U N I V E R S I T Y O F F L O R I D A C OLL E G E O F E D U C A T I O N

Message from the Dean
CATHERINE EMIHOVICH, PH.D.

anthropologist, my longstanding research
interests are in the area of culture and
education. For this reason, I find Florida
to be a wonderful state for examining the
complex interrelationships between culture and educa-
tion at all educational levels. Every year, our student
population is becoming ever more diverse, not just
by race and ethnicity, but also in the rapidly growing
number of students who speak English as a second
language and those who have special needs and require
assistance, not just within the family and PreK-12
schools, but also within the community as they transi-
tion to adulthood. When you add the fact that Florida
also has the fastest growing population under age 18 in
the country, it is clear that how we address these issues
will serve as a template for other states as their popula-
tion diversity increases over time.
This diversity is an exciting source of energy,
talent, and ideas that contributes to the overall
strength and ideals of a democratic society. At the
same time, educators are faced with unprecedented
challenges in helping students succeed in mastering
the demands of a fast-moving, information-oriented,
high technology culture that may not match the
cultural capital students bring from their family and
community contexts. This challenge has been taken
up by both the University of Florida and the College
of Education in implementing several new initiatives
to prepare students and educators to live in a more
pluralistic society.
In a previous column, I commented on the
significant roles that the Opportunity Alliance, a
scholarship and professional development program for
students and teachers at six highly diverse, low-income
high schools across the state, and the Lastinger Center
for Learning, which operates programs for K-5 teachers
and administrators to introduce them to research-
based practices, play in enhancing our outreach to
more diverse schools and communities. Added to this
mix is the College Reach Out Program (CROP), a sum-
mer program for students in grades 6-12 to learn more
about postsecondary opportunities, and the Florida
Fund for Minority Teachers (FFMT), a state-wide
program based in our College to prepare more diverse
teachers for all schools. We have also revived our
Holmes Partnership, and we are actively seeking new
ways to establish collaborative partnerships with school
districts, community groups, and businesses to involve

all citizens in the critically necessary task of improving
education for all students.
At the department level, many faculty are actively
engaged in research and service activities that under-
score the importance of acknowledging students'
diverse needs and cultural experiences. Within the
School of Teaching and Learning, faculty in the
Language and Literacy program situate literacy and
second language acquisition within a cultural frame-
work. Counselor Education faculty have a grant to
prepare more bilingual school counselors, and Special
Education faculty have numerous grants to help teach-
ers become more knowledgeable about inclusion
models and transition issues. At P.K. Yonge, our K-12
developmental research school, teachers have imple-
mented Summer Adventures in Literacy (S.A.I.L.), a
very effective intervention program for struggling read-
ers. Finally, faculty in the preservice and continuing
teacher education programs highlight culturally
relevant pedagogical strategies to prepare our students
to teach in more diverse schools.
These kinds of activities can only be sustained in
an environment where outreach is valued for the differ-
ence it makes in peoples' lives and the new knowledge it
helps create. In this sense, our attention to culture is
focused not just on diversity issues, but also on the
cultural practices of the university. The culture of the
academy has not always valued this type of engagement
(hence the concept of the "ivory tower"); but under
new leadership, I see this model becoming more accept-
ed, particularly in the professional colleges, where the
needs and views of practitioners have always been more
prevalent. From an anthropological perspective, a clear
distinction exists between "schooling" (experiences in
bounded organizational structures) and "education"
(experiences that encompass life-long learning from
birth to death). To quote my favorite anthropologist,
Margaret Mead: "We are now at a point where we must
educate our children in what no one knew yesterday,
and prepare our schools for what no one knows yet." As
the College of Education moves forward with its plans
for our 100th year celebration next year, we envision a
new paradigm emerging that embraces the "scholarship
of engagement" and builds upon the rich cultural
practices and norms of all citizens in Florida.

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FEATURES

4 Collaborations
Community Partnerships
The work of Elizabeth Bondy links University training with
real classroom experiences through joint projects.
BY NATASHA CRESPO

6 Speakers
The American University
Art Levin speaks to UF students, faculty and staff about
changes in the American university.
BY J. DIANE "DP" PORTER

8 Grants
Baby Gator Launches New Playground
Along with a new playground, plans at Baby Gator include
science education for young children.

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DEPARTMENTS

2 Dean's Message
10 Faculty News
12 Alumni News
14 Edugator News

COVER
We need to imagine an educational system
where voices previously silent will now be
heard and where differences are acknowl-
edged and validated while we seek to identify
and preserve those cultural elements that
constitute the democratic core of this nation.

Content

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COLLABORATIONS

Community

The College of Education has embarked on a voyage

of collaboration and partnership with the community.

It is a place where researchers are encouraged
to branch out and intertwine their work with
the people of the city.
Focusing on "scholarship of engage-
ment" types of activities, in which faculty
connects with people who are working
outside of the university setting, is a primary
goal for the College. In other words,
professors should join with agencies that are
actually doing the work they are studying and
teaching to students. In the case of the College
of Education, the term refers to people
who partner with other organizations such
as schools, libraries, and
counseling centers.
Scholarship of engage-
ment work is essential for
the success and professional
development of the univer-
sity. A tie between the
academic and the "real
world" is essential. This
fact is evident in the work
of Professor Elizabeth
Bondy. A faculty member
of the University of Florida
for more than 13 years,
Bondy has dedicated her
efforts to linking university
training with true classroom experience.
"If we are embracing the scholarship of
engagement concept, it means that we can not
hide," Bondy said. "There is no place to hide.
We need to make sure that our work is real and
important and relevant to practitioners, the
people who are really doing the work.'
Her expertise is connected to teacher
education in the elementary school setting.
After receiving her undergraduate degree
from Tufts University in the areas of child

study and psychology, Bondy taught in a
private school in Massachusetts for children
with learning disabilities. She later worked in
the Florida school system before returning
to graduate school at UF. After completing
her doctoral work, Bondy was hired by the
School of Teaching and Learning.
Since that time, she has developed a
number of programs that center on helping
children who struggle with school.

Bright Futures
This program was designed and imple-
mented years before the
emergence of the Florida
Bright Futures Scholarship.
Since the fall of 1990, Bright
Futures has been providing
support and mentorship for
children in Gainesville public
housing neighborhoods.
The idea for the program
originated during a joint
meeting between the College
of Education, the Gainesville
Police Department, and
the Gainesville Housing
Authority. All had special con-
cerns about the large school
drop out rate among children living in public
housing. It was agreed that UF students should
be brought in to provide academic assistance
for those kids, and the aid should begin as early
as possible during a child's academic career.
That very fall, a voluntary project with
11 UF students interested in working with
children was launched. Thirteen years later, the
now grant-funded program has evolved to
include approximately 125 students in the fall
and about 50 to 60 in the spring and has grown

r NATASHA CRESPO

to encompass six public housing neighbor-
hoods. First semester juniors from the Unified
Elementary PROTEACH Program meet twice
a week with the same child. They focus on
academic work as well as coaching and
mentorship relationship building.
"The way Bright Futures works is that
we built it into our teacher education pro-
gram," Bondy said. "At the same time that
the folks in the community housing and
police were concerned about what was
happening in the public housing areas, we at
the College were concerned that we were not
adequately preparing our students to work
with the many types of students and families
that are out there. This was a wonderful
opportunity where our need and the
community's needs came together."
The way the program works is as
follows: Children from the participating
neighborhoods are recruited, and their
parents sign them up. Bondy then pairs each
UF student with one of the children. The pair
is then involved in a variety of activities intend-
ed to guide both the student and the child.
"Our students have course work that is
linked to Bright Futures," Bondy said. "It's
not like we just say,'Hi, welcome, you are off
to public housing. We integrate this experi-
ence into the courses they are taking.'
For example, since students are taking a
language arts class and learning about
writing, they can administer certain writing
activities with their children and observe
their work. Furthermore, the students are
enrolled in a counselor education course
that focuses on how to connect families to
schools. One of their assignments is to inter-
view the child's primary caregiver.
"It makes very important connections
for them," Bondy said. "It's not just an
abstract college course; rather it's some-
thing linked to a particular child you are
working with."

EDUCATIONTIMES

WINTER 2003

UF students are not the only ones
benefiting from this partnership though. The
children receive help where they need it. At the
start of the program, letters are sent requesting
guidance from each child's teacher. Some
teachers are quite detailed, stressing that either
the weekly spelling list be reviewed or that
homework be completed.
"It's not foolproof, but across the board
it's been a real win/win kind of a project where
the students profit from it and so do the chil-
dren," Bondy said.
The two main goals of the program are to
provide support for elementary school
children to help them be more successful in
school and to help future teachers develop the
cultural competence to work with people who
may be of an unfamiliar cultural group.
"There are loads of opportunities for
students to learn in this kind of experience,"
Bondy said. "They are in a community, often a
part of a community they didn't even know
existed. It's fascinating. This is new, and it is
important for them to get this experience
because they will encounter these children and
their families later when they are teachers.'
So in order for Bright Futures to be
effective, a number of groups must work
together to get the job done. Teachers from the
schools and residents from the neighborhood
must supervise the area provided by the hous-
ing authority where UF students mentor
children from public housing complexes.

F to A in 0 to 60 Flat
Another of Bondy's programs involves
partnering with Duval Elementary School,
one of the poorest schools in the district.
However, with the help of research and
partnerships, the school is making extraordi-
nary strides in bridging the learning gap. Last
year, Duval received a grade of A in the state
assessment test. This was a remarkable
achievement considering it had an F the previ-
ous year.
"There is nothing wrong with them [the
students at Duval], but they need a little more
time and a little more support to be as success-
ful as children across town," Bondy said.
For the last three years, Bondy has been a
"professor in residence" at the school. It is a
concept she has been trying to develop.
Basically, a person in this position is a faculty
member who invests a significant amount of

time in a school setting not just to do research
but also to really collaborate with the people at
the school.
Bondy spends at least one full day a
week at Duval observing the issues facing
teachers these days. It is essential to under-
stand what is going on in classrooms
nowadays if a person is to adequately teach
college students how to be teachers.
She also serves as a support system for
beginning teachers at the school. Bondy sets
up appointments with five teachers each
week to observe their classrooms.
Afterwards, they have individual consulta-
tions where problem-solving techniques are
practiced. However, teachers are not the only
ones who seek aid from the professor.
Assistant principals, guidance counselors,
and other personnel get involved.
"I am part of the team there, and I try to
work with people to solve problems," she said.
In addition to the "professor in
residence" role, Bondy co-facilitates a
teacher reading group. Some teachers
expressed an interest in professional reading.
So a group of nine gets together and meets
on a voluntary basis to discuss readings
related to the social curriculum of the class-
room. They want to learn how to help kids
be a better part of the community.
Bondy also works with the Teacher
Fellows Project at Duval, which is related to
the Lastinger Center. The year-long profes-
sional development program that is active in
nine schools across the state of Florida allows
teachers to determine the course of their
professional development and what it is they
would like to do to help children learn.
Bondy's group consists of 27 participants,
including two music teachers, a guidance
counselor, an assistant principal, and class-
room teachers. The group meets monthly to
brainstorm on work that will assist children.
One of her main responsibilities as
"professor in residence" is to conduct
research and document what is going on in
the school. Last year, two exceptional
teachers were followed for a whole year
with the purpose of understanding what
teaching practices proved successful in the
different classroom settings. The teachers,
students, and parents were interviewed in
an attempt to gather data on the subject.
Continued on page 8...

EDUCATIONTIMES

WINTER 2003

SPEAKERS

Art Levine on the Future of...

The American

One Graduate Student's Commentary BY J. DIANE "DP" PORTER University

Life-long teaching and learning.
Critical thinking. Creativity. Thinking out-
side of the box. A willingness to change as
the world around us changes. These are the
answers to the questions regarding the
future of the American university and the
role it should play in higher education. The
future, however, is now.
On the evening the University of
Florida was experiencing a change of lead-
ership, Dr. Art Levine was speaking to a
group of UF students, faculty, and staff
about change. The eleventh president of the
University of Florida had been named on
one side of SW 34th Street, and just across
the road, a bigger picture was being painted
of the new world of higher education.
Levine, president of Columbia
University's Teachers College, addressed five
forces that would change, and in some cases
have already changed, the future of the
American university: 1) the economy, 2) the
changing demographics of students and
our country's population, 3) technology, 4)
privatization in higher education, and 5)
the convergence of knowledge producers.

1. Economy
Just as the industrial revolution
changed the face of the American work-
force, so will the informational revolution
we are currently experiencing. Wealth, as we
know it, may no longer be the result of
physical laboring, but may result more from
the knowledge a person possesses.
Knowledge comes with education. The
more education and credentials people
have, obviously, the more knowledge and
skills they have, right? It makes sense. But
then, the more knowledge and skills we
have, the faster processes and procedures
change because we become more efficient,
more effective, and potentially, more com-
plicated. At that point, is the knowledge and
the skill set needed the same as before?

Probably not. The vicious cycle begins. How
do we keep up with the changing world we
live in? How do we keep up with ourselves?
Levine used the term "just-in-case"
education to describe the reason most stu-
dents have traditionally pursued a college

degree (i.e., "Just in case I need it"). Now,
however, the term "just-in-time" educa-
tion seems to be more appropriate (i.e., "I
learned what I needed to know just in
time to use it"). Given that the average
person will undergo six career changes in
his or her lifetime, one knowledge or skill
set based on one college degree may not
be sufficient anymore.

What does this mean for us as educators?
It means the demand for higher education
will increase, but the face of it will be very
different. According to Levine, it is probable
that students will want more knowledge and
more skills in a shorter period of time, tar-
geted more toward a specific concept, idea,
or discipline. It means that students may not
be patient enough to wait four years to get a
degree that could be outdated the day they
graduate. Maybe it means we need to find a
way to make college degrees "timeless"
through periodic updates.

2. Demographics
On college campuses, the number of
students who would typically be considered
"traditional" is decreasing, while the num-

ber of 25+-year-old students who attend
part-time and live off campus is increasing.
These are also the students who are
demanding more convenience, better serv-
ice, quality professors, and only want to pay
for the services they utilize on campus.

What does this mean for us as educators?
In combination with the economy, it means
that a good number of today's students and
tomorrow's students will want their educa-
tion "to go." They want what is comparable
to a 24-hour fast-food drive-through win-
dow, on-line banking and shopping,
1-800-fix-my-problem customer service,
never-have-to-leave-my-house education.
That is a tall order to fill and flies in the face
of everything we know and admire about
the English structure of institutions of high-
er education, on which the original nine
colonial colleges were founded in the United
States. Of course, there will still be the stu-
dents who do want a "traditional" college
education, on campus, in four years. Levine
speculates that their needs could be the total
opposite of their fast-food friends, in that
they will demand more more time, more
space, more variety, more in-depth knowl-
edge, more resources, more opportunities,
more discussions, more research, more
majors to choose from, and a more specific
curriculum. Can we be all things to all peo-
ple and still be effective? Who decides?

3. Technology
Levine referred to this force as the
wildcard. Most of us have been known to
put off purchasing a computer or other
piece of electronic equipment for fear of it
being out of date the day after we buy it.
Could the same thing be happening with
education? Look at the copyright dates of
the textbooks being used in classrooms
today. Then think of the two years prior
when the book was being written and printed.

EDUCATIONTIMES

WINTER 2003

How much of this information is still relevant
by the time it reaches the students' hands? Not
only that, but how many textbooks would you
actually consider to be entertaining or invite
interaction on the part of the reader?

What does this mean for us as educators?
It means we really need to think outside of the
box in terms of information delivery. Not only
will our 24/7 society want information any
time and any place, but also in real-time, with
real people, dealing with real scenarios and
resources, all over the world. It means we have
to be up-to-date in our respective disciplines,
not to mention up-to-date with technology
and how to use it most effectively with our stu-
dents.
Our technological society also requires
today's educators to be "edu-tainers" in order
to grab students' attention, get them involved
and interacting with their own learning,
and convince them that what we have to offer
is something they want and need. As an
example, Levine mentioned being able to

recreate history through virtual tours of 18th
century Paris, simulating a walk down the
streets, interacting with famous people, being
able to smell the air, etc. much better than a
chapter from a textbook!
The use of technology could possibly be
one of the most difficult obstacles to overcome
in a traditional higher education setting. We
are accustomed to lectures or small group dis-
cussions with face-to-face student interaction.
We are accustomed to brick buildings with
classrooms, desks, chalkboards, and maybe a
laptop to view a PowerPoint presentation. We
are accustomed to sequential, discipline-spe-
cific (as opposed to interdisciplinary) topics
with preconceived outcomes. We are finally
accustomed to utilizing e-mail, class discussion
lists, Internet resources, and some Web-based
applications in our classes. We hope this is
enough to keep students physically coming to
campus, to our offices, to our classes for years
to come. But is it? (It might be if we could also
offer free parking close to class!)

4. Privatization
The technology wildcard leads us to a
discussion of privatization in higher educa-
tion. Levine suggested that the business of
higher education is actually very attractive to
the business sector because we are per-
ceived as being slow to change. We cannot
very well argue with that! So, what's going on
in the outside world while we are inside our
brick buildings and classrooms talking to
students? The business industry is marketing
higher education to anyone in the world who
is interested, any time they are ready, any
place they wish to partake.
Private, for-profit entities such as the
University of Phoenix may be shaping the
future of higher education and the American
university. You will not find brick buildings
surrounded by grass and trees with classes
full of undergraduates and tenured
professors engaging in dialogue at the
University of Phoenix.
Continued on page 15...

EDUCATIONTIMES

WINTER 2003

Baby Gator Launches I
For the first time, the Florida Space
Grant Consortium has awarded a
grant to a preschool. The recipient of
this grant was Baby Gator Child
Development and Research Center at
the University Of Florida College Of
Education.

According to NASA administrator
Dr. Jaydeep Mukherjee, the grants are
intended for school-age children, but
the one submitted by Darci Hames, a
Baby Gator teacher, included plans for
science education support for young
children, which convinced NASA that
an award for this preschool was
appropriate.

On Wednesday, November 12, 2003,
Baby Gator hosted specially invited
guests during a dedication ceremony for
the playground equipment purchased as
a result of the grant. NASA sent admin-
istrator Dr. Jaydeep Mukherjee and
Payload Specialist Sam Durrance to
assist with the "lift off." Durrance also
autographed photos for guests, shared a
7-10 minute video of his space travel,
and answered questions.

New Playground
Activities included:
Christine Zamora from the Florida
Department of Agriculture provided
a display and information about
plants in space.
Febi Mayfield, a teacher at Baby
Gator and an accomplished song-
writer and vocal artist with the
group "Jabezz," sang "Space
Walker," a song she composed
about space. She recently sang this
song and others she has composed
for an event hosted by NASA in
Titusville.
NASA lent a Moon Rocks display
for the day. Rosario Munoz and
Juanita Luster, Baby Gator teachers,
have completed the training
required by anyone handling the
rocks.
Each Baby Gator classroom set up
a booth in the playground which
contained interactive science
activities for the children and their
families. The classrooms were also
opened to display space projects.
The Baby Gator Parent Advisory
Council served lunch to parents and
families at noon.

COMMUNITY PARTNERSHIPS
Continued from page 5...
Furthermore, surveys were given to
teachers asking them to rank the effectiveness
of different strategies that helped transform
Duval from an F to an A school.
These research efforts help Duval, but
they have the potential of helping others too,"
Bondy said.

The Family, Youth,
Community Consortium
The Family, Youth, Community
Consortium (FYCC) is another one of
Bondy's projects concentrating on joint ven-
tures. This network of people is made up of
different agencies and organizations with a
variety of special interests in young people.
Along with principals and teachers, represen-
tatives from Planned Parenthood, the Harn
Museum, the Chamber of Commerce, and
neighborhood nutrition centers make up this
diverse group. Meeting five times a year at
varied locations, FYCC's mission is to coordi-
nate and develop resources to support
struggling children and youths. The group is
able to pool each individual's resources to
provide a thorough look into relevant issues.
For example, a librarian wanted to know who
was working on child safety regarding com-
puters and technology. The Chamber of
Commerce contact knew exactly who to call.
"It's all about coordinating our resources
to make things more efficient,' said Bondy.
During the meetings, reports from sub-
committees are given. Announcements keep
members informed about what is going on in
the community. The group has achieved some
successful products since it began. The Web
site gives a detailed directory of resources
available to help children and families. (Hard
copies were distributed too.) The organization
is currently trying to compile a list of Web site
links that provide aid for children.
Bondy is very encouraged by the results
of her work Her commitment and passion
have contributed greatly to the College's
endeavor. Teamwork between the university
and the community is key to creating a strong
foundation for flourishing children and
thriving teachers.
Elizabeth Bondy Ph.D. in Curriculum
and Instruction; M.Ed. in reading
education; B.A. in child study and
psychology. Contact: 392-9191 ext. 247
S or bondy@coe.ufl.edu

EDUCATIONTIMES

GRANTS

WINTER 2003

C O Graduate Students Present at NATIONAL

C O History of Education Meeting

S ix graduate students in the College
of Education presented papers at
the annual History of Education
Society meeting in Evanston,
Illinois from October 30 to November 2.
The students' conference papers all
stemmed from research projects they
undertook in Professor Sevan Terzian's
"Seminar in Social Foundations," EDF
7934, in the spring of 2003. The special
topic for the seminar was the history of sec-
ondary education in the United States. All
six students are pursuing doctoral or
master's degrees in the social foundations of
education program in the Department of
Educational Leadership, Policy and
Foundations at UE They organized their
conference proposals in the form of two
panels.
Erika Gubrium and Sheryl Howie
formed a panel titled, "Case Studies of the
Education of Blacks in Florida's Public
School System during the Reconstruction
Era: Politics and Perspectives." Gubrium's
paper, "A Reconstruction Era School in
Gainesville, Florida: Teacher Identity in the
Face of Public Perceptions," documents the
simultaneous optimism and pessimism of a
female Northern missionary teacher. In it,
Gubrium considers gender roles in the 19th
century in conjunction with the evangelical

impulse and emerging ideas about race.
Howie's paper, "The Impact of Florida
Legislation on the American Missionary
Association, 1865-1896," demonstrates how
state politics and laws ultimately under-
mined efforts to provide public education
to African Americans. Howie documents
dissension within the Republican Party,

which enervated ideals of racial equality
after the Civil War.
Don Boyd, Regan Garner, Andrew
Grunzke, and Larry Smith formed the
second panel, "Federal Involvement in
Florida Secondary Education, 1930-2000."
Boyd's paper, "The New Space Race: A
Historical Perspective on Space Utilization
in Florida Public Schools, 1938-2000," doc-
uments and analyzes the allocation of
classroom space in three Florida counties
amid growing federal involvement in the
realm of public education. In her paper
titled, "The International Baccalaureate at
East Side High School, 1983-2000," Regan
Garner investigates the changing social
dynamics within one high school in

Gainesville, Florida, amid racial tensions in
the larger community. Andrew Grunzke's
paper, "Rock and Roll High School: The
Rise of the Underground Newspaper, 1968-
1995," suggests that illicit student
publications were often associated with the
punk movement and were fueled by court
rulings restricting freedom of speech in

public schools. Finally, Larry Smith profiles
federal attempts to mollify the severe pover-
ty in North Central Florida during the
Great Depression in "Extending the Vision:
WPA and NYA Activities in Florida."
Professor Terzian chaired both
panels, and each benefited from the com-
ments of a critic: Jeffrey Mirel, professor
of educational studies and history at the
University of Michigan, and Victoria-
Maria MacDonald, associate professor of
history and philosophy of education at
Florida State University. The History of
Education Society meeting draws scholars
from all over the world and is considered
one of the most prestigious conferences
in its discipline.

SEAT

of Honor
The p.crured bench h-.; beer clonoaed 1 the College of Education for student use byMr. and
t.I\r l:in S P.:iiei,:i add:lIonol I:,enches are available. Each bench will have a small, brass
plcque ..h rhe idono, nme cnm od rhe date of donation. Or, if you prefer, you can dedicate
C: bench in someone i memol', h.:r.ing i:, pl.:i:lue commemorate this person.
For more dtlaoi, oniaci Mary C. Dir,(ll a (1866) 7/13 505

C iiL, t E L li, ,'I .

EDUCATIONTIMES

The History of Education Society meeting draws scholars
from all over the world and is considered one of the
most prestigious conferences in its discipline.

WINTER 2003

FACULTY NEWS

Children~ ~ ~ ~ (C.) .E istelretitraina n onainwsn med 6n"onrr

prvdscnina6rfsina6eeomn, blc-i af.ai .at th J. W. Marit Hote in

St t s C an. a and .ho gh u th wo ld L a o n A. Fl w e s as is an p r fe so

in 6h Deatmn of. 66 6Ed 6 u cato na Leades6i6
Nanc 6iht a Dan and Din Poic an Fonain th Coleg of
6od l v of 0000 Scoo ofTahn and Euain a eetyslce sa soi
Lernn have 6rte a* ne66kette t dtrfr h olg tdn far i
Th Rfecie dcao'sGud t lasoo ouna.Th olee tdet faisJorali

Ler Thog .rattoe I nqu~ir. Pulihe Asoito fo 6 olg Stu.n 6f6airs.
by ~ ~ ~ ~ ~ 6 Cowi Prs 6nMrh20,tebo a
f o -w r w r t e 6y n o e 6uh r a d e u a o o e P i g e a s s a t p o e s r o c e c
A n ie e m a .T h ex as w it e i ec g e u at o i h e S h o l ofT66i g n
k ~ ~~~~~~~~ ~ 6iio 6ha techn and lernn arneetyLannhsbeneetdpeieteeto
c o p e. n e v r ,f a g t w th m n s u s h o t e s e n s o i t o o h d c t o
p r b e s and te si n f o teach er t o f ac each of T e ch r in S c e c P i g e w l
day.i. . ..sroo. 6.ahe inq ir 6s .6 6ev n era rsd n -lc ol wdb

Ka .6ha Huhe at6 6 5-9202 x 266 .6th~e~ceule

EDUCATIONTIMES

WINTER 2003

Do 6.rar 6 one th faut at th Mar Lo Koa woke in thihr Renne
6nvrst 6f 6..id 6n mahmtc Deatmn of 6dctoa 6scolg .6enapofso ic

eduatonin 96 a 6e 6eevn hi 6 ro 19220 ..Hrpiayae.fI 16.Frsvrlyas
doctora 6 fro 6echr Colg at 6eerhi nlann n ontoRne rmtda
6oumi Unvriy 6enr 6a nldn ou nlann usd fte r 1 nomtv u msn
impact6 thuad ofeeetr.n lsro .Sehstuh ierneo nentoa esetrt o etatvt
eary cilhoo techrs hrughhiscorse o edcatonl pychloy. n he ollgeon omaraivethmes H

EDUCATIONTIMES

WINTER 2003

ALUMNI NEWS

2003 Grand Guard
Oi.tb i 2--4 nlti kt d the Ic'1 : G(i. ai
G Llu.l d KsLil1ii',l, G i.ll, GM l tii [rc.-,._.ill..I; ,
rthsc .1irLinn'n Un .h,- t.itiL.t[ r':n',. thl',
L Illi c l r i" -. 11 ; I "1_, 1 :. i ,] ,1
T han.lll ;. [ t i 1,, 1 in ; I ,.J1cnilhip
C. Thomas"Tom" Gooding L.AE -,-
M'Ed '`', E,1 ..4 I iii. Maureen
Leydon l il. '-._ I rh, C ':ll< : t
EL iLt :.ifn .iii' j' l:tlc1 rhlc nF :,i n ii il .irrcii-
,I nu u l ll n I c c i l.U l, A lLnln lnn

Seen in the picture at the podium are
Tom Gooding and Maureen Leydon,
2003 Grand Guard chairs.

College of Education 2003 Grand Guard
attendees with Dean Catherine Emihovich

Career Night
TI-Barbara I d t Erolu l.li ; .1
Johniu C IIc ael i XI Ed'- Michael l
T IA ;.1 O c[.:.l:- A rtill 11.Lh.e .:.t
ifu i,'cIli'. .Ctili I, .i'1 ; li f[- lc [li.:.
.111d o ,:, 1 \ .Iiuc r i ln. :t rl-o F. c.iiL i-

.1 i : ; ll .. i .'
Barbara Anderson i L.E i
John I. Carvelli t:'.!E ... Michael L.
Haney,' .E.1 !.,. E.I5 !.., Felila Lott
,L.AE ': Rachael Sharpe, L;. 1 :,
E.1E '4h. ,ml Elizabeth Van Ella iL.AE

i ah tl 'ic i i .l .o .si l ii l i lc-ii I i
h li t,., K.; t, rlc ,C icri. \ :',, .., l1 i
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[ 1 1' [11 I 1[,'i ,-" [I'n r iILi I'Vici 0 Lii. "

I1- 1 : 1 i ;hr1. 1- ,111 i, .1 0- 11

1i.:n, >, in l, I l, Li l ln C ini .: .t Nl, .. i, n
n.lLll'nlini ;,:^ lc i n, \''h l1[il [,: -"cO l -

1 11 .1 l',)c l',)l_-,c l .:t lI.; i. ![, I ,: F l ,n I i
-l ~l ,',l'nC [.-111 .1 [I C I .k U I',I ',,

nr.1 i.:r, C-1 ,ll :1 LiV,' 1 FAo .11 l-2l1)-

Elizabeth Van Ella ,L.AE ,,, ilun.'-

tin, -1,: .i_.,, t,,. [Ilc :.\ 'lI o .;i. :. l o .I'n ,',
i. i .1 i -Ucil p[., .i l. .i :nc :t r i 1 l.

FL i I ; i I t:c Ir. ,I .I r c1' -l l.. cl. .;It .
.1in 1 d ..i .1 pi : 11I l .11 .1 Lc.id1 l sh.ip
i.ic r ,: rII :[ [ -,lic l _c -A E lI : .'.Ir I,, ',

Margaret Rosenberger, L'.AE 4'-'.
f iE.1 l i ii. I i. n i.i. tn iir i
4G lnn ,c l llc I ic. ;lnl n 1n1 ti )i : t .1 t' I
I'IFC i i ,:t *Cl 'i lt .luc il .r' 1. II.; 'c ,
i\ l l[ I [lic f I ill1 I' 1\ ic s l i 1 I I Ii C 'i c il'it
'.. the illn i .cc lit Thi, f tlit i n,

,: t l 1 l .;, I I l t'.. p lI l lic l li11 i l it .'1 ,I .
T I, \ -i l I h i i l- I -.: 1 .:-.t 111i i11-,
II ,: EI Ln .'l1 'i .-l 'n i-" n ll" .
tI ,,ndcI E- R- .il Liz,. ,c i.iiin, ; \\'.'If l :'.'l - :ind1 I i ,to H, I.11 \\',i I ; ,,,in11 Li:.r.: I,,
"tripli.i I "Li L In I II k' \ I i ''"

' *4l'i [ i li.ti1 :' 'l ii" 'i cI '' tlil- t. t'il
[Il c :.ll ]ll.1 1 i c i it'.
.lo,:.r .:t [lh.< p ic,, 1 ,:,t t- I:,:,:,;

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ZO O N \', t, h l iI -'li pr L.-1 i,

C [ 1 1 i "I I ,': ill'_ I ',_ : L :, 11

It i ,i ll -t'ti";t' .- ,',iiiiii it o' *fiii t-'l[fii q/tL i l !T'r -\PiOi. T I i ',i i'i ll ,ir i 4i1 ,), ,' i,' H all
PC' B .. 1 i1'44- l. -,IC, lik. FL 'r,) ]I --i144 ;--. ;-I -15,S' 'r ,.' '1.. 1i -II ,1,i/ lhi 'll/1." alti cdii

EDUCATIONTIMES

WINTER 2003

Baby Gator!
inl' ll ,'i. :.l :.l |. lic t -,, I'h rouLll :'l loi:. n'.\ il
i. :l( t i ,: nci Fl,::c c: I-i; i. c i i o'.,:. i. ci tul
I-T 1.-. i1 '. l. 1 -C :, l-,ic -i ll.<-C A:
E iLdul no: n ', 11 1n .lll.:.:.. nrc ',c -
l_' li i,:l trl nl l I _:'. h J lu c n t ,l. 1i t c'.,
, n'. I t,

Shown during the Grand Guard
activities, Pam Pallas (standing, left)
discusses Baby Gator with JoAnne
Fleece (far right) and other members of
the 2003 Grand Guard Reunion.

Dr. Vincent McGuire
Scholarship
.\ lic I. i:n.1o.: ,:.1 ',:hl, l i lh ip t.:.i th,

L'i 11 c:G u Fc iE:i c. 1 I .; 1., r. tr .:

Nci. :rl. Lirnic u I IN ; 1 ti.:.
N-ol.ml' ,1 i ',1 Ili E 1 i ll' r,

Lini, ci ;,i :,t Fl.:n .1 1

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k l:' l.: lr: 1, o ,.1 H n !, .: -; .i

p r, t< ; .:. n [t rl-, L rin', c o r, ; t F l-ri.1 i t..i
:.., \i n I H e in; rl-, ;[n' i .c i ,1 it.i, r
t:,i- ,l i Lk ichr 1pp i t,, i ln li In.
Ic li c .l rli -c l t i nir. ,t i.: fl lt' .:.l '
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H-c ,r rll ,u rl-l i,, n.1 r.1 lr ,:,t
i, I',.h1" w ho-, ol:, En'.:l,!h rcrl:,,ol.

Vincent McGuire and his wife Windy.

rlh-, c o:,: l l c-c re .r; .i. ,,1 .; I rcH i ,
Si. ,,i ',I ..1 : I, ii .ill l,: .1 ;I .i ii

I ritcr t,:.I thl, N i ,n i.: l s i,.,tc ,

(Z :'Li it,, ,l i r n., ,l n cn i ,,,l t
[ I i 1 cl [ I it c I i I CIt I i, .1 i

I IT' C .- lli < .h t E, I iri .:- t.11 .i P.
hII nc in.1 : i. t I \'It,.1 t, l
Indc -11: %.11C[..1[1.,

Tampa Couple Promotes Educational Technology

Th .: ri n r.:A .,r, .:., r .:. .-_ .:.11 .:t .:. E.:n....:l:'..:. .:l,.,nrn, ,11I
,n':, .: llr, e 1t, l.. r r, :J I::r,::. T E:,..: h .r :r,: T,: ,r,:I,:,, I
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,n .:.rn',.: r.:. E r E.:h, .:.l .:kr, hE: .r.:.I :. r :. k.:.r. : I E. :, .:h r..: ..:r I.:.
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p:''. -:h:1':" :11 L.:'E '-.r, :..:.n.n'...r.r, ,-':,11''E: .:ir..:l hEr. :1
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HEIr .:irE :..:.kr rEi.rE:,:lI., .in:,, .:...rrr.i Ark lk nE.:kr..:.l.:..:,
r..,l. ,: .:k .:..:.l .:ir..:l ..r..Er r.IE.
Tk.:ir.n ,:..,.i l,.:.r .:ir..:l HEIlE. l,:.r ,,....r l rEr..ii ..i:.i:..:.ri

EDUCATIONTIMES

WINTER 2003

EDUCATOR NEWS

1958
Thomas C. Park EF-E '; r.I -E
EJD '.1 Jie.J .il li, .oie r.e
H.rr.on ir- ]r..- or, Jul, 2. 2 'Ji
il lie .r.je of ?0 e,-l.,.-ilor -irn.
Im-,iu.. I-.,tbook -;.llor Ihe .:.rJl.- 10
I re LIr..F-F jl.ile. 11 '-',u ,-hF -r
.jrJ ...J hiri.j Irom Ill- K,ur,, 5,,nij
. r.I..e it nr Kor-., .ir.J I.-..:' .r. lor
1 ,e .,r. ,r. lli- Coll--.i- oi
E. Inh.:. ion "i -~,,I r1li.,or.. il
IJir..-rr. l, H- r-lir.rJ .i. i. prol .. or

r .li.n .:. r,I iiir e- ol i(. 1 il-
I.IrL .r. it i ci-l n i) I c. 1 iC r

ICrrrne I -.I, ll .H or.:h lr -r.J, i r,
i..- le .li .icr of Il.- irl rner- of
ii....: le.rl.col. for Kore,in .:,iil.r.-n
n jr.i.el, I .'. H .- ., >jlo II,-
.i..inF r ol n.lir,, h'Fo l in.r..:Ji.- i .
lool l 1.11.- Fou/ So,I, o/Clh r,
FJ[ I He i.. kr.i.-F
F, Fii. .. ,-; ol .1i .-rr .'r -',r.oon
'i. -or1, J.im l (,Gr. e) oF Poloiri-.,
/.1ir ,l.i.J John (j.ir.,, ol
H.-rri.Fori .ir.jirn.r F.., .1 i. liler.
j3 .--ir. I.,, of H -rr,.ir. lo Florn .l.
or.,i P.irl ofl j31.-r r,.
f \>,r ,Iunri .ri.l Bert, -"iF.. Hirl ol
*: rl,Jn I P irk .,r i,

1962
Martin W. Schoppmeyer E.ID
-," -.l relnr- J .1 .iiii-rsir, prol-.-
-or .-ni-nriu o F...l :-il'o. il
,JJnir.ilr. -ior. Fron'i trli LIrn, .-r.r, of
irk.,in.,,. He .jr.. .. h i .1- >liril,nr
(B3E 51 t EJ 5' .ir- Flelp.i.j rli-.r
.on o10 I.l rl J .: ri-r -i.hool ,.,llerJ
Tlih -.:.ir. -r,,,

1971
SEunice (Martin)
Barns M.E.1 -1
th O i l..n. I r ,,.l r.I
F.pre.i-.or, l .F Ia ir,
F.ir1.- I Un..-r,.r, ol
SFlor,.I., i... inr .,,
i-,nt pi ,l,,..t-ln lc r i n P lm b i-li
Cc..nr, Fi.ril,, ShI e Fl .-.en -l, .I-
SI1 -- c .r. I .i .m -rn .: ri. J-n .. 1.
Cnommnil-- IJ,,in.,il '.o,,rir.,I Ior i
r..o ,--ir nerin 12 '14 "'" 1 l .5irJ I, l-
Flo.ri.- L-e.4.il 5er... Eci Io,r.- of
D.re.lor. 2." l1 2- I |

1973
Michele A. (Melia) Edwards
-,E -3 .:irTr-rnt, lr.:hrin.j .ir
blIir..c. El, Hi%4h 3..Iool iln bro.- .ir]
Con-,t, FloriF., I.- i.i rel,.rinl,
Iror..i r .o r- '.r "T-i.:nir-,.
S ,l. ir.- .throiu.jF. P-rlorr.in..-
.l c tihc,- ol Th-nlire .., Lo...Ior, ,..,
r-i, .,-rdt oFl ir, Enl., J 3p-rl.. F
.iUnioi, .hliol.,r hl 'i rr-nll, I.ie
F..irlnnF-r. ..rn I. IIPP I tFhe .ir...-rir.,
oI ,: .O., i Flor,.J. lo r'-..-. til- Flor l. .,
Te.J. -her CertFi.:. hOr. E; .iJni-l ori lo
Dr.irr.. E1 '.--r.-l r-ir.r1 0.0'lober
2' ..1 .? ,-,ir. ir. Eri.jlJ tle-

r,,Jmn.- the 1 '-''- .rl. Tej.iher of thel
le Jr iJriil i j p iJ .I p.re...ier'i of lF-
Flor,,-i -. .: .Jh.Or For Ti-. itre
E.i..-lhoinri 1i- .ir, hi ri.-ri.rl.ioilri
Thi-pi..r. 3r ... e j r..-I- r -r .ir I Iro .. --
Cor..or I.ho I... r,r.- l ,. i .,r,..
. ]i.r Ir. l.il.- F .ro-jriir, ... ,or. li.-ior
... l.. c.r.,,jll, J.- J-.-c-.F. -- .1-.:ro-..
.:urrn.,i,,r Kenr-.t, 1C.-r.nlr ork-.hF,
.-rililJ, Trijp ouir I leI Oil P iper
for inc-lh.Jrir.1 u r. .1J-. -:,.ini, .rinlinj
l. ,11, thro...j l. li.- .ir1.

1973
Susan (Stein) Luck B,-E "3 .
ir, ,Jr l,-i.l er .Jr Ni onl Gx i..-,l
Elem -rl, r, 31h .F I ri. l rn. I 2' 11 1
T- d..her of ili- i-ir in I r :,i.- l I
r.- o .r-ir 1, r. 2' 1 12

1975
John M. Novak EJD 5. 1
prol--,or ol e, Ju.:.jlOri irn ji.jir of
C ri .irile Sl...l.--. ilI brook
IUni.r .er ti, 31 C. ill' Jrir-. C- 'tnlr.o
C-ir..r.F. Io,.J.i...L .. o..F .r-.r.
*.I ni eI.l-. ol tl-- 3o. ..-t, of

1979
Rona F. Flippo E.ID .'' *lon ro
10.0 I, ,.-.rl 1.-,, ,l ,hia I E I, l,..r, 11
L--,-or oF Ji. j(L iorn i r. Pei.rh:, .

Eji-.:.I ) C lle.- I.r. 1 .1 .1 1 ii .n i.-

F..i.IF.. r-n lr 1III. Fbook .11 J.rrrin.r ,
or. ..- -r, I-in .lic.r k ,ncle -.F.- k

.r OInl : .- ,:crn.nnri I l

1987
Lisa Flipp(Werner Slocumb)
I--..or ofle .:,JI.Or..I F.11 .hbr.-j
1.l1- C o lle.-l, r .i.1, .1r.J ill rt i* I

Tr.ir, ir. r .h r Drrnir ,DTf ', I l
lotr .r. ,o ., ,1
Irri '. c 1 F Fl

1987
Lisa W. (Werner Slocumb)
Wiggins t \E.1 P" ,,,,n -- ....1l

I.H. pro llJ"'O r. 1 .rol- .....or o
IJnl.ri..rr i Flor. I. i
,J. promole,: 10 1n ll pFrol-,.or of
ni.ill'er ,h. n', IAll 2', *-,

1993
Karry Ann (Blackstone)
Castillo t MEJ 9' I,. .r, ,-i..iar,....
F-B lj.in .11il bre-..jrl '.-oiiilr t n-e '.e
.lool t .ir..il-. Elerrier.lir C..1illo
.omF .Ile heir EJl.:.irhor.ril L.-.i]er.l-p
..-rtih... iho r ni nr. f-. |r I 2.1 1 3

1998
lana L. Baker b-E '98 r1E. I
lorriirir, IF.- pro. rc J pr .:..cor.irn, ilor ior
ri-- Fi.n.1., F..r,, For f.li..i ri,
T i.:,-r 1, .: .. orlkii,, i Srll
.Fr.J.i.- l-.ri..I-r jl b. -lle., .Jrnlo-
El.-nie.nl.ir, ,..lool ir. b.-lle. ..i
Flon.d.,

Jeanne M. Herbert r 1E-1 '-': .
riejoioril Iprole-.lornil J-.-lopn mnl
feii.>,l For C'r. rii, -Ull.-r .CC.E; ill
l.. iorlk 1 no'eo rnr'ne sF-e.nilir,
hl Jl?.. 1. I- n -l. ..r,. .:or.. l.h.i r..- ol
i i... 1 E.Ihi.. t.or. c re .il.i.rlio .. (F| lh
1i..-r ,l.. Jr I nl.rei) l, pro...hn.j
r .lor. Jl .,i -l .i loIF .Ilr.uer..l .ii j ir.
,r..e loor ill -ro.rnn-l in' pjr-nl.

1999
Danielle N. (Nadrowski)
Stone r\E.lI '-- i. ,Pr- h. E3E
T i- .lI r il F.i.r.L .. El-r.erl. ir,
a..Foo l Fkr..l. i|

2000
Genobia A. (Wedemier)
Babalola iMEJ ,r EJl; ," le,.i1
rli-r, ...iF .ii T.inr.--r b- F r..or,,l H-,illli
i C.-irrollhor, ,-- L-,. ir... i. rtion.. i
1I ..rlh. ..oini,-lor ,l Jur.- 2' 3
. I .r -.1 1 rr I..1 r...- I F, rol -.iorr.
..Oin.-lor in -.'"_",I ?i l.;

2002
Louis H. Murphy Jr., B-E ''2
rt.E "7? .or.in.j on thi-
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EDUCATIONTIMES

WINTER 2003

THE AMERICAN UNIVERSITY Continued from page 7...

You will find a Web site, though, where you can
receive your entire education (depending on
how you define "education"). Right in front of
your computer monitor, you can register for
classes, purchase your books, attend class and
interact with your professors and other class-
mates, visit the library, turn in your class
assignments, and even graduate all without
leaving your chair! Sounds enticing, doesn't it -
and it certainly would not take four years of
your life to complete the program.

What does this mean for us as educators?
It may mean finding a balance between our
traditional ideas of higher education and those
described above. It may mean doing a better
job of funding traditional higher education,
marketing benefits more effectively, incorpo-
rating more technology into our delivery, or
targeting a specific audience we want to entice
to campus. We need to decide whom we want
to educate, how to go about it, and then, how
well we are going to do it.

5. Convergence of
Knowledge Producers
Technology and privatization come
together in this force. Large audiences
around the world can simultaneously take
part in classes, seminars, and training ses-
sions via satellite provided by companies able
to hire full-time content providers (a.k.a.
professors with stock options). People seek-
ing higher education, further education, or
professional development now have choices
beyond the American university. Corporate
universities, for-profit education centers, and
even community education centers all sell
pieces of education for the convenience of
the consumer. Levine described a possible
scenario of the future where these alternative
education providers compete for the best-
known names in academia to be their
full-time content providers. These professors
would be behind-the-scenes producers of the
curriculum, choreographers of information
delivery, and directors of their own tenure
and research processes. The best professors
would become stars, complete with agents
that negotiate packages with book deals,
commercial endorsements, distance learning
courses, and consulting gigs. With knowledge
comes power, prestige, money, and maybe a
fan club!

What does this mean for us as educators?
Maybe it means that we need to tap into these
resources for ourselves in order to stay current
with respective fields of study. Maybe it means
we need to find ways to market our expertise
and contract with the for-profit institutions
and join forces with them. Maybe it means we
should have enough confidence in what takes
place in our brick institutions to continue to
enhance that experience for students and mar-
ket it appropriately. Levine believes there are
three types of institutions of higher education:
1) Brick, 2) Click, and 3) Brick and Click.
Maybe it means we should also find ways to
incorporate some of the click into our brick
Levine questioned what might happen to
the quality and integrity of a college degree
when students choose to spend their seat time
learning only in front of their computers
instead of physically listening to professors
teach in classrooms and interacting with other
students through the educational process. Is it
possible that competencies, certificates, and
portfolios could become more important to
employers than critical thinking, interpersonal
skills, and some basic common knowledge?
For anyone who has been on a college campus
recently or read an article about the current
state of higher education, Levine's words came
as no surprise. The issues with the economy,
student demographics, technology, and priva-
tization are not new issues for higher
education. How we choose to respond to
them, however, especially in light of Levine's
comments, will have to be new.
Life-long teaching and learning. Critical
thinking. Creativity. Thinking outside of the
box. A willingness to change as the world
around us changes. These are the answers to
the questions regarding the future of
the American university and the role it
should play in higher education. The future,
however, is now.

EDUCATIONTIMES

WINTER 2003

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