SIUE - School of Education, Health and Human Behavior - 2016 Strides of Excellence

SEHHB

Strides Leading Excelling Innovating

2016

Message from the Dean Welcome to our spring 2016 edition of Strides!

Once again, I have the pleasure of providing updates and highlighting the incredible accomplishments of the students, faculty, staff and alumni in our School. This year, we offer a number of amazing stories that will leave you even more proud of your association with the School of Education, Health and Human Behavior (SEHHB).

First, a few personnel updates. While there are far too many changes to announce here, I would like to welcome two new members to the dean’s office who are already proving their exceptional worth to the SEHHB. First is Dr. Paul Rose who is our new assistant dean (he remains chairperson in the Department of Psychology). Paul joins us as Dr. Mary Weishaar departs to become the executive director of international affairs for the University. The second addition is Mr. Chandler Vandenberg who joins us as director of development (you can read more about Chandler on page 12).

This issue of Strides focuses on a number of individuals throughout the SEHHB who have engaged in truly groundbreaking activities over the past year. The first is Dr. Anthony Denkyirah who traveled to Ghana, Africa, this past summer to collaborate with a colleague from the University of Education, Winneba, on a project focused on transition planning for youths and adults with special needs. You will also meet Sarah Rose Oswalt, a graduate of the community health education program, who will soon be departing for the Peace Corps.

Dr. Jessica Krim and Dr. Liza Cummings are coordinating multimillion dollar grants from the National Science Foundation with the funds used to provide scholarships for aspiring middle- and high-school math and science teachers. A partnership between Dr. Susanne James and Dr. Wendy Fuchs led to a grant which is being used to support an exciting new use of technology in the preparation of new teachers.

This issue highlights the tremendous work taking place in our Attention and Behavior Clinic, one of several clinics operating within the SEHHB. You will meet examples of our award-winning faculty, as well as our newest faculty

members. Please take a moment to read about Thelma Wair, a member of the Little Rock Nine and SEHHB graduate who played a major role in our country’s history. Finally, we introduce our 2015 Hall of Fame inductee, Dr. Walter Warfield, who may have broken the record both for the number of attendees in his honor at the induction ceremony, as well as the number of people who nominated him!

As always, your generous donations play a significant role in our successes, and I thank you on behalf of our students, staff and faculty for your support. Thank you for taking the time to read about the innovative strides taking place in the SEHHB. Remember to stay on top of the latest news and events by visiting us at: siue.edu/education.

Best wishes,

Curt Lox, PhD Dean, School of Education, Health and Human Behavior

About the School of Education, Health and Human Behavior

350+

78%

School of Education, Health and Human Behavior under­graduates majoring in the human/health sciences

21%

SIUE degrees awarded through the School of Education, Health and Human Behavior

1,254

546

Regional district/ school and community agency partners

Undergraduate students

211

Graduate degrees awarded in 2015

419

Undergraduate degrees awarded in 2015

Graduate students

Accredited by: National Council for Accreditation of Teacher Education

The SEHHB clinics support the health and well-being of individuals and families in the region, provide hands-on learning opportunities for undergraduate and graduate students, and allow faculty and students to engage in research that has immediate application.

• Weight Management Clinic • Speech-Language-Hearing Center

Council on Accreditation in Audiology & Speech-Language Pathology

ational Association of School N Psychologists (NASP)

• Cougar Literacy Clinic • Attention and Behavior Clinic SEHHB faculty is committed to effectively combining the best practices of teaching and scholarship. This dedication directly enhances student success. Last year, SEHHB faculty submitted 45 grants and produced: • 87 Publications - 58 journal articles - 6 books - 23 book chapters

• 135 Professional presentations - 38 local/regional - 87 national - 10 international

Supporting One’s Roots Last summer, Dr. Anthony Denkyirah, associate professor in the Department of Teaching and Learning, traveled to Ghana to share his knowledge of transition planning for individuals with special needs. A native of Ghana, Denkyirah served as a scholar in the Carnegie African Diaspora Fellowship (ADF) Program.

This distinguished program awards African-born academics currently living in the U.S. and Canada, who work in higher education, an opportunity to conduct educational projects at African higher education institutions. Denkyirah spent three months at the University of Education, Winneba.

“I teach transition planning at SIUE, and have a special focus on individuals of all ages with significant special needs,” Denkyirah said.

“Many communities in northern Ghana have many children with special needs. I’m thankful for the opportunity to bring my knowledge to Ghana through this fellowship.”

Denkyirah had three main objectives while in Ghana: teach transition planning to graduate-level students, coordinate services with community leaders and parents of individuals with special needs, and teach a research course on transition planning and rehabilitation. Numerous non-profit organizations benefited from his services, including a Salvation Army rehabilitation center, the Winneba Municipal Directorate of the Ghana Education Service, the Special Education Directorate/ Headquarters of the Ghana Education Service and multiple private special education schools.

“The time I spent in Ghana was more successful than I had originally anticipated,” Denkyirah said. “I was able to implement almost all of the transition planning initiatives I planned to achieve.

And, it was wonderful meeting with colleagues I used to work alongside at the University of Education, Winneba, as well as friends I had not seen for about 15 years.”

As he reflects on his work, Denkyirah found that his fellowship provided a great opportunity to support his native country, and also serves as a vital learning experience in which he will bring a new attitude to his classroom at SIUE. “Ghanaian students work very hard and make use of the few resources they have,” he said. “This lesson is one that has motivated me to work especially hard to enhance student learning opportunities.”

While he is pleased with all he accomplished during his fellowship, there is still more he would like to do. “A small but critical component of my goal was to empower families of individuals with special needs to be involved in transition programs,” he said. “Unfortunately, more time is needed for me to fully reach this goal.”

Denkyirah may get just that. He has been in contact with the co-project director and other faculty from the host institution regarding the possibility of submitting a follow-up ADF application and perhaps returning to Ghana to provide further training.

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Equipping Future STEM Teachers for Success The SIUE Robert Noyce Scholarship Program, created with two grants totaling $2.2 million from the National Science Foundation, provides scholarships for aspiring middle- and highschool math and science teachers. Each year, the program offers eight $11,500 scholarships to qualified junior and senior students seeking teaching certification in mathematics. Along with the financial support, scholarship recipients also benefit from mentoring by expert teachers, travel to professional conferences and other resources.

Similar to the original Robert Noyce Scholarship Program for science teacher candidates, the math program is a partnership of the School of Education, Health and Human Behavior; SIUE College of Arts and Sciences; SIUE STEM Center; master teachers; community-based organizations; local community colleges and cooperating school districts.

“The Robert Noyce Math Scholarship Program gives candidates the unique ability to participate in early and additional hands-on learning opportunities,” said Dr. Liza Cummings, assistant professor in the Department of Teaching and Learning and principal investigator for the Noyce math program.

The Noyce grants provide an enhanced curriculum and early opportunities to work with students that will prepare the scholars to work effectively as STEM educators. Junior-level math scholars tutor students at Lewis and Clark Community College in math.

Senior scholars attend a math education conference and learn from practicing teachers and math education researchers.

Jasmine French, a senior math education major from Zion, Ill., is seeing the benefits provided by the Noyce Scholarship. “The hands-on experience I received prior to my required classroom observations was very helpful,” she said. “I have learned that every class has a different personality, and the same lesson may require a different approach of teaching.”

Noyce scholars are selected based upon criteria including outstanding intellectual and teaching potential, the ability and interest to teach in a highneeds setting, and the ability to serve as a role model for students in targeted districts.

Recognizing the current need for STEM teachers, French changed her major from statistics to math education. “Classroom teachers can have a big influence on students’ confidence level and career aspirations,” she said. “I want to encourage and help children to be whoever they want to be.”

“ The hands-on experience I received prior to my required classroom observations was very helpful. I have learned that every class has a different personality, and the same lesson may require a different approach of teaching.”

- Jasmine French, Noyce Scholar

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Destructing the Borders of Community Health Education In March, Sarah Rose Oswalt will depart on assignment to Albania as a member of the United States Peace Corps. A 2015 community health education graduate, joining the Peace Corps is a dream come true for this Cary, Ill., native.

“Peace Corps is something I’ve wanted to do since I was young, even before going to college,” she said.

“I came to SIUE with no idea what I wanted to study; then I found health education. After learning about all the careers available through this degree, I knew it was the degree path for me.”

Oswalt will travel to the Eastern European country to serve as a health educator for two years, with the opportunity to opt into a third year of service. Her job responsibilities will encompass all aspects of community health, but primarily focus on working with teens and the youth of Albania to optimize their health and well-being. Although Albania is considered a third-world country, it is growing and adapting Western habits quite rapidly, and preventative measures are vital in order to maintain the health of the people.

“When applying, I fell in love with the job description,” Oswalt said. “After I complete an intensive, three-month language and culture training, I will be working as a health educator in hospitals, clinics, schools and community groups.”

When discussing SIUE, Oswalt emphasized the flexibility of her degree and its impact on the various jobs now available to her. “Community health is helping people, it is education and it is so well-rounded,” she said.

“Students in the community health education program are passionate about helping people and making a positive change in people’s health,” said Dr. Nicole Klein, associate professor in the Department of Applied Health. “We prepare undergraduate students to coach individual and community strategies to improve health and prevent disease and disabilities. We prepare them to advocate for health policy change and reduce health disparities among populations.

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“What Sarah Rose is doing takes a tremendous amount of confidence,” Klein said. “Community health education faculty members emphasize the development of critical thinking skills and equip students with the knowledge they need to plan, implement and evaluate programs on their own very early in the program. We’ll push them as far as they want to go, which in Sarah’s case is to the Peace Corps.”

Virtual Teaching Prepares Students for the Classroom At first glance, it looks like a video game: five avatars sitting at desks, carrying on conversations and demonstrating a multitude of behaviors. But these animations are not as robotic as one may expect. Each avatar is precisely programmed to act and react as students would in a live classroom setting.

The technology is called TeachLivE™ and employs the idea of virtual simulation.

“This new technology approximates what it is like to teach in a real classroom setting,” said Dr. Susanne James, assistant professor in the Department of Teaching and Learning. “Students try new teaching strategies in an environment that is less threatening and offers immediate feedback.”

TeachLivE™ was started at the University of Central Florida, in collaboration with Lockheed Martin. SIUE was the first university in Illinois to use this advanced technology.

“There are five students: CJ, Sean, Ed, Maria and Kevin,” James said. “This is an academically and culturally diverse classroom with five students who are pretty typical of what you would see in a middle school or high school setting, as far as their behaviors.”

Students interact with the avatars by walking toward avatar-specific floor markers. The virtual classroom moves with the motions of the teacher, and students respond real-time to specific instructions and interactions.

“I can change the behavior levels of each avatar, from being mildly distracted to pretty aggressive,” James said.

“I can also determine different pedagogical approaches I want the teacher to employ, and the avatars will react to what the teacher is saying and doing within the simulation.”

The ability to tailor the virtual classroom allows every student to have a personalized experience, and sessions can be paused at any time. This allows students to make adjustments and demonstrate best practice techniques.

“After just a couple minutes, students start acting like they’re in a real classroom,” said Dr. Wendy Fuchs, associate professor in the Department of Teaching and Learning. “It increases their classroom comfort and effectiveness.”

Undergraduate Brittany Thompson said TeachLivE™ gave her a unique opportunity to perfect her teaching techniques.“I was able to experiment and determine, ‘What’s working? What’s not working?’”

Thompson said. “The repetition was really beneficial.”

Thompson’s virtual experience helped her smoothly transition into a real classroom placement. “Each avatar’s personality is applicable to real life,” she said. “In every placement I’ve been, I could pick out a student just like each avatar.”

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The ABCs of ADHD and ASD Assessment The Attention and Behavior Clinic (ABC) provides psychological services to children and families in the greater Edwardsville area. The ABC offers comprehensive childhood assessments for both Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD), with the latter conducted under the clinic’s new Comprehensive Autism Spectrum Evaluation (CASE) Site. The clinic also offers parent training and consultation services for the management of common inattentive, hyperactive and disruptive behaviors.

Now in its ninth year of operation, the ABC is rather unique, in comparison to both private psychology practices and other university psychology clinics.

“While there are other service providers in the area, we are unique in that our primary focus involves the assessment of ADHD, autism and related disorders,” said Dr. Gregory E. Everett, associate professor in the Department of Psychology.

As part of the clinical child and school psychology graduate program, the clinics provide outstanding practicum opportunities and unique educational experiences for master’s-level students. Paired with community outreach activities, students primarily conduct ABC assessment and consultation services, through which they gain valuable training by working with children and their families in a supervised setting.

“The vast majority of university psychology clinics are associated with doctoral-level training,” Everett said.

“Our clinic is associated with master’s and specialistlevel programs, which makes us distinct. Further, SIUE students in practicum training provide almost all direct services under faculty supervision.”

All clinical activities employ up-to-date, researchbased methods of childhood psychological assessment and treatment, and are supervised by licensed clinical psychologists. Everett serves as clinic director and Dr. Elizabeth McKenney, assistant professor in the Department of Psychology, directs the new CASE Site initiative.

With diagnoses of ADHD and ASD both on the rise, McKenney emphasizes the clinic’s availability and support for the initial treatment of child patients.

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“Evaluations can be scheduled at any time; that includes school and/or home observations, a thorough developmental history, intelligence testing, and best practice autism diagnostic tests,” she said. “The CASE Site also provides evaluations for children already diagnosed with ASD who are suspected of demonstrating intellectual giftedness, but whose ASD symptoms interfere with traditional gifted identification procedures.

“There are several clinics in the area that provide ASD diagnostic evaluations; however, all of them have long waitlists,” McKenney said. “It is essential for children to receive a diagnosis and begin receiving intervention services as soon as possible after symptoms of ASD are first noticed. Our clinics will serve this need within the Metro East community for many years to come.”

Faculty Excellence School of Education, Health and Human Behavior faculty members are committed to teaching, research and service. In 2015, three faculty members were recognized by the University for their outstanding achievements.

Teaching Excellence Award Wendy Fuchs, PhD, Associate Professor, Department of Teaching and Learning

Vaughnie Lindsay New Investigator Award Huaibo Xin, PhD, Assistant Professor, Department of Applied Health

SIUE’s Teaching Excellence Award is the most prestigious teaching award a faculty member can receive.

The Teaching Excellence Awards committee noted Dr. Fuchs’ passion and enthusiasm for teaching. One review commented, “She devotes her professional life to teaching and learning about education.”

The SIUE Vaughnie Lindsay New Investigator Award recognizes individual programs of research or creative activities, while also acknowledging faculty members whose research or creative activities have the promise of making significant contributions to their fields of study.

“I have spent my educational career working to increase access to high-quality instruction and improve educational opportunities and outcomes for all students,” Fuchs said.

“As a teacher/educator, I have the privilege of guiding and supporting future special education teachers to continue this important work.”

Dr. Xin’s research focuses on improving Bosnian refugees’ mental health through promoting physical activity. “Physical activity has been proven to be effective in improving the general population’s mental health,” she said. “However, rarely have studies been conducted to improve refugees’ mental health through adopting culturally competent physical activity interventions.”

Fuchs was recognized during SIUE’s May commencement ceremony and spoke at the December commencement ceremony. She will be nominated for the Council of Advancement and Support of Education (CASE) for the National Professor of the Year Award.

Teaching Distinction Award

Refugee communities are more likely to experience mental distress due to pre-immigration, immigration and postimmigration traumas such as hunger, religious or political persecution, disruption of social support networks, harsh refugee living conditions, and cultural change or economic stress in new countries.

Diane Hudzik, Instructor, Department of Teaching and Learning The Teaching Excellence Awards committee acknowledged Hudzik’s classroom environment as one that immerses students in the real world of special education and complimented her passion for encouraging students to be active participants in this discipline. Hudzik joined SIUE in 2007 after retiring from her position of 33 years in Belleville Public School District 118 as a special education teacher.

“All students are gifted in some ways and face challenges in other areas,” Hudzik said. “To be successful, teachers, schools and programs must focus on what students can do and how they learn, and then work to create learning experiences so all students can connect meaningfully to the content being taught.”

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Historically Changing Education Take a few moments to get lost in your memory. Reflect back to your middle school history class. Imagine your former teacher discussing the events of the Little Rock Nine.

We all remember the narrative and its graphic images; the monumental illustration of hate and racial brutality at its peak in American history. Those nine brave African-American students humbly destroyed the existing educational system and served as pioneers for the racially-inclusive system that SIUE prides itself on today. Among those courageous students was SIUE alumna Thelma Mothershed Wair.

Known as the leader of the Little Rock Nine, 16-year-old Thelma Mothershed and her eight comrades entered Little Rock Central High School in 1957 in order to infiltrate the previously all-white high school. Despite enduring mental and physical hardships that no outsider could ever possibly fathom, the group’s efforts to desegregate were successful.

Their fearless acts of valor blazed a trail for the future of American education, and the events will forever hold their place as a nationally-recognized moment in history.

In March 2001 and again in 2015, SIUE staff members had the pleasure of interviewing Wair to discuss this monumental event in both her life and the lives of American students.

In 2001, she vividly explained the turmoil and chaos that surrounded her initial moments as a Little Rock Central High School student.

“It was September 4, 1957,” Wair said. “The nine of us tried to go to school, but were turned back by Governor Orval Faubus’ soldiers, who were sent to ‘preserve the peace’ and guard against ‘extremists.’”

“ Education had always been my passion and I received a great education at SIUE which led to a successful career in counseling.”

—Thelma Mothershed Wair

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Nineteen days later, the students were able to sneak through a side entrance to Little Rock Central High School, further enraging crowds who were against the group’s tactics. On September 25, U.S. President Dwight D. Eisenhower sent 1,000 troops to Little Rock to uphold the Supreme Court’s desegregation ruling; the nine brave students were finally protected and going to school.

“We were given rides to school in armored vehicles,” Wair said. “We got out of the vehicle and were immediately surrounded by rifled soldiers who moved us through the crowd of people in front of the school. The crowd was shouting racial slurs at us, but we walked through like Moses parting the Red Sea. “It was something that should have never happened in America, but it did,” she said. “In 1997, we all returned to Little Rock to celebrate the 40th anniversary of the incident.

We met President Bill Clinton at this event; he was 11 years old and living in Arkansas when this incident occurred.

“When we arrived at Central High School, the president stepped forward and opened the door for us. This simple gesture was a nice, symbolic touch for me. He said he couldn’t believe how people could be so mean to children.

Amen to that.”

After making her historical footprint, the recent Little Rock Central High School graduate continued her education through the Southern Illinois University system. Having earned a bachelor’s degree from Southern Illinois University Carbondale in 1964, Wair moved to the Metro East region to teach in the East St. Louis district. She later earned a MSEd in counselor education from SIUE in 1972, as well as a postmaster’s certificate in educational administration in 1978.

“I always knew I wanted to get into education, regardless of my Little Rock Nine experience,” Wair said. “Education had always been my passion and I received a great education at SIUE which led to a successful career in counseling.”

She utilized her higher education to build an outstanding career as an educator in the St. Louis region, teaching home economics courses and serving as a counselor in the East St. Louis school district for 28 years. Wair retired in 1994, having made a great educational impact in the East St. Louis community.

A woman whose work has always been respected by her peers, Wair has been the recipient of numerous awards throughout her lifetime. In 1958, she and the other eight Little Rock Nine members were awarded the prestigious Spingarn Medal, one of the highest honors given by the

“ We were given rides to school in armored vehicles, we got out of the vehicle and were immediately surrounded by rifled soldiers who moved us through the crowd of people in front of the school.

The crowd was shouting racial slurs at us, but we walked through like Moses parting the Red Sea.” —Thelma Mothershed Wair

National Association for the Advancement of Colored People (NAACP). In 1989, Wair was personally recognized as an Outstanding Role Model by the East St. Louis Chapter of the Top Ladies of Distinction and the Early ChildhoodPre Kindergarten staff of the East St. Louis school district.

In 1999, the Little Rock Nine were presented with the Congressional Gold Medal, the nation’s highest civilian award. In 2005, Wair was a recipient of the National Humanitarian Award, the highest award given at the National Convention of Top Ladies of Distinction.

are living in the United States, Canada and the Netherlands and remain connected to one another.

Several decades have passed since these heroic high school students made American history. One member, Mr. Jefferson Thomas, passed away in 2010. The remaining eight members

“Everybody is the same; we’re all children of God,” Wair said. “We’re all going to school, and all being instructed by teachers. We’re just like each other.”

“Being ‘disadvantaged’ only means more determination is necessary,” Wair said. “You have to push harder, try harder than others who have it easier. If you push harder, someone will notice and you’ll get a break.

“Those who I have counseled, I tell them to be the best they can be. I try to help, but I always encourage people to take it one step further.

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2015 SIUE Alumni Hall of Fame Inductee: Walter Warfield, PhD “Of all the recognition I’ve received, accepting this honor is a capstone to my career,” Warfield said.

“Professors told me that once I had my degree, it was time to go help others. They said if I helped teachers and students, my career would prosper, and it did.

“When I got the phone call that I had been chosen for the Hall of Fame, it really touched me more than most things do. It is a treasure at this point in my career.”

As one of SIUE’s first students, Warfield is full of pride for his alma mater. “In 1965, I registered out in the parking lot because there were not any facilities,” he said. “Many universities around the country have rich histories that students are a part of at some point, but never the beginning. Being a part of the first years of this University has always been special to me.”

Dr. Walter Warfield, BA historical studies ’68, MSEd educational administration ’73, is the 2015 SIUE Alumni Hall of Fame inductee for the School of Education, Health and Human Behavior.

Warfield was a scholar in residence in the College of Education and Human Services at the University of Illinois-Springfield before retiring in 2012. At the early age of 26, he was named principal of Mason City High School and eventually rose to serve as executive director of the Illinois Association of School Administrators (IASA) for more than 14 years.

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Having fulfilled a fruitful career, Warfield has much of which to be proud, including being named executive director of the IASA and creating a leadership-focused mentality within the Association.

“ SIUE has helped me in incredible ways. I have seen this place grow; I was lucky enough to be a part of its literal beginnings. To see it develop into what it is now, how could you not support something like this?”

—Walter Warfield, PhD

“We set the stage for superintendents to be educational leaders and to be responsible for setting educational visions,” Warfield said.

“Our goal was to motivate students and faculty members to be supporters and dreamers.”

Warfield is vocal in his support for the American public school system and believes one of its strengths is the friendly nature of academic competition.

“SIUE is stronger because of the public and non-public competition available to students,” he said. “SIUE is so formidable that it raises the standards of other schools.”

When reflecting on his time as an SIUE student, Warfield credits a great deal of his professional success to SIUE’s elite faculty. “I had a tremendous amount of context, knowledge and relevant information provided to me,” he shared. “The faculty was tremendous, and its strength has been very relevant to me. As I transitioned from teaching to administration, I have the entire educational administration faculty to thank for being ready for the job.

“I would like to specifically name Dr. Steven P. Kirchniac. He was my advisor and by far the most influential on me. He told me, ‘We will provide you with the tools needed to do your job, but know that when these tools are given, you have an obligation to use them to benefit the kids.’”

When addressing fellow alumni, Warfield challenges them to not only consider how much SIUE has impacted their career, but to consider how much the American educational system has assisted them as a whole.

“SIUE has helped me in incredible ways,” he said. “I have seen this place grow; I was lucky enough to be a part of its literal beginnings. To see it develop into what it is now, how could you not support something like this?”

Presidential Award for Excellence in Science and Mathematics Teaching Kathleen Dwyer ’01 with U.S. Chief Technology Officer Megan Smith (left) and National Science Foundation President France Córdova (right).

Alumna Receives Presidential Award for Excellence SIUE alumna Kathleen Dwyer, MSEd ’01, is one of 108 teachers nationwide to receive the Presidential Award for Excellence in Mathematics and Science Teaching. Dwyer teaches chemistry at Maplewood Richmond Heights High School in Maplewood, Mo. As part of this honor, she received a $10,000 award from the National Science Foundation to be used at her discretion.

Awarded by President Barack Obama, Dwyer and several other recipients participated in an awards ceremony to celebrate their honors, held this summer in Washington, D.C.

President Obama announced: “These teachers are shaping America’s success through their passion for math and science. Their leadership and commitment empower our children to think critically and creatively about science, technology, engineering and math. The work these teachers are doing in our classrooms today will help ensure that America stays on the cutting edge tomorrow.”

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Familiar Face Works to Enhance Alumni Opportunities Chandler Vandenberg recently joined the School of Education, Health and Human Behavior (SEHHB) as director of development. Working a dual role, he also serves as the assistant director of annual giving in the Office of University Advancement. Chandler was asked about his new position, specifically his thoughts about advancing the SEHHB.

What is your previous experience?

I earned a bachelor’s in graphic design from Illinois State University in 2007. I am currently an MBA student at SIUE and anticipate graduating in December 2016. I began my career fundraising for my alma mater, which led to assisting several other universities’ fundraising efforts. I have worked in the SIUE Office of University Advancement for the last four years. I have more than 12 years of experience in higher education and non-profit fundraising, and I am excited to utilize that experience to benefit the SEHHB.

What are your primary responsibilities?

I am a liaison between alumni and the SEHHB. I also seek potential funding opportunities through grants, partnerships and donations.

How can alumni stay connected with the SEHHB? The easiest way to connect with us is by updating your contact information through Cougar Tracks. SIUE alumni and donors can register online, access their previous giving history and tax receipts, set up recurring gifts, register for events, and more. Alumni may visit siue.edu/cougar-tracks/ register and register using their Cougar Tracks ID, which can be found on their Alumni Association membership card, or they may also contact me. From there, we will be able to send publications and timely information, including Strides, monthly eDition emails and the eConnection magazine.

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How can alumni provide support to the SEHHB? Alumni provide us great support through their time, treasures and talents. We are always looking at ways to utilize our amazing alumni base by providing a variety of opportunities to volunteer, network, serve as mentors and support their alma mater financially.

What are your current fundraising priorities in the School?

We hope to increase scholarships available to our students.

We also must further financial support for the multiple community-based services within the SEHHB, including: • Attention and Behavior Clinic: offers comprehensive childhood assessments for Attention Deficit/ Hyperactivity Disorder and Autism Spectrum Disorder, as well as parent training for the management of common inattentive, hyperactive and disruptive behaviors.

• Weight Management Clinic: assists individuals in losing and maintaining weight loss through dietary analyses, physical activity assessment and body composition testing.

• Cougar Literacy Clinic: seeks to improve the literacy of children in grades 1-12 who have reading and writing difficulties.

• Speech-Language-Hearing Center: offers an extensive range of services for children and adults with disorders of hearing, articulation, language, voice or fluency.

Welcome New Faculty Chaya Gopalan, PhD Associate Professor, Department of Applied Health

Jennifer Zuercher, PhD Assistant Professor, Department of Applied Health

Dr. Chaya Gopalan earned a PhD in physiology from the University of Glasgow. She completed two years of postdoctoral training at Michigan State University and earned an MS and BS from Bangalore University.

Dr. Jennifer Zuercher earned a PhD from the University of North Carolina at Chapel Hill. She holds an MA and RD from Syracuse University.

Gopalan’s current research uses behavioral and neurochemical techniques to study the role of gonadal steroids in the sex differentiation of the brain. She is also interested in innovative teaching methodologies and is currently studying the use of recorded lectures to replace live lectures and its impact on student performance, as well as the
impact of flipped classroom style of teaching on student performance. Gopalan teaches courses in advanced human physiology, advanced human pathophysiology, and biology of cardiovascular and metabolic diseases.

A certified adult weight management specialist, Zuercher is interested in researching health behavior changes and weight management during periods of life transition. In particular, she is interested in creating and testing strategies to help college students establish healthy behaviors and habits that can be utilized when transitioning away from school. Her interests also include working with post-partum women to establish healthy habits and return to pre-pregnancy weight during a time of drastic life changes. Zuercher teaches courses in food science, medical terminology, and food and culture.

Academic Programs Undergraduate Programs

Graduate Programs

Department of Applied Health Community Health Education Exercise Science Nutrition Speech Pathology and Audiology

Department of Applied Health Exercise Physiology Exercise and Sport Psychology Physical Education and Coaching Pedagogy Speech-Language Pathology

Department of Psychology Psychology Department of Teaching and Learning Early Childhood Education (birth-grade 2) Elementary Education (grades 1-6) Secondary Education (grades 6-12) Special Education

Department of Educational Leadership College Student Personnel Administration Educational Administration Education Doctorate (EdD) Instructional Technology Learning, Culture and Society Superintendent (specialist)

Department of Psychology Clinical-Adult Clinical-Child and School Industrial-Organizational School Psychology Department of Teaching and Learning Curriculum and Instruction (P-12) Literacy Education (K-12) Special Education (6-12)

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Dates to Remember Honor’s Day – Saturday, April 23, 2016 Commencement – Saturday, May 7, 2016

Contact Information School of Education, Health and Human Behavior 618-650-3350 siue.edu/education Curt Lox, Dean clox@siue.edu Barbara O’Donnell, Associate Dean bodonne@siue.edu Paul Rose, Assistant Dean prose@siue.edu

Make your gift today: siue.edu/give

Chandler Vandenberg, Director of Development cvanden@siue.edu

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