension Educator for SDSU in 2003, she wanted to put the dietetics degree she’d earned from State ten years earlier to good use. She wanted to take a nutrition program into the schools. “I really wanted to work with tweens—fifth- and sixth-graders,” Jensen says. “Tweens are at a critical age in developing eating and activity behaviors that may shape their behaviors into adulthood. I couldn’t find a curriculum that had nutrition, physical activity, and some sort of goal setting and incentive program specific to that age group, so I decided to write one. “Oh my, was I naive about the whole curriculum writing process,”Jensen says. “I enjoyed developing the curriculum, but wondered several times if I would ever get it done.” By the 2004-05 school year, Jensen took KidQuest to its first test school, Arlington. It was very well received. “Administrators and teachers feel strongly about the health of the kids,” Jensen says. “Teachers are so busy with No Child Left Behind, but they allowed me to come in to do this program. Teachers didn’t have to prepare or provide anything and it fit with their content standards.” Jensen touted KidQuest at Extension Educator meetings; some began using the program in their home counties. Her next step was “to make it more sustainable,” she says. “There’s not Extension everywhere. That’s where the teens as teachers came about.



“Teens are good teachers and mentors. And they can pick up healthy behaviors in the process.” Jensen worked with Karen Beranek, 4H/Youth Development Extension Educator, to convert the teacher training materials from its adult focus to a teen bent. Jensen and Beranek took the teensas-teachers approach into three schools in 2008. “Two of those schools, Brookings and De Smet, are still using it,” Jensen says, “so it’s working.” Last year, eleven schools and approximately 326 participants in the state were using KidQuest.” The next step Pilot results of the program were part of Jensen’s thesis leading to the master’s degree in nutrition and biological sciences she earned from State in May 2009 and which was published in the Journal of Extension in June. Now, to continue KidQuest to the next level, more official data is needed. Teresa Kemmer, assistant professor of nutrition, has been instrumental in helping that to happen since she came to State in 2008 and set in motion a grant-writing effort to formally test the program. “In the research world, self reported behaviors—surveys—mean something, but they aren’t objective measures.” Jensen says. “It’s important to have objective laboratory measures to determine the effectiveness of the teen approach. We think it works and we’ve seen it work, but we want to make sure we’re researching it correctly.

“Grant money will allow us to go beyond doing surveys to actually having some resources to evaluate some of those health-related parameters.” The long-term goal, Jensen says, is to evaluate the KidQuest children through high school. Many hope that will happen to a program that started as a twinkle in one person’s eye and has grown into a venture involving a team of ten. “It takes that multidisciplinary approach to make really far-reaching societal changes,” Jensen says. “We need to work together to foster that kind of collaboration.” Cindy Rickeman

KidQuest goal: healthier kids KidQuest for fifth- and sixth-graders involves one class period per month at participating schools. Some, like De Smet, have made it part of their family and consumer sciences nutrition class curriculum. Activities, hands-on and team driven, aim to increase physical activity, improve eating behaviors, and motivate and reinforce healthy behaviors. In the Sugar Shocker Challenge, kids use math to determine the sugar in a can of soda, then pile up sugar cubes in that amount. “Their eyes open wide and it’s, ‘Oh my gosh!” says Becky Jensen, KidQuest creator. “We encourage them to drink water and milk instead or even some of the sugar free beverages and flavored waters available. You can’t just say, ‘Do this.’ You have to provide an option that’s appealing. “The tween population is so competitive, they love to play games. The more exposure you can give them to practicing change, the better.” In Bone-opoly, the children play a game similar to Monopoly, learning all about calcium and strong bones along the way. Faculty are currently seeking funding to do more formal research and move KidQuest to the next level.

De Smet High School student Kalli Heupel leads KidQuest activities at her school. Targeted to fifth- and sixth-graders, the activities promote healthy behaviors, including physical activity and eating behaviors.

The grant-writing team: From Nutrition: Teresa Kemmer and Suzanne Stluka. From Extension: Karen Beranek and Becky Jensen. From Nursing: Haifa Samra and Howard Wey. From Early Childhood Education: Mary Bowne. From Family and Consumer Sciences Education: Deb DeBates. From Physical Education: Patty Hacker. Bonny Specker, the Ethel Austin Martin Chair in Human Nutrition, serves as consultant. “I wrote the curriculum,” Jensen says, “but it is a team effort, that’s for sure.” Cindy Rickeman



Science the name of the game for sport science majors

on’t be fooled by the name. Students who choose the sport science area of emphasis in their quest for a master of science degree in Health, Physical Education, and Recreation find that their course of study places a formidable emphasis on science. “It’s very science based,” according to Associate Professor Matt Vukovich, who explains that it’s easy to make a case for the program being the study of exercise physiology or exercise biochemistry. Students choosing the sport science emphasis must meet a long list of prerequisites top-heavy with science courses like chemistry, anatomy, physiology or mammalian physiology, and nutrition. Students pursuing the sports science emphasis have two choices for the direction their studies will take. They can focus on an “applied” outcome and seek work in strength and conditioning or athletic performance enhancement. Vukovich says common areas of employment are helping athletes enhance their performance or helping people lose weight. Students may also pursue a “clinical” focus, ultimately working in areas like cardiac rehabilitation or diabetes education. With about twelve students each fall, Vukovich says in a typical year eight will focus on a career in the applied field while four will take a clinical approach.


A move for the best Vukovich says students studying sport science will benefit from the 40 SDSU

reorganization that placed the Department of Health, Physical Education, and Recreation in the new College of Education and Human Sciences. He likes the way the new college will bring his students into closer proximity with the nutrition program. “There’s now greater potential for collaboration and students working together,” Vukovich says. “Athletes can’t expect to perform without an optimal diet.” An interest in athletics is one of the reasons why students choose the sport science major. According to Vukovich, this is particularly true of students on the applied side who may like working with athletes or keeping active in their own lives. Clinical students may have had a relative suffer a heart attack and subsequently become interested in rehabilitation. An inquisitive youngster Rana DeBoer’s first interest in the world of sport science was expressed in grade school, where she quizzed her physical education teacher about how muscles work. “I have always had a fascination with the physiology of working muscles,” says DeBoer ’01, who puts her expertise to work for the city of Sioux Falls in the applied side of sport science as the municipality’s health and wellness coordinator. In that role, DeBoer administers a variety of programs designed to improve health, inspire morale, and decrease health costs.

“For example, we offer employees monetary support for their fitness center membership dues, we hold flu shot clinics, we help departments with preshift exercises to prevent workplace injuries,” DeBoer says, “and there are ongoing training opportunities from ‘Beating Burnout’ to ‘Pension 101’ to ‘Healthy Cooking.’” In her uncle’s memory With an undergraduate degree in health promotion, Kathy Gums ’08 has always been interested in sports and physical fitness. Something else, however, drew her to the clinical aspects of the sport science degree she’s currently seeking. Gums feels drawn to the area of clinical exercise physiology because, she explains, her undergraduate education was paid for through a trust fund set up by her mother’s uncle, a man who died after a lifetime of struggle with muscular dystrophy. “Ideally, I would like to help people with chronic diseases or conditions to exercise at a level that will help them prolong and increase their quality of life,” Gums says. “I feel like this could be a very rewarding career and I feel like becoming a clinical exercise physiologist, in a sense, would be a way of giving back to my late uncle.” Dana Hess Kathy Gums, a graduate student in the sport science area of emphasis, does much of her research in the applied physiology lab. The treadmill she’s standing next to is used to measure oxygen consumption.



e life aft r e e th

ball? fter finding out a friend’s NFL dream was cut short with a frustrating career-ending injury, former SDSU women’s basketball player Megan Vogel decided to delve into a master’s research project about the transitional problems student-athletes experience in retiring from collegiate athletics. While her graduate project was small in scope, the 2007 Health, Physical Education and Recreation graduate found that many student-athletes are not prepared for life after sports. In her work, she surveyed sixty-nine SDSU student-athletes who participated from 2004-08 and found that nearly 26 percent felt they had a shot at a professional career, which is well above the one percent that are actually drafted, according to 2007 figures from the NCAA. According to Vogel, that unrealistic view of their future coupled with the fact that student-athletes are placed on a higher pedestal than other students because of who they are, a range of problems can result after they end their playing careers. These problems include depression, self-esteem issues, and even alcohol and drug abuse. “A friend’s heartbreak of losing out on a chance at the NFL got me to thinking about the process [retiring from sports],” says Vogel, whose own professional basketball career ended in 2008 and is now contemplating a collegiate coaching career or obtaining a degree in physical therapy.


Vogel’s graduate project reveals it’s tough to say goodbye to sports In her research project, “Adaptation to Transition: How Prepared Are NCAA Student-Athletes for Retirement from Sports?” the St. Peter, Minnesota, native studied the factors relating to a studentathlete’s adjustment to retirement, and the resources available to aid student-athletes in the sport retirement process. Vogel, who earned her master of science degree in health, physical education and recreation in 2009, suggested that a studentathlete’s transition away from collegiate sports requires greater awareness and policy by universities, more personal responsibility by the student-athletes, and increased support of families. A three-step plan She advocated the idea that institutions develop a three-step evaluation process that tracks a student-athlete while they are at the institution. The evaluation would look at how invested student-athletes are in their sports and determine how well they can adjust to life after their athletic career ends. In addition, the evaluation project would assess the progress of student-athletes after they leave the campus.

“I am not saying that athletes shouldn’t dream about what might be. Student-athletes should relentlessly pursue any and all goals they wish to attain. It merely means they need to have a ‘plan B’ in case the improbable does not happen,” says Vogel. Vogel, one of the all-time women’s basketball greats at SDSU (2003-07) who was drafted in the second round (19th overall) by the WNBA’s Washington Mystics, has an in-depth understanding about the abruptness of sports, whether it is through injury or retirement. “You are trained to think to win. Studentathletes keep pushing, grinding, and working hard throughout their college careers. And then it can end suddenly, which is tough to accept regardless if you think you can go further,” says Vogel, who gave up basketball in 2008 after playing overseas and suffering an injury to her knees. “I wanted to be able to walk and run and be near my family. But I am not like a lot of student-athletes because I was able to choose how to end my career. Many of them don’t get that opportunity,” she says. Dan Genzler Vogel (inset and No. 32 versus NDSU February 23, 2006)

‘Like leaving a family’ “I know from my own experience that every athlete goes through a transition process of not being an athlete any longer. Collegiate athletics consumes you— everyday you are working hard, practicing, giving your all to a sport on top of your studies. Plus, it is like leaving a family because of the friendship and support you get as part of a program,” she says. SDSU 41



NFA labs

big boost for food, nutrition education



ne lab just got a whole lot better for students seeking careers in the food science, human nutrition, and foodservice industry, and a second brand-new lab is poised to make scientific history. The Faye Tyler Wade Food Laboratory was dedicated September 11. Located in NFA 429, the renovated lab serves as a food preparation lab/classroom and a fine dining room. Just down the hall in NFA 440 is a laboratory devoted to research in nutrigenomics, a new branch of science that studies the interaction between genes and nutrients. Food lab for the future

Renovation of the food lab carried a price tag of $338,000. Faye Tyler Wade, a former home economics student who attended SDSU from 1939 to 1942, provided a lead gift of $250,000. Growing up on a farm near Crooks, Wade, 88, came to SDSU on a $100 scholarship award after winning a breadmaking contest at the 1939 Minnehaha County Fair. Wade spent her career in the restaurant industry, owning several restaurants in Iowa, Arizona, and the northeast. Because of her belief that education creates opportunity, she was motivated to provide a modern food laboratory to strengthen learning and encourage students to consider following in her footsteps with a career in the foodservice industry. In addition to the food lab, Wade has several scholarship endowments at SDSU. Wade resides in Prescott, Arizona, in a home she designed. A self-trained amateur artist, she spends a lot of her time painting. Redesign of the lab, in constant use since 1967, will better serve students by allowing for expanded uses, including a food principles course, a fine dining and catering course, and a new food product development course. The courses taught in the lab are at the center of the curriculum in nutrition and food science, and the hotel and foodservice management programs. The lab also plays a

key role in the training of family and consumer science education majors. An efficient floor plan means more direct faculty instruction and ease of use for students. State-of-the-art appliances, modern stainless steel hoods, ageless stainless steel countertops, ample storage space, and furnishings have transformed the lab into a model facility. Three different ceiling heights, accent lighting, and a central circular soffit, will allow a single space to function differently for the occasion and use. “Thousands of graduates have come through this lab dating back to its original construction,” says Professor Padmanaban Krishnan. “There had been no upgrades or improvements since then. “The long-awaited renovation of the lab, helped greatly from Mrs. Wade’s very generous gift, conveys to students that we are up with the times by offering a highquality education.” Modern technology has been integrated into the design, featuring drop-down audio visual equipment and a hidden screen. Now instead of mirrors, a television camera mounted above the instructor’s podium will document demonstrations and project them on to a screen. In addition, two large remotely operated curtains scroll from the ceiling, separating kitchens and dining area when fine dining meals are served. “The lab will rival anything that you see on the food network channel,” says Krishnan, who notes a décor of beige and tan as well as stainless steel countertops will keep the lab looking futuristic. “We did a lot of homework in arriving at the color scheme, utility, and versatility,” he adds. “They will be in style for the next thirty to forty years and hopefully will never become outdated.” New frontier of science

The nutrigenomics laboratory, which was previously an instructional lab/classroom, was funded entirely by the South Dakota Agricultural Experiment Station (SDAES) at a cost of about $100,000. Nutrigeomics is part of the Functional Genomic Research Initiative of SDAES, according to Professor C.Y. Wang, head of

the Department of Nutrition, Food Science, and Hospitality. “It’s about combining nutrition knowledge, which refers to what nutrients do for our body, and the advances in genomic technology,” he says. “Faculty and staff of the NFSH Department are excited about the vision from the SDAES and very grateful to the resources that made the new lab possible.” Nutrigenomics research will have profound effects on society years down the road when it comes to diet and exercise, Wang points out. “In ten to fifteen years advice will be based on genes,” he says. “You could be a person who does everything for your body but with little success. When we learn your genetic makeup, the right diet can be prescribed. It will be like individualized nutrition counseling.” Up until five years ago, there was no term called nutrigenomics, and SDSU is one of only a handful of institutions across the country conducting research in this area. “We are pioneers in this area,” notes Wang. “What scientists do in that lab is at the frontier of science.” Graduate students pursing doctorate degrees will use the lab under the direction of two faculty members hired to conduct nutrigenomics research. Moul Dey, an assistant research professor at Rutgers University, began her duties September 22. She will develop a graduate course in nutrigenomics, according to Wang, who notes a second professor will be hired at a later date. Wang adds the research into nutrigenomics only enhances the vision of the department. “This is all very exciting and rewarding at the same time,” he says. “Whether it be teaching, research, or Extension, it’s our mission to be among the top-tier programs in the country.” Kyle Johnson Professor C.Y. Wang, head of the Department of Nutrition, Food Science, and Hospitality, shows off the new nutrigenomics lab, which was a classroom lab in NFA 440. Nutrigenomics, a new field of study, combines nutrition and the function of genes.



Students develop skills in work with imple games like dodgeball or flag football can be a difference maker for Native American students living far from home. The games are organized by students in Associate Professor Paul Fokken’s Recreational Sports Programming and Administration class as a service-learning project. The games are played by students at Flandreau Indian School, a boarding school for high schoolers. During the course of a semester, Fokken’s students are required to make three trips to the Bureau of Indian Affairs school twentyfive miles south of Brookings. Some go beyond the minimum requirement because of their enjoyment of getting students out of the stands and into the game. Flandreau Indian School has 300 students and the recreation program reaches about one-third of them, says Fokken, who is in his third year of partnering with FIS. “We’re not out there to force anybody [to participate]. Then its not recreation,” Fokken says. However, seeing other people having fun is contagious. He recalls a flag football game that started with many students in the stands. Before the evening was over, most of them were on the field. That experience is typical, says Graduate Assistant Katie Buehner. The Highlands Park, Colorado, native is coordinating this fall’s recreation road trips after participating as a student in 2008. “When we get down there, there’s not, initially, a lot of people that want to play, so



American Indians

some of our students play. But as they see us and other students having fun, they join in and we phase our students out,” says Buehner, who hopes to create a six-team flag football league this fall. The FIS students gain an opportunity to exercise and develop positive recreational interests, Fokken says.

Working through apprehension SDSU students benefit from putting theory into practice by learning how to set up tournaments and also gain diversity experience. He said most SDSU students are apprehensive about working among American Indians because they are the minority. However, the students invariably overcome that by the second trip, Fokken says. This year students made a getacquainted visit before conducting activities. Expenses for the van trips to Flandreau are covered by a grant from Diane Nagy in the Service-Learning Office. Playgrounds to Rosebud Reservation Some of Fokken’s students also will be involved in the installation of a playground outside the Boys and Girls Club in Parmelee on the Rosebud Indian Reservation twenty miles west of Mission in October. Financing came from a $28,000 grant from the Larson Foundation and a $12,000 grant from playground manufacturer GameTime. It will be the second installation for Fokken’s students. Two years ago a similar playground was installed in Mission.

The two-day project, overseen by GameTime installers, “is a great hands-on learning experience,” Fokken says. “They understand the difference between a residential playground and a commercial playground that is going to last fifteen to twenty years or more.” Parmelee, population 400, had never had a playground before but its Boys and Girls Club director shared the need with others working on the reservation.

Joint effort requires detailed coordination Club director Lisa Shott met with Russ Stubbles, a professor in Horticulture, Landscapes, Parks and Forestry, and Bob Semrad, a nontraditional visual arts major, in summer 2008. The men have been working to improve recreational opportunities on reservations for the past three years. Stubbles, Semrad, and Fokken began work on the project last summer and equipment was ordered late this summer. Fokken says the project will help his students realize the details required to coordinate such a playground, particularly site preparation. Prior to installation, a weedbarrier fabric will be laid. After installation, wood chips will be spread over the forty-foot by fifty-foot playground area. “Hopefully, this can be a success story like the one in Mission,” Fokken says of the Parmelee project. Dave Graves Above: Associate Professor Paul Fokken (back row, second from left) with the playground installation crew in Parmalee October 10. Inset: The completed playground.

Physical education teachers fight childhood obesity hen the conversation turns to childhood obesity, Professor Patty Hacker expresses a certain degree of frustration. She’s frustrated because her students training to be teachers in the Health, Physical Education and Recreation Program aren’t always going to have the time they need in the school day to make an impact on students’ health. She’s frustrated when she hears about school districts cutting time for physical education classes because they say they need more time for testing. “Kids who are physically active score better on tests,” Hacker says, knowing that there’s plenty of research to that effect. The lack of time in the school day is something that Instructor Tracy Nelson knows about firsthand. She has joined the HPER staff after nine years in public schools, the last five as a teacher and coach in the Brookings School System. “The biggest thing we had no control over was time limits,” Nelson says. “There’s just not enough time to make a big impact.” As an example, Nelson says that as a public school physical education teacher she would work with kindergarteners for three twenty-minute sessions per week. Students in other grades got two thirtyminute sessions per week.


According to Hacker, students learning to be physical education teachers are encouraged to look outside the school day and outside the school for ways to engage students. They work on planning intramural sports programs before and after school or during the lunch period. They study ways to increase childhood activity by reaching out to parents and to the community. “These are the ways we’re going to impact childhood obesity,” Hacker says. Nelson also has firsthand evidence of that kind of impact through her experience with the Fitness is Fun program started four years ago by the Brookings School District. The program includes activities students can do at home with family members. “If the family does it,” Nelson explains, “they’re going to make that big, lifetime connection to it.” But before the students can involve their families, they have to get involved themselves. One of the major tasks of physical education teachers is inspiring activity in all students, not just those who are athletically inclined. “We have to work with the ones who are not passionate about sports,” Nelson says. In Nelson’s classes, that meant setting physical fitness standards that students

could work toward on their own schedule. “For me, it wasn’t about who was done first,” Nelson says. Young students who develop coordination and motor skills are less likely to be candidates for childhood obesity and more likely to be active adults. To do that, physical education teachers must be adept at using the precious time they have with students. Hacker stresses that a good lesson plan is as important to a physical education teacher as it is to any other member of the faculty. “It looks like fun and games, and it is. It’s all very well planned fun and games,” Hacker says. “We are no less accountable for the learning going on in the gym than a math teacher is in the classroom.” Dana Hess SDSU Instructor Tracy Nelson teaches a group of health, physical education and recreation majors this fall. One of the major objectives for PE teachers today is to develop active children who aren’t prone to obesity.

“It looks like fun and games, and it is. It’s all very well planned fun and games. We are no less accountable for the learning going on in the gym than a math teacher is in the classroom.” —Professor Patty Hacker




might be just out of school, but he already has his dream job

illie Jones has played in some big football games. There was the state semifinal game in 2001 when his Yankton Bucks were edged out at Watertown 12-7. As an SDSU senior, the Jackrabbits pulled their third upset of the season when State rallied to nip the University of California-Davis 22-21 in the final minute of the Hobo Day game. But those exciting South Dakota gridiron battles pale compared to what he is experiencing in his first job. Jones, a 2007 health promotion graduate who is wrapping up paperwork on his master’s degree in the same field, was hired May 26 as one of the four assistant strength coaches with the University of Nebraska football program. Memorial Stadium holds the third largest population in Nebraska on Big Red Saturdays—more than 81,000. Jones is responsible for helping prepare 145 young men to fight for a national championship on one of sports’ biggest stages. “This is basically my dream job,” says Jones, who grew up as a Nebraska fan living in Yankton just north of the Cornhusker State.


Building better athletes “In the building we work out at, there are tours coming through all the time. I hadn’t 46 SDSU

really fathomed how big the University of Nebraska program is. Everybody’s always wanting to know what is going on with the program. It’s a great atmosphere for the student-athlete,” Jones says. So while the lights are bright on the UNL stage, the demands, both from the program and the public, are high. It’s Jones’ job to put “bigger-faster-stronger” on the playing field. “Every aspect of training a football player, he’s involved in,” says his boss, James Dobson, the head football strength and conditioning coach. That means coordinating lifting regiments and acceleration drills. Jones sets up equipment, conducts speed workouts, and prepares workout cards for players, who fall into three broad categories. There are two-deep players, who lift only on Mondays and Wednesdays during the season, and transitional and developmental players, who lift Sundays, Tuesdays, and Thursday. Developmental players are newcomers. Transitional players are more advanced in the lifting program, but don’t see a lot of playing time. Long hours required The players work through the massive UNL strength complex in groups of twenty to fifty during the morning hours.

During the season, lifting is done by 9:30 a.m. and the strength staff is off duty until 3:30 p.m., when they are to be on the field supervising bike riding for injured players and stretching players after practice. During the summer, hours run from 5:30 a.m. to 4:30 p.m. “He’s not afraid to put in the hours that are required for this position,” says Nate Moe, the SDSU strength coach. Jones had his internship under Moe and served two years as one of Moe’s two graduate assistants. Grad work like a full-time job “I’m the only full-time strength coach,” Moe says. Therefore, his graduate assistants “meet with their coaches, design, and implement the program, conduct testing, keep records. They do all the things a full-time assistant would do at a larger university.” At SDSU, there are twenty-one sports and almost 500 athletes, so the grad assistants have plenty to track. During his time at State, Jones helped Moe with programs for football, basketball, baseball, and volleyball players. In addition, he designed programs for equestrian, men’s and women’s swimming, men’s and women’s tennis, men’s and women’s track and field, softball, and, in his first year, men’s golf. On top of that Jones was responsible for maintenance and cleaning of the weight room. Impressing bosses current and past All those duties might make just being able to concentrate on football seem like a vacation. But he wasn’t thinking that when he began work May 26. He admits to feeling a little overwhelmed initially. “I had to learn everything in a week and then the summer program began,” Jones recalls. UNL’s Dobson says, “He had to jump right in and do a lot of learning on the fly, but he was well-prepared for what we gave him. [Jones] “is dedicated and hard working. He’s doing a great job. He’s taken the job we’ve given him and is running with it.” Dave Graves

Willie Jones, left, a 2007 SDSU graduate, primarily works with football players at the University of Nebraska but occasionally oversees players from other sports as well such as this baseball player. Jones landed the job in late May after two years as a grad assistant at SDSU.


Frontier research C.Y. Wang’s goal for the Department of Nutrition, Food Science, and Hospitality is one he has no doubts his faculty will fulfill: to become a top tier department in the country and the world. “It’s right in our strategic plan,” Wang says. “I’m excited for what’s been done and what the future holds for this department.” What’s been done is a myriad of team research that aims to affect positive, longterm changes in health, wellness, and the food industry to the overall benefit of South Dakota, its citizens, and its economy. For example, faculty are working to advance KidQuest, a program that encourages children to exercise and eat nutritiously. (See story Page 38.) “Obesity affects health care,” Wang says. “Prevention is the solution. Rather than spending millions of dollars in the emergency room, we could spend hundreds on prevention. “Our goal is to create a star program that is unique and that works. South Dakota has been a good follower for a long time. It’s about time South Dakota is in a leadership position.”

making a difference

Getting there will require a system of give-and-take long practiced within the department. “You take the knowledge out to the people through the Cooperative Extension Service and the public provides input so we’re working on issues that will truly make a difference for our citizens,” Wang says. “That’s where engagement comes in.” Faculty are coordinating nutrition education among South Dakotans on food stamps to help them spend wisely. They also conduct education in the area of food safety and encourage the pubilc to consume more locally grown food. Home run “This is a value-added issue,” Wang says. “A bag of corn chips, for example, uses probably about two cents’ worth of corn product and costs $2 to buy. We sell the corn to people in Minneapolis, who process it and sell it back to us. “We must stop sending the raw material to other states to process for us. It does not work. We want what is produced by South Dakota farmers to also be processed in South Dakota. This feeds the vision our governor has been promoting the last seven years. It’s a key piece. “We want to develop concepts, processes, and products that utilize what our farmers produce in our state, in both the food production area and energy and fuels.” Researchers are studying uses for corn stovers, the stems and chaff usually discarded as waste, as well as

DDG [dried distiller’s grain], the residues from ethanol—“adding value to what we produce here.” They provide technical assistance to entrepreneurs, helping with regulations, manufacturing practices, and packaging. “The department has a long history of doing that for people who want to start a food-related business,” Wang says. Genomes, flavenoids A team of scientists with expertise in genomes, dietetics, and statistics is beginning to work within a new field called nutrigenomics. “This looks at the interaction between nutrition and genomes,” Wang says. “It’s our job to figure out what specific lifestyle changes a person needs to make. The recommendation for you and me will be different. It’s individualized nutrition. “It almost sounds like science fiction now, but it can be reality some day. If we don’t work on it, it never will be.” A study is underway on flavenoids and which ones may lower cholesterol, reduce the risk of cancer, or prevent heart disease. “We’re making fascinating discoveries we can’t go public with yet,” Wang says. “There’s lots more study to be done.” And it will be done by scientists who mesh in a way most researchers do not. “They’re all interconnected academically and they also get along,” Wang says. “That’s a very unique thing. They want to help each other; build each other up instead of tear down. I’m very proud of that culture.” Cindy Rickeman Collaborating Professors Kendra Hill, Anne Fennell, and Padu Krishnan work on a project to provide the local grape and wine industry with Midwestern wine grapes. Some of the grapes are being grown at the University’s Hansen research plots on the east edge of Brookings.


Faculty News

‘Good Life’ helps Britzman become Glasser Scholar Mark Britzman, a professor in the Counseling and Human Resource Development Department, has completed the highest level of certification in choice theory, reality therapy, and lead management after being chosen as a Glasser Scholar. The eighteen-month process culminated in Britzman passing a counseling demonstration and giving a presentation related to his research that included his book Pursuing the Good Life at a June international conference in Edinburgh, Scotland, hosted by the Institute for Reality Therapy UK. He was one of sixteen international finalists chosen to be a Glasser Scholar, which helps ensure that choice theory will be well researched. Britzman’s book, produced in 1998 by Unlimited Publishing of Bloomington, Indiana, offers an eighty-five page look at principals on how to live a healthy life physically and mentally. He said the book is “lay-person friendly but still is consistent with research.” He wrote that the things that make people the happiest are relationships and a sense of love and belonging.

Frantz retires, takes cooking skills to Nebraska Lee Frantz decided it was time to get out of the kitchen, but only in South Dakota. Frantz retired as an assistant professor in the Department of Nutrition, Food Science, and Hospitality, at the end of the school year. Frantz and his wife Donna Campbell moved to Omaha, where he is be an adjunct professor at the University of Nebraska at Lincoln and at the New Culinary Institute at Omaha. He also plans to work as a consultant to the restaurant industry in the Midwest. Frantz spent six years at SDSU after earning his doctorate from UNL. His career included sixteen years in the military.

Interim Dean Smith ends lengthy association with State Howard Smith, associated with the College of Education and Counseling since 1978 and interim dean since 2006, retired June 21. In retirement, Smith plans to spend more time motorcycle riding and wood


working as well as volunteering for the American Red Cross Disaster Mental Health Services in disaster relief operations. Smith has been on about twenty-five disaster relief operations, including those surrounding the 9/11 terrorist attacks in New York and Washington, D.C., and recent operations for Hurricanes Katrina and Rita. Smith served on the SDSU faculty from 1978 to 1994 and then again from 1999 to 2009.

Faculty briefs Julie (Gullickson) Bell, an assistant professor in Human Development, Consumer and Family Sciences, was honored in April at the state meeting of the Family, Career and Community Leaders of America in Sioux Falls. Bell ’70/’76 served as the state FCCLA advisor from 1996 until retiring from that post this spring. Prior to that she was state FCCLA consultant and has been involved with group long before its name change from Future Homemakers of America in July 1999. She started as a chapter adviser in Appleton, Minnesota, in her first job out of college and has continued to serve. At the August conference of the South Dakota Association for Career and Technical Education in Pierre, Bell received the Outstanding Career and Technical Educator award. Angela Boersma has joined the faculty as an instructor of interior design in the Department of Design, Merchandising, and Consumer Sciences. As an SDSU alumna (2006) and graduate of the University of Minnesota (master’s of architecture, 2009), Boersma brings an interdisciplinary understanding of design as well as professional and educational experiences in historic preservation/adaptive reuse, sustainability, and residential/small commercial interior design and architecture.

Her primary research interests focus on educational methods for interdisciplinary design education, and historic architecture. In her teaching responsibilities, Boersma works with primarily upper-level undergraduates through courses in building systems and construction, materials, travel studies, and studio offerings focusing on historic preservation, kitchen design, and commercial interiors for corporate/office environments. Boersma is a LEED accredited professional and serves as a co-advisor for SDSU’s student chapter of the American Society of Interior Designers. Chris Briddick was selected as the College’s researcher of the year. The assistant professor in Counseling and Human Resource Development was honored at the University’s February 24 faculty recognition banquet. He was cited for his work in career development, historical trends, and social issues that impact the counseling profession. Mark Britzman, a professor in the Counseling and Human Resource Development Department who lives in Brandon, coordinated a foodpacking activity at Brandon Valley High School January 16-18 so thousands of meals could be sent to starving children in Haiti. The event was done on behalf of Feed My Starving Children, a nonprofit organization in Brooklyn Park, Minnesota. The effort required raising at least $17,000 and recruiting at least 500 volunteers to assemble the meal ingredients. It was the second year for the event. Soo Hyun Cho, who will complete her doctorate from Ohio State in December, has joined the faculty in consumer affairs.

Her dissertation is the “Effect of Saving Goals on Savings Behavior: A Regulatory Focus Approach.” She earned her bachelor’s degree in home economics education in 2003 and her master’s degree in family resource management in 2005, both from Korea University in Seoul. This fall she is teaching Consumers in the Market and Work Family Interface as well as co-advising the student organization of National Consumers League. Deb DeBates, an associate professor in human development, was one of three fraternity housemothers featured in American Profile, a weekly newspaper supplement. DeBates, 57, has been the housemother for FarmHouse fraternity since 1992. Myron Enevoldsen, husband of Professor Bernadine Enevoldsen, died August 5 almost four years after being diagnosed with a massive brain tumor. Enevoldsen, 68, of Brookings, married Bernadine Blume of Armour, July 25, 1969. They had one child. Carl Edeburn, a retired professor, is coauthor of a book that has been translated into nine languages. The Leader Within: Learning Enough About Yourself to Lead Others, originally copyrighted in 2004, now can also be read in Korean, Japanese, Chinese, French, Spanish, Arabic, Italian, and Portuguese. The book is coauthored with Drea Zigarmi, Ken Blanchard, and Michael O’Connnor. Edeburn retired in 2000 after twenty-seven years on the faculty. Ruth Harper, a professor in Counseling and Human Resource Development, and Greg Heiberger, coordinator of the general studies program, coauthored a

chapter in a Jossey-Bass published text called Have you Facebooked Astin Lately? Using Technology to Increase Student Involvement. Alexander Astin is a major researcher in higher education student affairs noted for his theories on student involvement. The quarterly publication is a nationally recognized, peer-reviewed publication of eight chapters that will be picked up by most college libraries and used as a textbook for courses on technology and student affairs. Jane Hegland, interim assistant dean and head of Design, Merchandising and Consumer Sciences, has been named the Phi Kappa Phi 2009 Victor Webster Faculty Lectureship speaker at SDSU. Kendra Kattelmann, a dietetics professor, had her article The Medicine Wheel Nutrition Intervention: A Diabetes Education Study with the Cheyenne River Sioux Tribe published in the September issue of the Journal of the American Dietetic Association. The article reports that a culturally sensitive educational program based on the Medicine Wheel Model for Nutrition shows promise in changing dietary patterns in an American Indian population and impacting glycemic control.

Professor Linda Nussbaumer was appointed chair of the Interior Design Continuing Education Council and thus received an invitation to speak at the Hong Kong Interior Design Association in July. In addition to speaking on continuing education and graduate research, Nussbaumer met with designers at Hong Kong Polytechnic University. This fall Nussbaumer released her hardcover book Evidence-Based Design for Interior Designers. Lorna Saboe-Wounded Head, who will complete her doctorate from Iowa State in May, has joined the faculty in consumer affairs. She earned her bachelor’s degree in family and consumer sciences education at SDSU in 1992 and her master’s degree in adult education at the University of Minnesota in 2002. At State, she worked with Cooperative Extension Service as project coordinator for a USDA-funded food safety grant from 2004 to 2008. The objective was to identify and reduce risks associated with food handling practices of specialty foods direct marketed from South Dakota. The work for the project is being collaborated with Oglala Lakota College, Si Tanka University, and Sisseton Wahpeton College.

Kathryn “Katie” Morrison completed her dissertation and earned her doctorate with a specialization in family financial planning from Iowa State August 8. She now is a tenure-track assistant professor in consumer affairs. Her bachelor’s (consumer affairs, 2002) and master’s degrees (health, physical education and recreation, 2004) were from SDSU.


Alumni News

Jill Akland ’03 and Aaron Norman ’02 were married March 7, 2009, at Central Baptist Church in Sioux Falls. The bride has a degree in nutrition and food sciences and is the director of dining services at SDSU. The groom earned a degree in civil engineering and works as an engineer and land surveyor at Stockwell Engineers in Sioux Falls. The couple lives in Sioux Falls. Sean Brakss ’01 and Mary Carmen de la O Vizcarra were married November 22, 2008, in Torreon, Mexico. He earned a degree in business administration and hotel-restaurant management, and now works at Baja Mexia Properties in La Paz, Mexico, where the couple lives. Becky Ekeland ’99, a teacher at Brookings High School, was named 2009 teacher of the year for the South Dakota Council of English Teachers at its annual conference February 27-28. Joline Dunbar ’82 received the Outstanding Service Award at the South Dakota Association for Career and Technical Education in Pierre in August. Dunbar, the family and consumer sciences educator at Brookings High School, was honored for her twenty-seven years of promoting career and technical education. Susan Foster MEd ’00 began work August 1 as principal of Fred Assam Elementary School in Brandon. For the past eight years she has been principal at Groton Area Elementary. She earned her master’s in educational administration and has a reading specialist endorsement from State. Barbara Goodfellow ’69 retired in May 2009 after eighteen years of teaching at Brookings High School and twenty-one years at Estelline. For the second half of her career she has been a librarian and student council adviser at BHS. She got her degree in library science and counseling, and began her career as school counselor and psychology teacher at Estelline. Sister Darlene Gutenkauf ’71 was honored July 9 at a Mass and reception in observance of her fifty hears as a member of the Sisters of


Presentation of the Blessed Virgin Mary of Aberdeen. After receiving her bachelor’s degree in education, Gutenkauf earned a master’s degree in pastoral studies from Loyola University, Chicago.

South Dakota vo-ag teacher in 1984 and the Ag-Ed Club teacher of the year in 1992. Survivors include his wife, Kathryn (Muser); three daughters, a son, two grandchildren, and a sister.

Judy A. (Holmes) Herron MS ’90 died May 10, 2009, at Dougherty Hospice House in Sioux Falls after a short battle with cancer. Herron, 63, of Sioux Falls, worked for eight years as an oncology counselor at Sioux Valley Hospital. Much of her work was in the hospice environment with patients and their families. She retired in 1999 and spent time with her five grandchildren as well as reading and traveling. Survivors include her husband of fortyfour years, Doug; two daughters, and a son.

Joyce McDaniel ’73 retired in May 2009 after teaching Spanish at Brookings High School for thirty-five years.

Amber Jensen ’00/’08 has been hired as the Spanish teacher in Baltic. She has taught English as a second language in Guadalajara, Mexico, worked as a liaison between the school and home for Sioux Falls School District’s ESL program, and was a composition instructor at State. William “Bill” Jiricek ’85 MS, of Sioux Falls, died January 26, 2009, in Sioux Falls. Jiricek, 74, earned his bachelor’s degree at Southern State Teachers College in Springfield in 1962 and then taught at several communities in Nebraska, South Dakota, Iowa, and Montana during the next ten years. After earning his degree from State, Jiricek was principal and then superintendent in the Woonsocket/Forestburg school districts. He served as superintendent at Lake Central School District in Madison from 1976 to 1992, later moving to Pierre and then Sioux Falls. John Keimig MS’04 became a member of the Tripp City Council May 4. Keimig, who earned his undergraduate degree from the College of Agriculture and Biological Sciences, is an Extension educator in Tripp. Richard Lubinus ’68/MEd’75 died April 18, 2009, at Platte Health Care Center. Lubinus, 62, had been the vo-ag and shop teacher at Platte-Geddes High School since 1975 and was the FFA advisor. The Vietnam veteran was named outstanding

Janice (Andre) Miller ’60 died June 17, 2009, at Sanford Vermillion Hospital. Miller, 71, of Vermillion, earned a degree in home economics education. She married Clifford Miller in 1961 in Meckling and they farmed in the area. She worked as a seamstress until retiring in 1998. Miller was preceded in death by her husband in 1998. Survivors include two sons, two daughters, two brothers, and six grandchildren. Keith Moore MS ’02 began work August 22 as chief diversity officer at the University of South Dakota. He had served as director of Indian education for the South Dakota Department of Education since 2005. A member of the Rosebud Sioux Tribe, Moore is a native of Mission who graduated from Lyman High School in Kenebec in 1985. Jill Norman ’03 was named the Emerging Dietetic Leader by the South Dakota Dietetic Association. The nutrition and food science graduate is the Aramark director of dining services at SDSU. She was cited for her nutrition knowledge, volunteer work, and environment efforts, such as reducing water usage and waste in kitchens and encouraging students to recycle. Her job includes the management of 245 employees and overseeing meals for 3,200 students on a daily basis. Shawn Oligmueller ’81/’85 died January 31, 2009, at Avera Hand County Memorial Hospital in Miller after a yearlong battle with cancer. She taught elementary vocal and band in Hamlin County School District for six years. She then went to Northern State University, where she got her elementary endorsement.

Matthew Raba ’01 math education, has been hired as the new principal at Belle Fourche High School. The New Underwood native has been teaching there the last eight years. Jessica Rada MS ’08 and Kevin Cunniff were married October 18, 2008, at Risen Savior Catholic Church in Brandon. She earned a degree in exercise science and now works as a behavior therapist at Partners in Excellence in North St. Paul, Minnesota. The couple lives in Woodbury, Minnesota. Amy Robinson MS ’07 and Joseph Ryan were married May 22, 2009, at St. Joseph’s Cathedral in Sioux Falls. The bride has a degree in counseling and human resource development. She is a counselor at Glory House. The couple lives in Sioux Falls. Florence Rohde ’32 died July 1 in Michigan. Rohde, 99, of Dearborn, Michigan, and formerly of Madison, taught in Luverne, Minnesota, and Cheyenne, Wyoming, before moving to Michigan, where she spent her retirement. Survivors include two nieces and two nephews. Jason Rolansky ’09 has completed his master’s degree in school administration and began this fall as principal at Selby Area School. He had previously been teaching in Wall. Stephanie (Schwartz) Roob ’01 received the O’Donnell Demonstrated Excellence Award, the highest award given by Quality Living of Omaha, Nebraska. Quality Living is a transitional and longer-term rehabilitation facility for people with brain and spinal cord injuries.

Robb, a dietitian, received a congratulatory call from pro golfer Arnold Palmer and a trip to anywhere in the world. She chose Costa Rica. Esther Joyce Schroeder MS ’79 died June 6, 2009, at Dougherty Hospice House in Sioux Falls. Schroeder, 81, of Sioux Falls, earned her degree in counseling. She was a member of American Association of University Women and Phi Kappa Phi. Survivors include a son, a daughter, a daughter-in-law, and a sister. She was preceded in death by her husband, Raymond. Bob Sprang MS’70 began his forty-fifth year of teaching as the new junior high/senior high science teacher in Plankinton. He taught a year in Minnesota, twelve years in De Smet, twenty years in Mitchell, and eleven years at Dakota Wesleyan University. The former football coach now also does color commentary for broadcasts on KMIT in Mitchell. George Webbenhurst ’48/’55 died February 27, 2009, at the Hospice House in Spokane, Washington. Webbenhurst, 88, attended SDSU for two years before entering the military February 10, 1941. After being discharged in September 1945, he returned to college and earned degrees in math and science. His master’s degree was in school administration, where he made his career. Webbenhurst taught and coached in De Smet and Big Stone City before becoming superintendent in Castlewood and Flandreau. He then taught in Concord, California, for eighteen years. At that point, 1980, he retired and moved back to South Dakota, living in Brookings until his later years.

1997, both from Western Seminary in Portland. For the past eight years she has worked for the Salvation Army of the Greater Portland Area.

Education & Human Sciences

Oligmueller then taught sixth grade in Bridgewater as well as serving as elementary principal. In 1993, she began as elementary principal and continued at that position in her hometown until her passing. At SDSU, she was a student senator and a member of the Pride of the Dakotas. Survivors include her parents and three siblings.

Carole Willadsen ’74 died suddenly May 7, 2009, of an apparent heart attack in Portland, Oregon. The Parker native earned a degree in home economics education and also received a bachelor’s degree in accounting from Augustana College in 1988. Willadsen earned a master’s of divinity degree in music and worship in 1995 and a master of theology in


Food lab, playground evidence of staff vision The SDSU Foundation recently completed fund-raising for two projects that have been in the works for the past year and with the construction complete on both, the College of Education and Human Sciences is off to a smashing start. The Faye Tyler Wade Food Laboratory was dedicated September 11, 2009. Faye Tyler Wade came to South Dakota State University seventy years ago with a $100 scholarship she won at the Minnehaha County Fair. Her experience at then SDSC moved her to give back and help current and future State students. Faye’s six-figure leadership gift enabled the University to create a modern food laboratory for students. The $338,000 renovation was funded primarily through private gifts. Renovation of the thirty-nine-year-old food laboratory began in May and was completed in August. It was the first substantial upgrade to the lab since its construction in 1969. The lab will serve dual purposes as a food preparation lab/classroom as well as a dining room. Cutting-edge technology has been integrated into the design to enhance teaching capabilities. The courses taught in the Wade Food Laboratory are at the center of the curriculum in both the nutrition and food science and the hospitality management programs. The food lab also plays a key role in the training of family and consumer science education majors. The lab is the core classroom each year for nearly 200 students in the Department of Nutrition, Food Science and Hospitality. The Outdoor Learning Laboratory at the Fishback Center for Early Childhood Education was dedicated September 18, 2009. Two generations of the Fishback family attended the nursery and preschool at South Dakota State University, and they were recognized for their longtime generosity to the Early Childhood Education program. Pat and Bob Fishback and Barbara and Van Fishback provided the lead gift for the newly renovated playground. Their gift was used as a match to encourage others to donate to the $290,000 project, which was funded entirely with private gifts. The Outdoor Learning Laboratory is designed to stimulate the imagination of the students who attend the preschool and kindergarten at the Fishback Center. Elements of the playground include multiple developmental and ageappropriate play areas, gardens and planting areas, a climbing hill, an imagination town, and an outdoor art and painting area, along with other areas unique to prairie environments. The playground renovation began June 9 and was open for children to CREATE A LEGACY‌ enjoy when the fall semester began. The newly finished playground completes by leaving a bequest gift to a nearly ten-year facility improvement of the preschool at Pugsley Center. The College of Education & Human Sciences One consistent theme to both of these projects is that faculty and staff of the College of Education and Human Sciences supported these projects not only with their time and talent, but also with financial gifts. SDSU is a special place because of the enthusiasm and support that we generate from our students and alumni, but we have many friends on staff. The Foundation would like to express our continued gratitude for the faculty who provided the vision for these two projects, and then the means to get them off the ground and moving. Robin Grinager Development director SDSU College of Education and Human Science


For a free Will Information Kit, visit Or call 1-888-747-SDSU.

Deans Club January 1, 2008, - July 31, 2009 Dean’s Club membership consists of alumni and friends who have contributed $500 or more annually to the College of Education and Human Sciences. Dean’s Club members are recognized as devoted friends of the College who make a significant impact on the College’s future. Member names will be listed in the SDSU Honor Roll and the College newsletters, they will also receive invitations to special College and University functions, updates from the College dean, and an SDSU Dean’s Club car decal.

3M - Matching Gifts American Assoc of Airport Executives Timothy L. Andera Russell and Edna Anderson ARAMARK Architecture Incorporated Robert E. and Pauline W. Arends Richard R. and Elizabeth A. Balsbaugh John Barney Larry E. and Debra K. Becker Barbara A. Behrend Randi Behrend Robert D. and Winnie H. Behrend Daniel and Elizabeth S. Berman James M. and Kathleen K. Booher Diane M. Bottolfson, MD Mary T. Bowne Dinus M. and June E. Briggs Mark J. and Rhonda J. Britzman Brookings Credit Bureau Brookings Home Economists/Home & Community Robert L. and Nicki L. Brooks Nancy L. Buckmaster Jill S. Buckstead Matthew T. and Tamara J. Burkhart Donna D. Campbell Canfield Business Interiors Inc. Sandra E. Carpenter Clark Drew Construction Inc. Virginia Clark Johnson Sonya K. Clark Anna M. Clayton Richard A. and Eleanor J. Coddington Jean E. Collins Sheran K. Cramer Trevor L. Cramer and Barbara A. PearsonCramer Edward S. and Caryl R. Crozier Dakota Rentals Julie K. Davis Rodney A. and Rhonda F. De Weese Debra A. DeBates Max M. and Marilyn R. DeLong Larry L. and Lois S. Denison The Design & Visual Arts Group Sharon A. DeVaney Kevin T. and DeVee S. Dietz Adela D. Dolney R. Dan Dryden Myron A. Eighmy James B. and MeLisa L. Elijah Enercept Inc. Alan D. and Marlys E. Fenner

Randy R. Ferwerda Camilla L. Fineran Bill and Kay A. Folkerts Formatop Company Marlys B. Ford Lee Frantz Freshway Food Systems Inc. Roger R. and Sheila Frey Henry and Alice M. Gehrke David L. and Deanna S. Gilkerson Gayla A. Gjerde Surgent and George F. Surgent Chad N. and Laura A. Gloege Henrietta Gohring Dorothy M. Gosmire Kathy A. Gregory Merle L. Gunsalus Joyce A. Haak-Brooks Berge H. and Jo Ann Hansen Seth T. and Ann M. Hansen Clark W. and Lyla K. Hanson Jeanette Hauschild Richard B. Hayter and Barbara Bonzer Hayter Leanne E. and Thomas M. Hearne Joan M. Hegerfeld-Baker and Alan Baker Steve Will and Jane E. Hegland Steven P. and Mary Kay Helling Brenda K. Hemmelman Audrey F. Henderson Neva E. Hinsey William E. Hoberg Daniel W. and Kathy Horsted James H. and Janelle S. House George Houtman Ryan L. and Stacy L. Howlett David E. and Julie Huebner IBM Corporation Kenneth J. and Pearl K. Ivers Julie K. Ivers-Turpin Joan Jacobsen Adah R. Jenkins Marie L. and Wayne Johnson Roger H. Johnson Marion L. Kamstra Sandra M. Kangas Dean E. and Kendra K. Kattelmann Kenton R. and Nancy B. Kaufman Kellogg Company Bruce W. and Nancy J. Keppen Bruce H. Kidman Mark A. and Candice L. Kisely Donna M. Kock Peggy L. Kreber

Ellen M. Kub Rita L. Landgren Gloria and Robert Legvold Janice R. Leno Lloyd Wanda M. Lightfield Allan R. Lindstrom Charles K. Lingren Genevieve L. Luoma Kurt A. Banaszynski and Gina M. Lynch Linda M. Marchand Virginia W. Mc Connon Shari M. McAllister Brenda K. McDaniel Merrill Lynch & Company Inc. Dennis B. and La Donna Micko Sandra E. Moore Katie J. Morrison Roger E. Murray Tom A. and Janet L. Nachtigal Robert R. Nady Wanda R. Nafzger Maynard A. and Sharon D. Nagelhout Gary L. and Jan R. Nelsen Debra D. Nelson Laurie Stenberg Nichols and Timothy J. Nichols Linda L. Nussbaumer Joseph H. and Juli A. Odegaard Robert O. and Donna K. Olson Peter A. and Amy S. Orwick Kimberly A. Overby Howard W. and Lou Ann Paulson Karen E. Pearson Pfizer Foundation Phi Upsilon Omicron Alumni Douglas E. Pikop Burdette L. Plucker Patrick D. Powers Patricia A. Quist Albert E. and Pamela L. Raeder Kerwin L. and Cheryl A. Rakness Ramkota Corporation Ken S. and Marilyn F. Rasmussen Regency Hotel Management, LLC Doyle S. and Debbie L. Renaas Paul and Carol Reynen Robert W. and Madeleine S. Rose Rosemary and Donald Rounds Kenneth A. and Mary Margaret Rowen William L. and Karen L. Rykhus Rod and Debra R. Schaefer Ellen Schaub-Wethington Rebecca S. Schmieding John T. Schultz

Christopher J. and Linda R. Schumacher Shaw Contract Group Showplace Wood Products Inc. Sioux Empire Home Economists Tamara L. Skorczewski James and Joanne Skyberg Dennis L. and Denise T. Smart Howard and Kris Smith SD Community & Family Extension Leaders SD Innkeepers Association SD Interior Designers State Farm Co. Foundation Mark Stenberg Brenda J. Sternquist Nancy A. Sternquist Dean and Harriet P. Swedlund Tanis Aircraft Products Marilyn Terwilliger Larry J. Tidemann and Gail Dobbs Tidemann Eda C. and Tim D. Timmons Robert K. and Diane C. Todd Edward A. and Dorothy D. Travnicek Craig D. and Kate L. Treiber Della M. and Craig A. Tschetter Turpin Foundation Kimberly Tyler and Joseph Walker Nancy Ufken Debora E. Van Hove Gary C. and Sharon R. Van Riper Vernon P. and Cathrene M. Voelzke Faye Wade Richard C. and LaRayne F. Wahlstrom Ronald E. Wahlstrom Leo E. and Julie F. Waner Chunyang Wang Peggy E. Wanta Harold R. and Carol J. Warner Stuart J. and Sharon M. Webster Raymond K. and Eileen Weick Wells Fargo Bank, NA Janet M. Wettergren Zeno W. Wicks, III and Roxanne SavarynWicks Orlon L. and Audrey Wiedrick Myrna H. Williamson Wisconsin Energy Corp Fnd. Inc. David W. and Marcia R. Withrow Xcel Energy-Minneapolis Dennis J. York



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Balloons away! A total of eighty-eight balloons were released September 18 at the dedication of the Outdoor Learning Laboratory at the Fishback Center for Early Childhood Education. The balloons represented one for every year that the SDSU Early Childhood Program has existed. Prominent in the dedication were the Fishback family, from left, Pat and Bob Fishback, and Tom, Barb, and Van Fishback, as well as President David L. Chicoine, second from right; and David Hilderbrand, far right, interim dean of the College of Education and Human Sciences.

EHS publication  

Magazine for Education and Human Sciences 09

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