FALL 2015
BR I DGES 2016 OKLAHOMA TEACHER OF THE YEAR
MAGAZINE
SHAWN SHEEHAN
Jeannine Rainbolt College of Education
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S WE HEAD INTO ANOTHER ACADEMIC YEAR, its nice to reflect back on the impact Jeannine Rainbolt College of Education graduates are making in Oklahoma and across the world. We have actually plotted the addresses of all of our alumni on the Google maps display at the One University Digital Store, and it truly is an international impact. A current international project is working with Sister Rosemary and the St. Monica’s girls school in Gulu, Uganda. We are developing a basic literacy/numeracy curriculum for girls caught in the past 25 years of conflict and helping the nuns to become better educators. More locally, this issue describes some incredibly successful current students and past graduates who are enriching lives in a variety of ways here in Oklahoma. Shawn Sheehan’s “Teach Like Me” campaign is truly inspirational and changing the perception of the teaching profession. It is increasingly difficult to recruit talented students who come into the University of Oklahoma and have options for any major to move into education. The mix of salary and public perception makes it difficult to declare education as a major. However, examples such as Sheehan being named the 2016 Oklahoma Teacher of the Year, or current JRCoE student Areebah Anwar using her passion for science to spark a change in its teaching methods, are proof we continue to produce educators, who looking to make a difference.
DEAN’S WELCOME
We are excited to announce that Robert Putnam, author of “Our Kids: The American Dream in Crisis,” will speak on campus Jan. 20, 2016, as part of the Cathey Simmons Humphreys Distinguished Lecture Series. This book has been selected by OU for its One Campus One Book initiative, and we invite all of you to attend this complimentary lecture. The college is also taking greater steps to reach out to practicing teachers in the state with a series of complimentary professional development workshops. These workshops, many of which are scheduled on weekends to accommodate work schedules, will focus on such subjects as classroom culture, teaching methods, and tips and tools for using technology in the classroom. Complete information can be found at www.bit.ly/jrcoet3. Lastly, it is important that our classrooms and study spaces continue to evolve as technology advances. This fall we opened the Sandra L. O’Brien Collaborative Learning Hub, which offers group work spaces, individual study spots, and access to classroom technology, all in a comfortable and functional environment.
Boomer Sooner! Sincerely,
Gregg Garn, Dean
CONTENTS Sandra L. O’Brien Collaborative Learning Hub · · · · · · · · · · · · · · · · · · · · · · · · · 2016 Oklahoma Teacher of the Year Shawn Sheehan · · · · · · · · · · · · ·
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Alumni Spotlight: Gail Moss · · · · · · · · · · · · · · · · · · · · · · · · · Around the College· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · First Week of Class: Around Collings Hall · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
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Student Spotlight: Areebah Anwar · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · ·
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Debt-Free Teachers: Making a Difference in OKC Public Schools · · ·
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FACULTY, STAFF AND STUDENT HAPPENINGS 18 HONOR ROLL 21
CONTACT BRIDGES The University of Oklahoma Jeannine Rainbolt College of Education 820 Van Vleet Oval, Room 110 Norman, OK 73019-2041 (405) 325-4844 ou.edu/education DEAN Gregg A. Garn ASSOCIATE DEANS Teresa DeBacker Lawrence Baines ASSISTANT DEAN Sherry Cox EDITOR Melanie Schneider CONTRIBUTING WRITER Emily Reed CONTRIBUTING EDITOR Barbi DeLong GRAPHIC DESIGNER Shayna Pond PHOTOS BY Shannon Cornman Melanie Schneider
The University of Oklahoma, in compliance with all applicable federal and state laws and regulations, does not discriminate on the basis of race, color, national origin, sex, sexual orientation, genetic information, gender identity, gender expression, age, religion, disability, political beliefs, or status as a veteran in any of its policies, practices or procedures. This includes, but is not limited to: admissions, employment, financial aid and educational services. Inquiries regarding nondiscrimination policies may be directed to: Bobby J. Mason, University Equal Opportunity Officer and Title IX Coordinator, (405) 325-3546, bjm@ou.edu, or visit http://www.ou.edu/eoo.html. www.ou.edu/eoo. This publication, printed by OU Printing Services, is issued by the University of Oklahoma. 10,000 copies have been prepared and distributed at a cost of $7,000 to the taxpayers of the State of Oklahoma.
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The Sandra L. O’Brien Collaborative Learning Hub includes a room with a Smart Board, which students can reserve to practice for class presentations or in preparation for entering the classroom full time.
When working on group projects, students can share their work via flat-screen monitors, several of which can be found in the space.
SANDRA L. O’BRIEN
COLLABORATIVE LEARNING HUB
The new seating areas are perfect for students needing to work on group projects.
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A comfortable seating area with movable computer stands gives students multiple options when studying.
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n August 2015 the Jeannine Rainbolt College of Education opened the newly-remodeled Sandra L. O’Brien Collaborative Learning Hub in room 244 of Collings Hall.
The Collaborative Hub was formerly the Sandra L. O’Brien Computer Lab, named for the generosity of College of Education graduate Sandra O’Brien and her husband, Brian, of Houston. The Hub is the latest update made in the college in response to the changing needs of students. Students and faculty also are using the Ann McCarron Jones Innovative Learning Classroom and the Dell Innovative Classroom. The renovation of the former traditional computer lab meets the new and evolving ways in which today’s students study and learn. It is more common for students to have their own devices (laptops, tablets, etc.), making these spaces more functional in a bring-your-own-device collaborative setup.
This new Hub gives students a comfortable place for group projects or studying with classmates, providing plenty of power outlets and group seating. It also gives the students a comfortable spot to spend time between classes, especially those who find it inconvenient to leave campus during the day. For this remodel, 26 desktop computer workstations were pared down to six. There are now three large video displays mounted on the wall where students can attach their own devices to display work on the screen. The room also includes a printer and laptops and tablets for checkout. A Smart Board was added to allow students to practice using the tool for future presentations or classroom activities. Additionally, the furniture was replaced with new, soft seating areas offering more comfort and a collaborative setup with cafe tables. The Hub also received a fresh coat of paint, as well as new carpeting.
“INCREASING COLLABORATION AMONG TEACHERS IS LEADING TO IMPROVEMENTS IN STUDENT LEARNING.”DEAN GREGG GARN “We want to create a space that encourages teamwork and makes it easier to share ideas through technology. Increasingly, we have found K-12 districts in the area are bringing their facility planners to the Hub to imagine creating similar spaces back at their home schools.”
The Hub’s hours include Sunday afternoons/evenings, which is a prime time for studying and group project meetings on campus.
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SHAWN SHEEHAN:
A Q&A WITH OUR ALUMNUS AND 2016 OKLAHOMA TEACHER OF THE YEAR MELANIE SCHNEIDER
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YOU RECEIVED YOUR UNDERGRADUATE DEGREE IN JOURNALISM (ARIZONA STATE). HOW DID YOU MAKE THE MOVE FROM JOURNALISM MAJOR TO HIGH SCHOOL MATH TEACHER? My path here has been pretty non-linear. Originally I had set out to do public relations for a non profit organization, ideally one that worked with people with disabilities. I had always worked with children and adults with disabilities in an adaptive recreation setting (summer programs, afterschool programs) and when I moved here, I was a job coach for adults with disabilities. I kept recognizing this pattern where the recent high school graduates were grossly underprepared for life and work after high school. And I told them, your ADHD, your autism, your specific learning disability does not disqualify you from having a full, productive life like everyone else does. I wanted to get on the front end of that. So I went back to school and got my master’s degree at OU in special education, which led to my teaching career.
Shawn Sheehan has spent the last four years at Norman High School, focusing on math special education.
WHERE DID YOUR INTEREST IN THE SPECIAL EDUCATION FIELD COME FROM?
WHAT WERE THE FIRST THOUGHTS RUNNING THROUGH YOUR HEAD WHEN YOU HEARD YOUR NAME CALLED?
My mom always worked with adults with disabilities as a rehabilitation provider. So I was always comfortable around people with disabilities. WAS THERE A PARTICULAR TEACHER WHO INSPIRED YOU AS A YOUTH?
There was a period of shock. I was genuinely surprised because the other finalists were legitimate contenders for this award. I didn’t feel like I had a leg up on anyone at any point during this competition. On the day we were at the state capitol for interviews for a full day, that is when we got to know each other, and I am thinking “wow, these people are incredible educators. I don’t have anything in the bag.”
There were definitely two: my AP English teacher and my AP U.S. history teacher. Both of them made me feel like that classroom was home; like I could be myself and try different things with no consequences. I was a pretty quiet, reserved guy all the way up through junior, senior year until I had Ms. Lumm and Ms. Edens. They made me realize I wanted to be in front of people and that I wanted to do things.
So after that initial shock wore away, I met with the former state Teachers of the Year and they said I seemed really calm and collected. And I told them, honestly, I have a list now of 30 to 40 things I need to do before I can leave my school. I can’t just walk out the door and say “good luck, I am going to go do fun things, traveling the state and doing PR for education.” That isn’t the case. There are still kids
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who are disappointed they won’t have me as their teacher this year. I need to get all those loose ends tied up before I embark on this adventure. WHAT HAS BEEN THE MOST CHALLENGING PART OF YOUR YOUNG CAREER? I think just finding my own style. That is the kind of thing your mentor teacher, your administrator or colleagues can’t really show you. They can’t tell you how to find your teacher personality. The only way you can get that is by watching other good educators doing what they do, which is a luxury not a lot of people have. A lot of times you are just thrown into the situation; here are your keys, here is your classroom, have fun. And then maybe you have time at lunch or on a break to chat with fellow teachers and share ideas. From a special education standpoint, another challenge has been the paperwork. CONVERSELY, WHAT HAS BEEN THE MOST REWARDING PART OF THE JOB? The most rewarding part is definitely the kids. When you see them progress, you have that tangible product. Here at Norman High School, we say we are growing humans. I teach mostly freshmen, and for me it was that first class of kids I had that graduated last year, that was it for me. That was the absolute best reward. They are going to college, they are working. They are living life.
We have created short videos to distribute on social media that highlight the things about teaching that I don’t think the general public thinks about. Our most viewed video is one called “First Day Speech.” It is a math teacher giving a first-day speech you would expect of a teacher. And then when the camera pans out, he is talking to an empty classroom. The element I was trying to hit with that is we are really like performers. We do rehearse a lot of our work. It is all that stuff you don’t see that makes this job work.
- SHAWN SHEEHAN
I was participating in the OK Math and OK Science leadership workshop, and I wanted to step out of the special education “hat.” I was pretty good at that, but I want to be stronger in my content areas. So I took a chance to develop my math curriculum. As part of that workshop, they said to identify a problem in our state related to education, and find a solution to it. After really drilling down, for me, it was the public perception of what we do. There has been so much negativity regarding our profession. I had heard a colleague discourage her own child from becoming a teacher because they could take their strength in math and use it for a more lucrative career. I made an immediate connection because as a child of a military man, he never said the military is all deployments, danger, and you shouldn’t enter this line of work. It was always about serving the community, honor and integrity. I am trying to find those same core values and instill them in educators and remind them of why we do this.
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The social media following has blown up. And now I am finding myself, with this new title, re-structuring it. I have thought long and hard about what do I do now with this campaign? What is the final product? How do I know if this is even doing anything?
“I HOPE TO SPARK A RENAISSANCE IN EDUCATION.”
YOU ARE THE FOUNDER OF TEACH LIKE ME. HOW DID THAT IDEA COME ABOUT?
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HOW HAS THE PROGRAM GROWN IN THE LAST TWO YEARS?
WHAT ARE SOME OF YOUR GOALS FOR THE TEACH LIKE ME PROGRAM IN THE NEXT COUPLE OF YEARS? I am hoping to secure more business discounts for educators. Not just one-day specials, but how can we find those discounts of maybe 10 percent off at Lowe’s or Home Depot? How can we keep more money in the pockets of teachers? The change in perception starts with the educators who are in the system right now. You can go along this path of being negative or you can pause, shift your focus and think about the positive things keeping you in the profession. WHAT WOULD YOU SAY TO A YOUNG PERSON WHO SHOWS INTEREST IN THE EDUCATION FIELD BUT IS BEING SWAYED BY THE NEGATIVE ATTENTION? That is something I am constantly trying to address with the Teach Like Me program. It isn’t about deceiving anyone; the pay is what it is. But also pointing out, for example, I am married to an educator and we are both living off an educator’s salary. And we are doing fine. We both still have student debts; I bought a new car two years ago. And yet, you can live off an educator’s salary. Let’s be clear about that.
I would also touch on the fact that this job is intellectually challenging and collaborative. Those are the two aspects, based on the research, that are misrepresented about our profession. There is a perception that when the classroom door closes we are on our own; that we never talk. And they think there is no intellectual challenge; that you do the same job everyday, year after year. And that isn’t the case at all. So you have to try to find those other angles and push those ideas forward. HOW DO YOU BELIEVE YOUR GRADUATE PROGRAM AT THE JEANNINE RAINBOLT COLLEGE OF EDUCATION HELPED YOU IN YOUR CAREER? The graduate program really helped me in giving resources to pull from as I move futher along in my career. I was fairly confident in my classroom management skills. I think as teachers we may have that “deer in headlights” look in our first days, but those who have gone through the JRCoE program have a toolbag at their disposal. WHAT WOULD YOU SAY IS YOUR PLATFORM AS YOU TRAVEL AROUND THE STATE AS TEACHER OF THE YEAR? I have two big ones. First, I really want to shine a spotlight on educators. Yes, I am in the spotlight as the award-winner, but I really want to pull others into it. There was an article that referred to me as the state’s “top teacher.” Now I know that in my four years teaching, I am not the state’s top teacher. But am I most eager to do PR for our profession? Most definitely. I am going to use the Teach Like Me campaign to shine this spotlight on the profession. I will be taking my video camera with me everywhere I go and am starting a new video format called Teach Like Me in Two. And it is two teachers, talking about teaching, for two minutes or less. The other part of my platform is I hope to spark a renaissance in education. In comparison to the Italian renaissance, they didn’t need approval or wait for someone to give them the knowledge to start creating these masterful paintings. We don’t need to wait for someone to give us the nod to start advocating for education. I look forward to speaking with legislators. I wonder if anyone has gone to them and said “how can we help you?” I am not approaching them with a list of demands; I want to have a conversation about how can we — as teachers — help you?
centers. Schools would be the go-to place for resources. It wouldn’t just be a place where you drop your kids off for school. It would be dental care, medical care, counseling for families, a food pantry, clothing, and maybe stores run by the kids. I think that is how we would get communities to rally around their schools and buy-in. WHERE DO YOU SEE YOURSELF IN MAYBE FIVE YEARS? I hope to still be in the classroom. Winners of this award tend to get pulled out of the classroom, people talk about going the administrative route. I live for the goofy things that happen in class. Everyday is something different, something goofy, someone says something hilarious. That is why I love this job. It would have to really be the right kind of job for me to leave the classroom. Even the thought of leaving (this academic year) is hard. WHAT CAN PARENTS, OR EVEN THE GENERAL PUBLIC, DO TO HELP THE CAUSE OF EDUCATION IN THE STATE? First, know who you are voting for. Maybe you agree with the legislator on one or two issues, but know where they stand on education and are they supporting public education for the long term. We can’t be looking at fly-bynight solutions for the short term. This is why we have such high turnover. Vote accordingly. And the second part is you can be involved in a way that is comfortable for you. There isn’t a one-size-fits-all for every parent. You don’t have to volunteer to serve food or do arts and crafts. If you have horses, I am sure there is a day where they would love for you to bring the horses down for the kids. And if you aren’t sure where to start, just go talk to the principal. This is where I hope to spark the renaissance. It doesn’t require anyone’s approval to reach out to a school and offer your help. Maybe you work at a bank; well, we have to do personal financial literacy for our freshmen and we would love to have you. Don’t feel like there is an invisible wall where you can’t walk into that school and offer your services.
IF YOU HAD A MAGIC WAND TO MAKE ONE MAJOR CHANGE IN EDUCATION, WHAT WOULD THAT BE? Speaking specifically to special education teachers, I would lose a lot of the paperwork. It is a nightmare. We just switched to new software, and nothing ported over. So we are building these Individual Education Plans from scratch and what used to take 45 minutes can take five hours now. I would want to chop that paperwork in half. I don’t know how my colleagues find the time in the day to do that, and still teach. And in general, if you are talking at the state level, for me I would take that magic wand and make schools community
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TOGETHER WE WIN: ALUMNA GAIL MOSS PROMOTES LITERACY IN THE STATE SHE LOVES MELANIE SCHNEIDER
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or some people, crimson and cream runs through their veins. They may hum “Boomer Sooner” when they wake up in the morning, or maybe a tear comes to their eyes as the Oklahoma state flag is unfurled at the Gaylord FamilyOklahoma Memorial Stadium prior to kickoff.
Jeannine Rainbolt College of Education alumna Gail Moss, ’70, is one of those people. It is her love of education, the University of Oklahoma and the state of Oklahoma that prompted her to write “Together We Win: A Children’s Book about the OKC Thunder.” 8
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“When I came to Oklahoma, it felt like I had died and gone to heaven,” the Chicago native said. “OU was where I found confidence in myself and was given such a strong foundation in my education.” Moss earned a bachelor of science in degree education from OU with a focus on special education, serving as a pioneer in the early days of the field. After graduation she spent four years as a diagnostic educator of developmentally disabled children at the Illinois State Pediatric Institute for Developmental Disabilities.
Looking to leave the cold winters of Chicago behind, Moss then spent the next almost 30 years in Tucson, Arizona. Starting as a learning disabilities specialist in the Tanque Verde School District, Moss went on to become the supervisor of special education at the University of Arizona College of Education. From 1979-2005 she was a learning disabilities specialist with the Sunnyside School District before wrapping her career as a reading interventionist in Guthrie, Oklahoma, from 2006-07. In addition to her degree from OU, Moss has a master’s degree. in learning disabilities from Chicago State University and a master’s degree in counseling and guidance from the University of Arizona. In 2008, when Moss was living in Edmond, the state was whipped into a basketball frenzy when the Seattle Supersonics franchise moved to Oklahoma and was re-branded as the Oklahoma City Thunder. Caught up in the excitement, while also thinking about her career in education, Moss wondered if a book about basketball would appeal to young readers in the state.
Moss (back row second from left), student taught at Jefferson Davis School.
When her research showed not many books were written for young readers or educators in this genre, an idea came to life. Moss also knew the state was looking at testing reading at the third-grade level to make promotion decisions. Because of that, she knew she had to write the book for second- and thirdgraders. The first hurdle Moss faced was getting permission from the Thunder. After some back-and-forth, she got the go-ahead to proceed and was ready to send a proof of the book to the Thunder’s then-director of community relations Christine Berney. The date? May 20, 2013.
Moss speaks with Jeannine Rainbolt College of Education students. She has donated many of her curriculum items to the college.
On that day an EF5 tornado struck Moore, resulting in 24 fatalities and an estimated $2 billion in damages. And the first line of Moss’ book? It reads “Oklahoma has tornados, and now Oklahoma has Thunder!” As the state rallied around Moore, the book took a back seat. But eventually Moss was ready to move forward with publication in late 2014. Written on a second-third-grade level with tools for struggling readers, “Together We Win” provides information on the team’s history, players and fun activities for home and the classroom environment.
A proud OU graduate, Moss shows off pavers for her and her son, also an OU graduate, at Oklahoma Memorial Union.
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“That age is such a critical time to get children interested in reading,” Moss said. “I wanted to make something that was not only fun, but could also be used by teachers in the classroom as an educational tool.” In addition to the story, the book contains a word search, crossword puzzle and a word game that may be copied for classroom or personal use. “This isn’t just for teachers to use, though,” Moss said. “It is a great tool for parents to look at and see how they can incorporate fun learning activities at home.” Moss’ goal is to get the book in classrooms around the state. She recently gave copies of her book to Jeannine Rainbolt College of Education preservice teachers in Lisa Sielert’s early childhood internship class. The book is available on BarnesandNoble. com and Amazon.com. “I would like to have student teachers use it in their classroom because I think it is an excellent aid to help kids with reading,” Moss said. “It is motivational and it is high interest. This way, kids are learning to read and learning about their local team.
“GIVING BACK TO OU IS SOMETHING I HAVE ALWAYS WANTED TO DO. I AM SO GRATEFUL FOR WHAT I LEARNED HERE AND FOR THE UNIVERSITY GIVING ME A CHANCE TO BECOME A TEACHER.” Moss, shown here studying on the South Oval, credits her time at the University of Oklahoma with turning into a confident, capable educator.
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COLLEGE Pictured (L to R): Diane Horm, Ph.D. (faculty), Nicole Pearce, Ph.D., Dr. Teresa Berg, Ph.D., Jodi Legnon, Ph.D., Libby Ethridge, Ph.D. (faculty), Jill Davis, Ph.D., Lori Kelly, Ph.D., Jess Stubblefield, Ph.D., Vickie Lake, Ph.D. (faculty).
FOOD FOR THOUGHT Pictured (L to R): Dean Gregg Garn, Associate Dean Lawrence Baines and College of Education alumnus Dan Krutka after Krutka spoke to university faculty and staff on Sept. 25 on the use of social media in the classroom. Krutka is a an assistant professor at Texas Woman’s University and was on campus as part of the college’s Food For Thought series.
FIRST DOCTORAL CLASS GRADUATES FROM OU-TULSA On Aug. 8, the early childhood program at OU-Tulsa held its first hooding ceremony in Innovation Commons for six doctoral graduates. Nicole Pearce, Teresa Berg, Jodi Legnon, Jill Davis, Lori Kelly and Jess Stubblefield were awarded a Ph.D. in Instructional Leadership and Academic Curriculum with a specialization in Early Childhood Education. ALL SIX ARE ALREADY WORKING IN THE FIELD: Nicole Pearce - Assistant Professor of Early Childhood Education at Texas A&M-Commerce Teresa Berg - Adult Career Development Coordinator, Tulsa Tech Jodi Legnon - Assistant Professor of Teacher Education at Northeastern State University Jill Davis - Assistant Professor of Early Childhood Education at the University of Central Oklahoma Lori Kelly - teaching courses at OU-Tulsa Jess Stubblefield - Assistant Professor of Early Childhood Education at St. Gregory’s University
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FORGING HER OWN PATH:
AREEBAH ANWAR’S STORY MELANIE SCHNEIDER
Almost every teacher you meet has a story as to why they chose to enter the field of education. For most, it is because they found inspiration in a teacher they had, or a class that left a lasting impression. For Jeannine Rainbolt College of Education junior Areebah Anwar, it was the exact opposite experience. But it has left the science education-biological sciences major no less dedicated to making an impact on future generations in the field of science. “It’s really ironic how I came to the teaching field, and it is something I talked about in my interview for entrance into the college,” Anwar said. “Most people want to be a teacher because they had a former teacher that they loved
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and want to be just like that teacher. I had the opposite experience. I had a teacher who really made things frustrating for me. This person didn’t have a background in education and really had no skills when it came to classroom management and discipline. This person didn’t know how to present information in a way we would understand it at our level. “That is when I realized I wanted to go into education and I want to be a teacher who understands the knowledge, but then also knows how to present it to the students.” While it was not until high school that the seed of becoming an educator was planted, her passion for science is deeply rooted.
“I have loved science since I was in elementary school,” Anwar said. “We used to have science fairs that I would take part in every year.” Activities at home with her family also fostered her curiosity and interest in science. “My dad was a physician, and my love for biology stems from that,” Anwar said. “I would come home with my homework and he would sit down with me and help teach it to me. And he would use different ways of presenting it to me so it wasn’t always about what was on the paper. If we were studying bones, for example, and we were eating chicken, he might ask me what kind of bone that was on the plate.” Expressing why she loves the intricacies and challenges of science so much can leave even this eloquent speaker tongue-tied. “I don’t even really know how to explain my passion for science,” Anwar said. “It is just fascinating how things are put together in the world and how the smallest things can lead to some of the biggest things.” Anwar may know exactly why this is the chosen profession for her, but for those around her the question remains: why would you want to go into teaching and not do something else in the field of science?
“I definitely hope to encourage my students, especially the females, that they can do whatever they put their mind to,” Anwar said. “If they have a passion for science, they need to go for it, and I will help them every step of the way.” As busy as she is in the classroom, Anwar balances her time with extracurricular activities. She has been part of the Innovative Education Society at OU and was a member of the Student Graduation and Retention Task Force last year. Outside of the university, she has served as a child care volunteer at the Islamic Society of Norman, and currently is a volunteer at Norman Regional Hospital. “Areebah is a student my office can always turn to when we need help with events in the college,” said undergraduate academic adviser Lisa Acevedo. “She has been a tutor for the University College Action tutoring program for freshman students, and is always willing to help tutor students in the Jeannine Rainbolt College of Education as well.” “It is always important to give back to the community that has helped you do so much,” Anwar said. “You also learn things through community service that you don’t learn in classroom settings. You get that hands-on experience and it helps you grow.”
“TEACHERS ARE CONSTANTLY HAVING TO CHECK THEIR WORK TO MAKE SURE THE STUDENTS ARE GETTING SOMETHING OUT OF IT.”
“Yes, I have people, fellow students, asking me why I want to be a teacher, and that always gets to me,” Anwar said. “I don’t know why it seems to be assumed that being an educator is ‘easy.’ It isn’t easy. It is one of the hardest fields because you have to present that information in a way that students understand. And I think a lot of students have been robbed of that opportunity to learn from someone who ‘gets it.’ “Teaching isn’t about handing out a worksheet. We need to come up with creative ways to engage the students in the lessons. And if it doesn’t work, it is our job to reflect on that and come up with a different way to present it. Teachers are constantly having to check their work to make sure the students are getting something out of it.” The sciences are an area experiencing shortages of not just teachers in general, but women in the field, a fact that is not lost on Anwar.
What the future holds for this Norman native is still up in the air. In addition to her education degree, Anwar has picked up the class requirements for application to physician assistant school. Should she go that route, the end goal would to become a professor in the field. “This past spring, I took a biology class and I really liked the way the professor taught,” Anwar said. “Although I have been focused on teaching at the high school level, I realized it would be a lot of fun to teach college-level students.” One thing is for sure: future students won’t be questioning the dedication, passion and skills of their teacher, Areebah Anwar.
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MR. JOHNSON’S CLASSROOM
HOW THE DEBT-FREE TEACHERS PROGRAM IS MAKING AN IMMEDIATE IMPACT IN OKLAHOMA EMILY REED
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“WHAT ELSE COULD SOMEONE ASK FOR – A DEGREE FROM THE FLAGSHIP UNIVERSITY IN THE STATE, BE PRETTY MUCH GUARANTEED A JOB UPON GRADUATION WHERE YOU GET TO MAKE A DIFFERENCE EVERY DAY, AND HAVE YOUR DEBT TAKEN CARE OF BY THE DEBTFREE TEACHERS PROGRAM – I CAN’T IMAGINE ANYONE WHO WOULD PASS THAT UP.”
onathan Johnson is a fourth-grade teacher at Stand Watie Elementary School in Oklahoma City. He runs the Faculty Advisory Committee, the Parent Teacher Association, and has even started a soccer club for the students in addition to his everyday duties as an educator. Reading Johnson’s list of accomplishments or hearing him speak about his passion for education in inner urban environments, one would never guess that in the fall of 2015, he began only his second year of teaching after graduating from the Jeannine Rainbolt College of Education. Johnson also is one of the first ever graduates to have a portion of his student loan debt forgiven by the Jeannine Rainbolt College of Education’s Debt-Free Teachers program.
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The program was designed to keep OU College of Education graduates in the state of Oklahoma after graduation as a way to help counteract the steady flow of educators into neighboring states and other industries with higher pay. “I look at the people I graduated with who moved down to Texas after graduation and I think, ‘wow, we could really use those people here in Oklahoma right now,’” Johnson said. “But there are no incentives to teach in Oklahoma, except now this Debt Free Teachers program. I appreciate this program because it is at least giving Oklahoma a chance to make strides in education by keeping highly qualified educators in the state.” Debt Free Teachers recipients apply as students to be accepted into the program and then commit to teaching in the state of Oklahoma in a high-need content or
geographic area, like math, science, special education, early childhood education, or teaching in rural or inner urban school districts. For every year they keep that commitment, up to four years, $5,000 of their debt will be forgiven by the Debt Free Teachers program, up to $20,000 total per recipient. The effect of the program is more than monetary. “People need to know that this program is not only saving me a lot of money, but a lot of grief, a lot of stress, and a lot of worry on top of the daily stress of my job,” Johnson said. When asked about what motivates him every day through the stress, Johnson notes, “A lot of bad things are said about OKC (Public Schools) – I can’t let that happen. I can’t let these people suffer just because they were born in a certain area. A lot of these parents are working lots of jobs or incarcerated or even dead, and these kids need role models and people to help them when no one else can. How can you learn about what’s going on in these kids’ lives and listen to them talk about how school is a bright spot for them and not care? My motivation is to do my job well enough to effect the lives of each student I have in a positive way at least once in a school year, if not more than once.” Johnson is one of 31 people already selected for the Debt Free Teachers program, nine of whom are teaching in Oklahoma classrooms right now, with seven more recipients expected to graduate and begin teaching in the next year. Graduates like Johnson are not only passionate about education and its effects on future generations, but also have more classroom experience on their first day of teaching than most new Oklahoma teachers, thanks to the college’s thorough field experience requirements. And it is those field experiences that have had a major impact on Johnson’s teaching style and made him a better educator.
Students learn in a collaborative environment in Johnson’s classroom at Stand Watie Elementary School in Oklahoma City. “I had my papers (in college), I did my research, but out of everything I did, I learned the most from my field experiences,” Johnson said. “We went to all types of schools – rural, suburban, and urban – I got to see what worked best in different environments. I cannot tell you how many times I have used something in my field experiences in my current job over the last two years.” More specifically, Johnson notes, “At the school where I work, we don’t have kindergarten graduations or assemblies to recognize terrific students or anything school-wide to encourage positive behavior. However, I got to see these initiatives used in successful schools during my field experiences and now I’m a lot more confident advocating for these things for my students because I know they work because I’ve seen them.” Having great teachers in the classroom is the first step to improving education for our children and our society. Thanks to the Debt Free Teachers program, highly educated, super passionate, and well-experienced Jeannine Rainbolt College of Education graduates like Johnson have an incentive to stay and teach Oklahoma children. The Debt Free Teachers program is completely funded by donations from generous alumni and donors to an endowed fund. If you would like to help increase the number of future teachers who can qualify for the Debt Free Teachers program, contact Emily Reed, director of Development, at (405) 325-1976 or emilymapes@ou.edu.
The impact Johnson has had on his students is evident in the artwork on his classroom wall.
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HAPPENINGS FALL 2015 FACULTY AND S T A F F
STUDENTS
LAWRENCE BAINES, PH.D. ASSOCIATE DEAN FOR RESEARCH AND GRADUATE STUDIES Published chapter in “Emerging Technologies for STEAM Education.”
WAYNE BALZER PH.D. STUDENT, EDUCATIONAL ADMINISTRATION, CURRICULUM AND SUPERVISION A third-year Ph.D. student in the Educational Administration, Curriculum and Supervision program, Balzer’s article titled “To Bond or Not to Bond? That Is the Question” was published in the September 2015 edition of the Journal of Cases in Educational Leadership.
MELISSA FREY, PH.D. ASSOCIATE PROFESSOR, EDUCATIONAL PSYCHOLOGY Selected to co-lead a monthly videoconference discussion group on confronting white privilege with professionals from the United States and Canada for the Jean Baker Miller Training Institute in Massachusetts. XUN GE, PH.D. PROFESSOR, EDUCATIONAL PSYCHOLOGY DEPARTMENT CHAIR Published book “Emerging Technologies for STEAM Education” along with fellow Dirk Ifenthaler and J. Michael Spector. The idea of this book originated from a symposium on Emerging Technologies and science, technology, engineering, arts, and math (STEAM) education that was held at OU in spring 2013. The symposium was sponsored by the Jeannine Rainbolt College of Education and supported with the internal grants by both JRCoE and vice president for research. The book includes invited chapters from the symposium as well as contributions from an open call which was disseminated in fall 2013. PATRICIA HARDÉ, PH.D. PROFESSOR, EDUCATIONAL PSYCHOLOGY Hadré, along with Mark Nanny, Ph.D., OU College of Engineering, received a National Science Foundation grant in the Research Experiences for Teachers Program. The three-year grant involves the collaboration of a diverse group of science faculty, and focuses on serving the more remote rural secondary schools and community colleges in Oklahoma. Project activities will engage teachers in learning bioanalytical engineering, in mentored learning communities, and support them in developing and implementing projects for their own students that specifically address issues of rural interest and relevance. PHILIP JOHNSON ACADEMIC ADVISING COUNSELOR Jeannine Rainbolt College of Education Staff Service Award for the third quarter of 2015.
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CHRISTI DAWSON PH.D. STUDENT, INSTRUCTIONAL PSYCHOLOGY AND TECHNOLOGY PATSY HETZ M.ED. STUDENT, INSTRUCTIONAL PSYCHOLOGY AND TECHNOLOGY While participating in the OU Education in Arezzo program, Dawson and Hetz were enrolled in a graduate research course where they designed a study to look at aspects of study abroad and technology. They chose to use the framework of FoMO (fear of missing out) and did a mixed method study about this construct in light of the experience of our undergraduate students studying in Italy. Their study was published in volume 47, issue 4, of Journal of Research on Technology in Education. TAEWOONG KIM PH.D. STUDENT, INSTRUCTIONAL LEADERSHIP AND ACADEMIC CURRICULUM • Kim, T. (2015). Sijo in the Cloud: Bringing 14th Century Masterpieces to Life by VoiceThread, The Korean Language in America, 19(1), 136-148, Paper presented at the 20th Annual Conference of the American Association of Teachers of Korean. Monterey, CA. • Kim, T. (2015). The In & Out of Korean Classes: Focusing on the Output Hypothesis, Hangul, Houston Korean Education Center. • Kim, T. & Rueckert, D. (2014). VoiceThread: Practical OralLanguage Assessment in the Cloud, Journal for Computing Teachers, 12, 18-27, International Society for Technology in Education. • Kim, T. (2014). “Ah, Yah, Eo, Yeo” to “Presentation”: Web 2.0 Cloud Technology in Korean Oral Assessment, Journal of Korean-American Education, 31, 28-49, Paper presented at the 32nd Annual Conference of the National Association for Korean Schools. Indianapolis, IN. CHELSEA LOVE M.ED. STUDENT, INSTRUCTIONAL LEADERSHIP AND ACADEMIC CURRICULUM • Recipient of the Barbara Spriestersbach Teacher of the Year Award- Oklahoma Technology Association (20142015) • Love, C. (2014, October) Rhythm and Reading, how Library and Music go Hand in Hand. Oklahoma Technology Association Conference (OTA) • Love, C. (2015, February) Oklahoma Kodaly Educators Conference. • Love, C. (2015, May) Music and Poetry. The Poet’s Eye Conference, University of Central Oklahoma.
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY RECEIVES $2.75 MILLION TO PREPARE NEXT GENERATION OF SPECIAL EDUCATION LEADERS
CARRIE MILLER-DEBOEHR PH.D. STUDENT, INSTRUCTIONAL LEADERSHIP AND ACADEMIC CURRICULUM • Martin, W. M., & Miller-DeBoer, C. J. (2015). The steps of the scientific method: If only it were that simple. Association for Science Teacher Education (ASTE) Conference. Portland, Oregon • Miller-DeBoer, C. J. (2014). Model mania. Oklahoma Science Teachers Association, Fall Conference, Edmond, OK. November 1. • Elwood-Madden, M., Miller-DeBoer, C., Eodice, M., Miller, J., Johnson, J., & Rifenburg, M. Re-learning how to write: Student successes and challenges in a targeted geoscience communication course. American Geophysical Union, Fall Meeting. San Francisco, CA. December 9-13. NOUMANE RAHOUTI PH.D. STUDENT, INSTRUCTIONAL LEADERSHIP AND ACADEMIC CURRICULUM • Rahouti, N. (2015, February 22). La psychologie du racisme. The Huffington Post. Retrieved from http:// www.huffingtonpost.com/ • Rahouti, N. (2015, January 29). Teaching for social justice: The case of Charlie Hebdo. The Huffington Post. Retrieved from http://www.huffingtonpost.com/ • Rahouti, N. (2014, December 24). Attentats commis “au nom de Dieu”: Eviter le sujet ne résout rien. The Huffington Post. Retrieved from http://www. huffingtonpost.com/ • Rahouti, N. (2014, February 22). Le déconstructionnisme social, courant de pensée partiellement incompris. The Huffington Post. Retrieved from http://www. huffingtonpost.com/ KATE RAYMOND PH.D. STUDENT, INSTRUCTIONAL LEADERSHIP AND ACADEMIC CURRICULUM • Gunter, D. & Raymond, K (2015) The Mathematics of Snowflakes: Making the Principles Practical. Presentation at the 2015 Oklahoma Council of Teachers of Mathematics Annual Conference. Oklahoma City, OK. • Raymond, K (2015) Using Current Events in the Mathematics Classroom. Presentation at the 2015 Oklahoma Council of Teachers of Mathematics Annual Conference. Oklahoma City, OK. SHAINA THOMAS PH.D. STUDENT, INSTRUCTIONAL LEADERSHIP AND ACADEMIC CURRICULUM • Recipient of Gates Millennium Scholar and United Negro Collge Fund • Thomas, S. (2014, April and September). Oklahoma Council for Teachers of English Conference. • Thomas, S. (2014). Gates Millennium Scholars Leadership Conference.
The University of Oklahoma Special Education Program in the Department of Educational Psychology received two personal preparation grants from the U.S. Department of Education, Office of Special Education Programs, to prepare master’s and doctoral students in secondary transition education and applied behavior analysis. Accepted Transition-ABA Scholars will begin graduate study at the start of the fall 2016 semester. Master’s and doctoral Transition-ABA Scholar graduates will receive OU Graduate College Certificates in Transition Education and Applied Behavior Analysis. Plus, each will have completed the coursework requirements to sit for the Behavior Analyst Certification Board exam. The master-level Transition-ABA Project, directed by Kendra Williams-Diehm, Ph.D., provides $1.25 million to enable 40 special education teachers to receive master’s degrees in special education, which will directly impact the lack of secondary special education professionals in Oklahoma knowledgeable in transition education and applied behavior analysis practices. Eight transition ABA Scholars will be selected each year for five years. Each scholar will receive an $18,000 fellowship to cover the cost of tuition and fees, books and other education related expenses, plus funds to attend the annual Council for Exceptional Children’s Division on Career Development and Transition Conference. Most, if not all, master’s-level Transition-ABA Scholars will work full time as special educators while completing their master’s degree requirements. For additional information contact Professor Kendra Williams-Diehm at klwd@ou.edu and for application assistance, contact Anna Steele (anna.steele@ou.edu ) in the Department of Educational Psychology. Applications for the Master Transition-ABA Scholar Fellowship are due March 15, 2016. The doctoral-level Transition-ABA Project, directed by James Martin, Ph.D., provides $1.5 million to prepare six to seven middle or high school special education teachers to become college professors knowledgeable in transition education and applied behavior analysis practices. This grant will directly impact the looming shortage of qualified special education professors that is already impacting higher education special education teacher education and graduate programs. Each doctoral Transition-ABA Scholar will receive a $28,000 annual fellowship to enable them to study full time at the OU Zarrow Center. The grant will pay for doctoral students’ tuition and fees, provide each a laptop computer, assist with research study costs, and pay for their attendance at the annual CEC’s Division on Career Development and Transition Conference. For additional information, contact Professor Jim Martin at jemartin@ou.edu and for application assistance contact Anna Steele (anna.steele@ou.edu ) in the Department of Educational Psychology. Doctoral Transition-ABA Scholar Fellowship programs are due March 1, 2016.
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UPCOMING EVENTS JAN. 20, 2016 Cathey Simmons Humphreys
DISTINGUISHED EDUCATION LECTURE SERIES featuring
Robert Putnam, Ph.D.
NATIONALLY RECOGNIZED POLITICAL SCIENTIST AND AUTHOR OF “OUR KIDS: THE AMERICAN DREAM IN CRISIS” Putnam’s lecture will take place at 1 p.m. in Meacham Auditorium of Oklahoma Memorial Union, 900 Asp Ave., on the Norman campus. The event is complementary and open to the public. In his book, Putnam delves into the topic of widening income gaps and how that affects upward mobility in society. According to the New York Times, Putnam’s book “belongs on the bookshelf of anyone concerned about equal opportunity.” The book also has been selected by the University of Oklahoma for its One Campus, One Book initiative. This fall, students, faculty and staff have been asked to read the book and have had opportunities to take part in discussions either in person or online. President Boren’s review of the book can be found at http://www.ou.edu/content/onebook/book-review.html.
FREE PROFESSIONAL DEVELOPMENT opportunities
The Jeannine Rainbolt College of Education is proud to offer free professional development opportunities for ALL teachers in the state of Oklahoma during the 2015-16 academic year. These workshops take place in Collings Hall on the Norman campus, with most scheduled on weekends or during afterschool hours. For complete workshop schedules and more information, visit: ou.edu/jrcoet3
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UPCOMING OKLAHOMA EDUCATORS PROFESSIONAL DEVELOPMENT WORKSHOPS Feb. 20: What Great Educators Do Differently: Connecting Your Classroom Through Twitter, Voxer and More! - Anne Beck March 26: Implementation of the Oklahoma Academic Standards for Mathematics - Stacy Reeder, Ph.D. April 16: Researching Teaching Practices: What Teachers Can Learn - Crag Hill, Ph.D.
UPCOMING TECHNOLOGY INTEGRATION WORKSHOPS: visit ou.edu/education/jrcoet3
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2015 HONOR
ROLL The Jeannine Rainbolt College of Education would like to recognize our generous donors who provided support for the college from July 1-Dec. 31, 2014.
Judy Abbott and Ralph LaRue Kathryn Adams Timothy Adams Ralph Alexander Sharon Alexander Ann Allen Kathryn Allen Alpha Plus Systems, Inc. Joyce and Jack Amyx Linda Anderson Michael and Martha Anderson Steven Atiyah Betty and Donald Atkinson Linda Atkinson Millie and William Audas Jane and Paul Austin B
Leslie and Gaines Bagby Lawrence and Coleen Baines Ann Balentine Cindy Ball Carolyn and Kenneth Balson David and Karyl Barbosa Frank and Bonnie Barry Patricia and Lawrence Bartell E. Elaine Bartgis Renee and Sean Bauman Leticia Bautista Jane Beachner Mary and James Bearden Dee Bell Sally Bentley Cullen Birney Polly and John Black Patricia and John Blishak Charles and Elizabeth Blue Larry and Diane Bolls Paul and Sharon Boone Mary and Nathan Boren Dorothy Boyle Daniel and Danni Boz BP Corporation North America, Inc. Dorothy and David Bradshaw Janice and Randy Brannon Helen Brathwaite Jane and Daniel Brennan, Jr. Susan and Randy Brewer Virginia and Dwane Brittain, Jr. Dawn and Scott Brockman Susan and Gerald Brody Ann Brown Julie and Todd Brown Lynette and Chris Buchanan
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Travis and Lauretta Buchanan Catherine and Michael Buchwald Nancy Buel Trisha and Bruce Bunce Terry Burch Cathy and Ron Burden Sharon and George Burns Kathleen Burr Roberta and Steve Burrage Donald and Claudette Butcher C
Jennifer and Brett Campbell Karen Cannon Tatianna Cannon Rachael Capua Jonathan Cargill Billie Carlsen Ruth Carr Alex and Vicki Carter James Carter Dorothy Cassetta Joseph and Kristen Castiglione Rebecca Catlett Patricia and Garth Caylor, Jr. Richard and Mary Cella Kitty and Richard Champlin Cleveland/McClain County Retired Educators Association Frances Cody Vicki Coffman Elaine Coker Richard Coker Marilyn Cole Julie and David Collins, Sr. Laura Combest Charles Conaway Barbara and Paul Cooper, Jr. Janet Cope Terry and Melanie Cornelius Roger Corzine Richard and R. Elisabeth Coss Pamela and James Cotner John Covaleskie and Leah Nellis Sherry and Hal Cox James Crews William and Pamela Crews Karen and James Crockett Geary Crofford Mary Cross Denise Cummings-Clay and Julius Clay Nyree Cunningham Laura Cusick Carole Cutsinger
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Jenny and Edward Dakil, II Patrick and Doranne Damore Pamela and Paul Davidson Janet and Terry Davis Averille and Stewart Dawson Melvin Decker Sheridan and Conrad DeGrace, Sr. Devon Energy Corporation Dawna and James Dhaenens Lorraine Dinner Scott Dittner John Dixon David and Ellen Donaldson Peggy and Richard Doviak Robert and Lydia Dukeshire Janey and Tom Dunlap Gretchen Duque Cornelia and Harry Durham Mandy and Brian Dwyer E
Paul and Helen Emert Nedra Engelson J. Carl Epple Nancy and John Ervin Carol and Richard Eubanks Gearldine Evans Robert and Linda Everett ExxonMobil Foundation F
Lee and Gregory Fairlie Janet and Gary Farabough Jane Fickle Kristine Fields Connie and Daniel Flatten Debbie Fleischaker John and Wyvonna Folks Marge Ford Timothy Ford Edward and Debra Forester Patricia Foster Josephine Freede Marilyn Funk G
Barbara Galarneau Gregg and Jennifer Garn Susan and C. Alan Garner Stephanie and James Gasaway Mildred Gee Robyn Gentry Dolores Giancotti Betty Gibson Patria Gilbert Curtis and Hattie Mae Gipson
David and Sandy Goin Krystal Golding-Ross Johnetta and William Goldthwaite Janet Goll Carolyn Goodrich G. Don Grace Hayes and Dorothy Graham Raymond Gray C. Joyce Greer Nancy Greeson Nancy and Raymond Griffin Priscilla Griffith Diana and Kenneth Gross Sylvia and Ben Grove Janet and Seth Gutman Richard Gwinn H
Don and Vondah Hale Clark and Vivian Hall Lynn and Craig Hamilton Michael and Kathy Hamilton Rosalie and Randall Hamilton Nancy Harbaugh Debra Harbour Donna and Jim Hardin Kathryn Harkey Jan Harper Wanda and Roger Hatfield Barbara Hayes Carolyn and John Hays Janie and Bill Heard Sally and Harold Heath Rebecca and Neil Heeney Lindsay Henderson Ariana Herrman Martha Hightower Jerald and Norma Hildebrand Danny and Karen Hilliard Helen and Walter Hitchcock Mary Hitchcock Dan Hobbs Shirley Hodges Jean Holland Ralph and Dorothy Holman Marcy and Jeremy Holter Debbie and Rick Hoover Steven and Ann Hoover Kelli and Travis Hopper Deborah Horne Houghton Mifflin Melinda and Steve Howard Su-Hua Huang Christie Hubbard Janis and William Hughes Laura and Richard Humphreys
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I B M International Foundation J
Rachel and Ben Jaudon Derrel Johnson Robert Johnson Charlotte and Ray Jones Larry Jones and Carl O’Daniel Donna and Melton Jordan, Jr. Julie Julius K
Marcia and Kirk Kelley Ronald Kelley Molly Kelly Bill and Faith Kelly-Clune Rebecca and Harrel Kennedy Jane and John Kenney Marilyn Kesler Theresa Kiger Diana Kilgore Carla and Andy Kimberling Carol and Craig Kovin Nancy and Michael Krodel Nicholas Kuc L
Gant and Shelly Lambertz Elizabeth Largent Sarah and Johnny Layton Sharon and Kenneth Lease Nancy and Robert Lee William and Bobbie Leikam Danielle and Aaron Lindley Diane and Tom Litton Ruth Loeffler Bill Long Melissa Long Jeri Loomis William and Kathleen Loots Freeman Dave and Lana Lopez Brad Lowder David and Aimee Luethy Kelsy Lynes Ronn and Linda Lytle M
Bertie Machel Robert and Patricia Maile Chuck Majors Kaye Maloy Edmund and Tish Marek Barbi and Tom Marshall Patricia and Richard Marshall Cecilia and John Martin Denise Martin
James Martin William Mason Sibyl and Orville Mastalka Carolyn Mathur Nicole and Anthony Mauro
Maxine & Jack Zarrow Family Foundation
Tom and Marilyn McAuliffe Earl McBride John McClure Linda and Donald McCoy Kathryn and James McGee McGraw-Hill Education LLC James and Judy McKinney Autumn and Korey McMahon Ricki and Rodney McMillan Patty and Kenneth Medill Betty and Harrold Melton Kenneth Meredith Margee and Robert Minter Connie and Michael Mitchel Kirtsy Mitchell R. Jeffery and Linda Mitchell Natalie Montoya Barbara and Jon Moon Laverta and James Moore Lisa and Jorge Morales John and Elloui Moseley Nancy and Ted Mueller James and Diane Murphree Robin Myerberg Rhonda Myers N
Marilyn Nash Daniel and Teanna Neskora Tamara and Mark Nichols Frank Norwood Brent Nowell O
Sandra and Brian O’Brien John and Deenie Oliver Oral Roberts University Margaret and Phillip Owens P
Carole Page Gerald and Pam Paine Barbara Pansze Donald and Margaret Pape Carolyn and James Park Bill Parker Homer Paul James Payne Franklin Perkins Ellyn and George Phillips
Deborah and Donald Pittman Steven and Delores Pittman LaDonna Polston Dennis and Jane Porter Gina Powell Kathryn and Michael Powers B. Max and Geri Price Lessley and Marianne Price Mary Puckett R
Gene Rainbolt Patricia Rayno Emily and Terry Reed Stacy and Dan Reeder Thomas Reilly Kathi Renegar Lana Reynolds Ronny and Pamela Rhoads Mark and Nellie Rice Donna Richardson Cherri and Bob Ridingin Hannah Rieger Sandra and Lloyd Robbins Sarah Robbins and Barry Feuerborn Tommy and Katherine Roberts Ann and Alan Robertson Leslie and Andrew Robertson Harold Rodenberger Linda and William Rodgers, Jr. Carlos Rodriguez Jane and Harvie Roe Lizabeth and Gary Rosewicz Jerry and Dennis Rountree Sharon and James Rowan Linda and Greg Rowe Patricia Rummel John Russell and Anne Buvinger Judy and Robert Rutstein Dan Ryan S
Pamela Salamy Mary and John Samples, Sr. Sandra and Robert Sanders Laurie and Roger Sandstrom Jean Saylor Frank and Elizabeth Schmidt Jean and Sheldon Schobert Marvin Schoenecke Rheta and William Schuerhoff Bernard and Marcia Schwalbe Ashton Sears Skip and Whitney Seeley Jack and Susan Shannon Ricki and Gabriel Shapiro
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Shell Oil Company Foundation Natalie Shirley and Russ Harrison Jane and Roger Shoss Diann and Mike Shultz Joseph and Barbara Siano Adrah Slear Lawrence Smelser Claire and Gerald Smith Henrianna and Carl G. Smith Joan Smith Eric Snyder Candace Southmayd Jeri Spann Don and Paula Sporleder Emily Stelling Jacquelyn Stephens Sylvia Sterling Myrtle Stevens G. Clay and Sarah Stoldt Sandy Stoll Phyllis and Elmer Stone Sandra and Clifton Stone, Jr. Emily and David Stratton Patricia Sturm Carole Sullivan William and Marilyn Sullivan Mary Sweet-Darter T
James and Susan Tabor Deborah Taylor Jack Taylor Joan Taylor Stacy Taylor Frank Teitelbaum Julia Teska Barbara and Ralph Thompson Shawn Thompson Roger and Sheila Tipling Kathryn Todd Louis and Patricia Torczynski Jeff and Martha Totten Corinne and Wayne Towers Joyce Turley-Nicholas Leah and John Turner
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Jim and Yadira Upshaw V
Brenda Van Norman Merrie and Steve Vaughan Ronald and Jean Vaughn Bonnie and Gregory Vculek Mac Vincent Lawson Vogel W
Martha and Jim Wade, II Suzanne Wade Winnie Walker Easton Wall Cheryl and Larry Walter Rosilyn and George Warren Joseph and Neva Weaver Stacy Wells Mary Welton Marilyn and Charles Wendelbo Mary West Linda Wilkes Shannon Wilkinson Amy and Ron Williams Larry and Pam Williams Margaret and Elton Williams Sarah Williams T.H. and Naila Williams Nancy and Donald Wilson Patricia and Edmund Wojcik Janet Wolber Marilyn and Brian Wolfe Patricia and Jack Wood Tommy and Elizabeth Woods Becky Wyatt Lillian Wylie Y
Lyle and Martie Young Z
Terryl and Richard Zacharia
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