Front Cover
 Message from the Dean
 Table of Contents
 2002-2003 events and occasions...
 Collaboration I
 Collaboration II
 Teacher of the year
 Department news
 Faculty news
 Research projects
 Burdines teacher of the year
 Staff news
 Distinguished educators
 Alumni news
 Edugator news
 Research projects
 Alumni news
 Teacher's perspective
 In memoriam
 Back Cover

Education times
Full Citation
Permanent Link: http://ufdc.ufl.edu/UF00076670/00007
 Material Information
Title: Education times College of Education
Uniform Title: Education times (Gainesville, Fla.)
Physical Description: v. : ill. ; 31 cm.
Language: English
Creator: University of Florida -- College of Education
Publisher: The College
Place of Publication: Gainesville FL
Creation Date: 2003
Publication Date: 1996-
Frequency: semiannual
Subjects / Keywords: Education -- Periodicals -- Florida   ( lcsh )
Genre: periodical   ( marcgt )
serial   ( sobekcm )
Statement of Responsibility: University of Florida.
Dates or Sequential Designation: Summer 1996-
General Note: Title from cover.
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Source Institution: University of Florida
Rights Management: All rights reserved by the source institution and holding location.
Resource Identifier: aleph - 002105129
oclc - 35156157
notis - AKU4420
lccn - sn 96026728
System ID: UF00076670:00007
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Preceded by: Edugator


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Table of Contents
    Front Cover
        Page 1
    Message from the Dean
        Page 2
    Table of Contents
        Page 3
    2002-2003 events and occasions photos
        Page 4
        Page 5
        Page 6
    Collaboration I
        Page 7
    Collaboration II
        Page 8
    Teacher of the year
        Page 9
    Department news
        Page 10
        Page 11
    Faculty news
        Page 12
        Page 13
        Page 14
    Research projects
        Page 15
        Page 16
        Page 17
        Page 18
        Page 19
    Burdines teacher of the year
        Page 20
        Page 21
    Staff news
        Page 22
    Distinguished educators
        Page 23
    Alumni news
        Page 24
        Page 25
    Edugator news
        Page 26
        Page 27
        Page 28
        Page 29
    Research projects
        Page 30
    Alumni news
        Page 31
    Teacher's perspective
        Page 32
        Page 33
    In memoriam
        Page 34
        Page 35
    Back Cover
        Page 36
Full Text

.5:1 ,



. '" I *.

Message from the Dean

Welcome, Dean Emihovich!
Dr. Catherine Emihovich comes to
the University of Florida from
California State University at
Sacramento, where she served as
dean of the College of Education.
Dr. Emihovich received her doctor-
ate in educational psychology from
the State University of New York
in Buffalo. She has published
three books, numerous articles in
refereed journals, extensive mono-
graphs and technical reports, and
has presented over 100 papers at
state and national conferences.
She is currently president of the
Council on Anthropology and
Education, a subunit of the American
Anthropological Association.

Dean Emihovich's major research
interests include children's lan-
guage use in classrooms and com-
munity settings; cognition, lan-
guage, and literacy issues; race,
class, and gender equity issues,
and teacher education. She has
extensive experience as an evalua-
tion consultant and has worked for
the Getty Foundation, the
Educational Testing Service, state
and federal agencies, and K-12
school districts.

Rarely have educators at both the K-12 and university level faced such daunting chal-
lenges as they do today. Mandates from the sweeping federal education bill, known
simply as "No Child Left Behind," place unprecedented accountability demands on
schools to implement instructional and testing policies that ensure all children have
an equal opportunity to learn. Colleges of Education face the pressing demand of supplying
enough teachers to meet the rising shortages in every state. In Florida, these challenges are exac-
erbated by new state mandates to lower class size and offer universal Pre-K. At the same time,
public interest in education issues is at its highest level in decades, and support for solutions that
break new ground can be secured with strong and imaginative leadership. Not surprisingly, edu-
cators may look back at these times and recall the opening lines of Dickens' classic novel, A Tale
of Two Cities "It was the best of times, it was the worst of times."

As I begin my tenure as dean of the College of Education here at the University of Florida,
I reflect upon these words often. I am confident that our College is ready to meet these chal-
lenges, particularly as we seek to build new partnerships with other colleges on campus and
with families, schools, and communities across the state. We are reaching out to large urban
centers through the Alliance program in Jacksonville, Miami, and Orlando, even as we continue
to strengthen long-standing relationships with our local and regional schools. We are creating
new interdepartmental initiatives within the College that underscore the importance of involv-
ing all preparation programs in student learning. One example is the new, soon-to-be-offered
principal certificate program that includes faculty from Educational Leadership, School of
Teaching and Learning, Special Education, Counselor Education, and Educational Psychology,
along with school district partners and P. K. Yonge Developmental Research School. A second
example is the work being developed by the Lastinger Center for Learning to disseminate
research on best practices and to build leadership capacity in low performing K-5 schools.
Space does not permit me to list all our current and future initiatives, but many of them will be
profiled in continuing issues of Education Times.

We have also set ourselves some ambitious goals that can only be reached with the strong
support of loyal, committed alumni and friends of the College. To meet the new state need in
universal pre-K, we intend to create a state of the art early childhood research center that will
develop new models for young children's learning, as well as provide high quality childcare
through our Baby Gator program. We plan to expand our offerings in distance education so
that busy professionals can take advantage of our outstanding graduate programs in multiple
fields to provide them with new knowledge for school improvement. We will place renewed
emphasis on preparing all our students to work in culturally and linguistically diverse commu-
nities and schools that are rapidly increasing in all areas of the state. Finally, we dream of reno-
vating Norman Hall to preserve its historic past while creating a modern structure that ensures
that our students work with the most up-to-date equipment and resources associated with a
top ranked college of education.

I find the prospect of achieving these goals and meeting the state's challenges enormously excit-
ing; and with the level of talent among faculty, staff, and students, and the support of alumni
and friends, I believe we will succeed. As we move closer to our hundred year celebration in
2005, we will honor the past as we reshape the future for the betterment of Florida's children.

( t4



The mission of the College

of Education is to prepare

exemplary practitioners and

scholars; to generate, use

and disseminate knowledge

about teaching, learning,

and human development;

and to collaborate with others

to solve critical educational

and human problems in a

diverse global community.


EducationTimes is published by
the College of Education,
University of Florida.

Catherine Emihovich

Kay Shehan Hughes

Mary Bennett

Mary Bennett
Natasha Crespo
Kay Shehan Hughes

J&S Design Studio

UF College of Education
140 Norman Hall
Gainesville, FL 32611
Phone: 352-392-0728

5 convocation talk
Imagining Education
Creating collaborative partnerships reciprocal in nature allows the
flow of information and knowledge between community and university.

15 project consejeros
Lifting the Community
A school counseling program prepares bilingual Spanish-speaking
teachers as school counselors. The program is intended to also pre-
pare teachers to work with Hispanic/Latino students and their families.

25 coming full circle
Student Turned Teacher
Student government and community activities led this student to
University of Florida's English program and then on to teaching.

29 a door to opportunity
Teaching and Nursing
Teaching and nursing opportunities on the rise for graduates
across the nation.

This is the front of the James W. Norman Hall, which currently houses the
College of Education.


2 Dean's Message
7 Collaboration
P. K. Yonge/Campus
9 College of Education
Teacher of the Year
0 Department News
2 Faculty News
4 Dissertations
6 Development
7 Donor Roll
!0 Burdines Teacher of the Year
!2 Staff News
!3 Distinguished Educators
!4 Alumni News
!6 Edugator News
I1 True Scholarship
12 From the Hallways



1. Norman Hall Courtyard- Homecoming 2002 2. Happy servers, Rob Webb and Vivian Correa at the College ice cream social 3. Don Delgado, retiring
after 34 years 4. Randy Scott (middle) receiving an award at the College of Education for Teacher of the Year with wife, Teresa (left) and son, lan (right)
5. Dean Emihovich, Dean Kranzler serving students ice cream 6. Grand Guard graduates (50+ years) 7. Reception for Randy Scott. Left to right:
UF Provost David Colburn, College of Education Dean Catherine Emihovich, Randy Scott (Florida's Teacher of the Year), Fran Vandiver (Director of P. K.Yonge
Developmental Research School), and Chris Morrison (Principal of P.K. Yonge DRS) 8. Will Collante entertaining guests at the Convocation Reception


Imagining Education

Educating children for the future is the single most critical priority for
the continued success of this nation. BY CATHERINE EMIHOVICH

B becoming the new dean of education at a major
research university offers great opportunities to
position our College within the framework of the
University of Florida's strategic plan, and in the
state and national debates as
we move toward imple-
menting the goals of "No
Child Left Behind." As one
who has been trained as an
anthropologist, I see a clear
distinction between educa-
tion and schooling.
Education is conceived of as
teaching and learning activi-
ties that occur in all cultural
and social settings, and in
all disciplines, while school-
ing typically refers to what
happens in preK-12 settings.
Historically, colleges of edu- '
cation have been positioned
as being concerned only
with the latter, but that
perception needs to be
changed, not just among
our University colleagues,
but also at state and national policy debates. Educating chil-
dren for the future is the single most critical priority for the
continued success of this nation, a point confirmed by
Florida voters where 51% named education as their most
important issue.
In order to be successful, we need to imagine education
from a very different perspective. In our College, the "schol-
arship of engagement" will be emphasized, a concept first
noted by Ernest Boyer in his book, Scholarship Reconsidered:
Priorities of the Professoriate. Briefly put, public research
institutions have a historic commitment not just to create
knowledge, but to actively engage in efforts to disseminate
knowledge in mutually beneficial partnerships. Based on this
model, I outline five core concepts that will frame our work
in the coming years.

Establishing connections with programs and units both
within and outside the College that share a related concern
with the needs of children and families in all sectors will be
essential. Future faculty will be
people who can cross discipli-
nary and programmatic borders
and who are comfortable with
an interdisciplinary perspective.
We will also be expanding our
connections to set school dis-
tricts not just in surrounding
counties, but also in urban areas
such as Jacksonville, Miami, and
Orlando, as is the case with the
UF Alliance program. Research
has clearly demonstrated that
the systemic problems many
children and families face in our
most distressed communities
cannot be solved alone by edu-
cators without making these
kinds of connections with
partners in key sectors like agri-
culture, law, medicine, nursing,
and social work, as well as with
our arts and sciences colleagues in all disciplines.

Creating collaborative partnerships that are reciprocal in
nature is a second core concept, one that poses a
challenge to higher education because all of our training and
reward systems work against it. Scholars are prepared to be
highly knowledgeable specialists in a narrowly defined area
and to work autonomously in what has been called the
"ivory tower." But those of us who have stepped down from
this tower have realized that most educational and social
problems are messy and complex and cannot be easily
reduced to simple equations nor remedied by endless arti-
cles, seminars, and books explaining why so many children
are not achieving well enough in school to secure their eco-




nomic future. If we are to ask young faculty in particular to
engage in this work, we face the challenge of redefining the
tenure and promotion process to accommodate it. We will
have to imagine a new paradigm of what it means to be an
"engaged scholar," or as they say in K-12 circles, learn how to
"walk the talk" and align our policies with this belief.

A third critical concept is the challenge of finding innovative ways
of communicating the results of our work and providing the doc-
umentation for cases where we have made a difference. We need to
seek more partners outside the traditional venues for scholarship,
especially those in the media, since all evidence points to their
power in shaping the public's perception of the next directions in
education. In addition to the data generated in reports and
research studies, we have many powerful and exciting stories in
our College, as well as across the University, of projects begun in
schools and communities that have had a significant impact on
students'lives. Stories of hope and achievement stir the imagina-
tion and give our children a sense of direction for the future. In
future issues, Education Times will highlight these stories to illus-
trate the scholarship of engagement in action.

Given the rapidly changing demographics of this state, as well
as the nation, we must imagine education as occurring within
a broader cultural landscape than ever before. The University
of Florida has made great strides in equalizing access to
higher education as indicated by the rising enrollments of
students of color, but this access is critically dependent on
student success in earlier school grades. I prefer the term "cul-
ture" instead of diversity or multicultural education because it
is a far more encompassing term, one that captures the fact
that cultures are constantly evolving and shifting over time,
where the borders are not so easily marked, especially in a
global environment. Today's youth instinctively know enor-
mous cultural changes are occurring as they exchange music,
styles of dress, codes of talking, and norms of behavior across
global networks. We need to imagine an educational system
where voices previously silent will now be heard and where
differences are acknowledged and validated while we seek to
identify and preserve those cultural elements that constitute
the democratic core of this nation.

The last and the most encompassing core concept is communi-
ty. If we can establish new connections, form collaborative part-

nerships, communicate more effectively the results of our work,
and embrace cultural differences in meaningful ways, we will
then be well on our way to creating the more just, equal, and
caring community in which we all wish to live. The first
anniversary of 9/11 underscored both the terrible results of the
failure of education in promoting an understanding of cultural
differences and the celebration of a community uniting to
rebuild shattered lives and buildings. Although that day graphi-
cally demonstrated the power of a small group of people to
achieve a devastating outcome, it also illustrated that a small
group of people dedicated to the public good can have an equal-
ly powerful effect. Margaret Mead once remarked, "Never doubt
that a small group of thoughtful and committed people, work-
ing together, can change the world. Indeed, it is the only thing
that ever has." If we imagine education differently and engage in
scholarship from a new conceptual paradigm, we too can
change educational outcomes for children and families for the
better. I look forward to working with faculty, staff, students,
alumni, and community members in achieving this end.

The College of Education extends heart-felt appreda-
tion to Dr. Corole Bernstein ('71) for her special
contribution to the teachers of Auburndale
Elementary School in Miami. Sixty teachers working
with the UF Alliance cascade tutoring program for
reading will benefit from Dr. Bernstein's generosity.

Dr. Bernstein, who owns Get Smart educational
superstores in South Florida, donated gift certifi-
cates for the selection of educational materials and

T IX-I Aks, CL,'T- l !

Plkis, waih lor additional alorimtion on Dr Bernmlin ilen I nwl issue ol





Connections & Collaboration

The School of Teaching and Learning responds enthusiastically
to Dean Emihovich's convocation address. BY DORENE ROSS

responded to Dean Emihovich's convocation address
with excitement and enthusiasm. The "scholarship of
engagement" is a term that describes much of the work
done by faculty in STL. Although their response could stress any
of the 5 Cs (Connections, Collaborations, Communication,
Culture, and Community) that Dr. Emihovich stressed in her
address, the response focuses on Connections and
Collaborations, particularly our connections and collaborations
with school partners in their work to improve the experiences of
children and families in communities.
A focus on a few of the many collaborative partnerships led
by STL faculty suggests the range and scope of activity in the
department. STL faculty are involved in several projects related to
reading, an area of critical interest in the state and the nation. Dr.
Anne McGill-Franzen and Dr. Dick Allington, under the auspices
of an OERI grant, are working with district personnel in
Jacksonville and Palm Beach County to distribute books to low
income first and second graders. Their research focuses on the
impact of access to books to help mitigate summer reading loss
in struggling readers. Dr. Candace Harper is collaborating with
12 schools in four Florida school districts to create and monitor
the impact of a cross-age reading-tutoring project with second
language learners. Dr. Ester dejong is engaged in a collaborative
project with Framingham, Massachusetts public schools. The
focus of this project is the impact of bilingual education pro-
grams on the oral, reading, and writing skills of second language
learners. Dr. Jane Townsend is collaborating with several local
secondary English teachers to develop and study the impact of a
tutoring outreach project for struggling adolescent readers.
In a second type of collaborative focus, several STL
faculty members serve as Professors-in-Residence at local ele-
mentary schools. In this program, a faculty member is assigned
to a school for 25% of his or her time. The focus projects are
collaboratively selected and evaluated by school personnel and
the Professor-in-Residence. Dr. Elizabeth Bondy is Professor-
in-Residence at Duval Elementary School. The focus of mem-
bers' work this year is a study of exemplary elementary teachers
in an urban school. In their collaborative work, they are study-
ing what exemplary teachers do to help failing children suc-
ceed. Dr. Diane Yendol Silva is working as Professor-in-
Residence in a collaborative project with Alachua Elementary

and P. K. Yonge Developmental Research School. Teachers, stu-
dent teachers, and university personnel are working together to
establish communities focused on Democracy, Diversity, and
Literacy (DDL). The focus of their work and research is to
develop two school/university partnerships targeted at accom-
modating diverse learners and building professional learning
communities for prospective and practicing teachers. At Prairie
View Elementary, Dr. John Gregory is working collaboratively
with teachers to help low-achieving children develop strategies
to improve their mathematics achievement.
The brief descriptions of these collaborations suggest a few
of the ways that STL faculty combine their scholarship with their
engagement in schools. It is impossible to capture the depth and
breadth of faculty activities in a few short paragraphs; yet the
description of a few of these efforts may help readers understand
how integrally linked the work of STL faculty members is to the
work of K-12 colleagues. A College focus on the "scholarship of
engagement" will help refine and focus the work done and will
help to strengthen and highlight the significance of this work.
STL is excited to be engaged in this work.




Enhancing Education

P. K. Yonge expands the experience for graduate and undergraduate
students through collaborative relationships across campus. BY FRAN VANDIVER

One of the primary advantages of being a part of
the University of Florida is the opportunity to
enhance curriculum and expand the experi-
ences for graduate and undergraduate students
and faculty. P. K. Yonge Developmental Research School
(PKY) is actively involved in developing these collaborative
relationships across the University campus.
Four doctoral students from the Department of
Counselor Education work with PKY students, faculty, and
parents while completing their doctoral degrees. They expe-
rience "theory to practice" on a daily basis. The program is
coordinated by Dr. Ellen Amatea, Professor-in-Residence,
who also collaborates with PKY teachers. The Family
Problem Solving Conference protocol and the Student-Led
Conferencing program are current projects developed
through this collaboration.
The Department of Music in the College of Fine Arts
has teamed with P. K. Yonge's elementary music program to
bring the elementary methods class "into the real world."
This class is co-taught by PKY music teacher, Valerie Austin,
and UF professor, Dr. Jay Brophy. The feedback from under-
graduate students is very positive, and PKY students get to
interact with many college students.
P. K. Yonge's clinic is part of the pediatric rotation for
students in the College of Nursing. These students make
classroom presentations, help with screenings, and work with
school nurses in a school clinic setting. Everyone is enjoying
this healthy program!
PKY has teamed with Shands Hospital to provide
internship experience for high school juniors and seniors.
This is a semester credit-bearing experience that allows stu-
dents to work in a hospital setting. Currently, PKY students
are in the departments of Billing & Accounts Receivable,
Radiology, and Respiratory Care, as well as the Surgical
Clinic and the Nursing Units.
P. K. Yonge is teaming with the School of Teaching and
Learning to develop more "in-depth" experiences for pre-
service students. PKY faculty teach a graduate class attended
by PKY teachers and the pre-service students who are work-
ing in their classrooms. The feedback from the graduate stu-
dents and the teachers is positive about this model.

The newest collaborative effort is with the Department
of Educational Psychology. Two doctoral students in the
School Psychology program and professor, Nancy Waldron,
work with faculty and parents. All involved are learning
how the skills of a school psychologist extend beyond the
traditional testing arena.
P. K. Yonge is encouraged by the success of these
collaborative efforts and the cooperation in establishing
them. Not only do these successful collaborations enrich the
experiences of students and faculty from PKY and UF, they
serve as successful educational models that improve public
education. This is both encouraging and gratifying.





Dr. Anne Bishop has a very important job.
Every morning she walks through the halls of the College
of Education knowing that it is her duty to show teachers
how to teach.
"As a teacher educator, it is my responsibility to move my
students' identities from 'university student' to 'prospective
teacher,'" said Bishop, who instructs PROTEACH juniors.

"From the moment they enter the room,
students begin transforming into teachers."
In her Core Teaching Strategies class,
Bishop highlights the various types of strate-
gies that can be used to educate children.
Bishop is also the Project Director for
the Center On Personnel Studies for Special
Education, where she works with other pro-
fessionals and universities to examine issues
in special education. Their research will eval-
uate the supply and demand of special edu-
cation teachers as well as the efficiency of
teacher education and certification.
Bishop's dedication to learning has
made significant contributions. And after


fourth grad ii,,1 i. I u I U I u Iclu I:'Lll C CIh. llc r InI L, I u ;
these past c ''.p i ,c: ; i % ; ic .; ; i ic1: ic I l :1i :A _' 1 LOr iC ri
today. She Illu I nt ; I i I l n '.: '. n ;rI, Il V; nn.1 l p-I nI n: c c I, nr
she preaches."
"I continuously let my students in on my thinking and
planning ... by letting them 'eavesdrop' into my thoughts,"
said Bishop. "I believe I humanize the teaching process and

"Her integrative and

resourceful teaching

style will continue

to mold top quality

teachers to send

out into the world

of education."

joining the UF faculty in 2001, Bishop's impact has gained
recognition. She has been selected as the 2002-2003 Teacher
of the Year for the College of Education. Peers, department
chairs, and students nominated her for this award.
"It was the most meaningful accolade or award I have
received," said Bishop. "In addition to the student's encour-
agement, another really exciting piece was being observed by
other faculty and having their support."
This award promotes excellence, innovation, and effec-
tiveness in teaching. Bishop tries to embody these principles
when she teaches.
"Teaching is more than a transfer of knowledge, and it is
the teacher's charge to create a community of learners who
enthusiastically construct, embrace, and challenge new
knowledge," said Bishop.
Bishop committed 26 years to being a teacher/district
supervisor in Alachua County. She taught first, second, and

simultaneously model the importance of
reflective teaching."
Bishop gives concrete examples and
allows her students to share in the teaching
process. She monitors their comprehension
and tries to use various techniques to get her
point across. Interaction and motivating
activities like small groups get students
"Her teaching style kept me on my toes
by formatting the course with so many dif-
ferent activities and ways of learning," wrote
Katharine Snell, a student from Bishop's
Teachers and Learners in Inclusive Schools
course, in Bishop's nomination letter.

By recounting stories and reflecting over what she could have
done differently, Bishop gives her students the opportunity to
learn various ways to deliver curriculum and improve.
"One of the most extraordinary lessons that I took from
her class was how she taught by example and involved herself
in the learning process; modeling that as teachers, we should
all be life-long learners," according to the letter by Nicole
Santom, who took Core Teaching Strategies. "Her integrative
and resourceful teaching style will continue to mold top qual-
ity teachers to send out into the world of education."
Bishop is inspired when she hears such fervor from her stu-
dents. She is thrilled to be able to pass on her passion of teaching.
Bishop always knew she was going to be a teacher. As a
girl, she lined up her dolls and sat them down to play school.
The joy of teaching was always within.
It became her mission to tackle new ideas to improve the
teaching profession. After receiving her bachelor's degree
Continued on Page 34...




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The LIF Teac-lhirig 1mi Tcinln.l:. '. nltitli. e l.ld
a wrcat l.. ttol.. Y r tuli seciiond ',car' The tfo; is
:of tlhis pro:wiet continues to be o:n iasisting
tL'[Lll teachei s !n L'cO nlllll clt'Fc tle tc.llheri
tlI.lt ieai Litili terliiis, o 1 in thi e d.l1l
ca.ilin;l and leati inl c1',ii'ii uineicnit. The o'als
o't this p l:,c>-t arc t,:, inrcasc 1ld im pr>ixc thle
quality' :i i: th Wtc 'in ati,,n of t:,i: nlhi' :o'l l our
tea;iticI edil:cati'nil pro,'r iamn b' tix oc'sis ll i iac-
Lilt' ic'id c '11pnltlilt, h[1 i I'ft ,:t'c and \.-:-I th'.11h le
inipleliec n tati. :i c l' e:tr'onic: p l'i ttolis, tetll -
n.'l:i -bascl fclil c'pcric ni:cs. mni the *lc'cl-
Opunte O i a lsi.?in fi, the Collegc ,of EdLuI.-.h-n>;
\ itll iespet-t to th- use ic f O ,t cat.i:onal teclni:olo-
lc'S I1 la ,lel cdti lltatinl pl'iai ll1 t'lcase
cpl:rc the T;iacl.hinig ami Te c'ihno:l.g\ ni Mate
web site at http:. \-.\. ce.ut edo. school, ptL
to lOc.rn in:,rc about tlis ccitimng proew.-t



Dr. Anne McGill-Franzen and Dr. Richard
Allinglon ha.c ian OEI'i g.aiit to. I.cWl'p'
stI .teliC t. mllliti._ate sunimelir rcadiln' loss 111
lIi. inIcome children
Dr. Rose Pringle is icllabL:ratintii \i-ltl techei s
at Norton Elconta.r'. schooll toi studio tcach.in2
anid le. nini sience in cIcincita i cl.assro 'is
Dr. Linda Jones and lihci -rJdui~te stuilcits are
c ,ndut tii. .11n ca.il-ii, t i'. n ,of the iedi national
pl.-i anis at the Lo r rI. Parl Z' inII Taimpa
Dr. lane Townsend is crcatiiin and then
stupid i11n the 11m pJ t 'of a tut-tlri 1i :tlutl iCh
piiLrain to help local scconaia Enilish
tc.hlicis meiet the nccds iof striugghlin; idlcs-
tenrt rc.lalrs
Dr. Diane Yendol Silva is io'rkinmg \i ath ti.:
local .l sch Ol:'Is to: d Sc' ,lo:,p s,:ho,>l ull Scl stl,
partnerlhipis tartedI at .acconroii1riiiii
di'ersc l. arincis and bLuildin; pi tessi.?ni l
learrnini co : iniiiin L tiis I :ii pr:soF pc:tr c .niid
practicinir tachiis. She v.as also the Colleue
.t Educi.atio:n liar,,n t, thle ,' i H :olocaust
InsItiute fir To a!iris.
Dr. Candace Harper direct t r... deralli
tundcdil pro.iecs in1 the Colle ofit Edu.itiiinon
Pro:,iet BEST is .1 scho.l.a hip pio,'rani toi
ct pcriclnc:cd tcachtr's i h l 'l ish to' pUirS'Ut .111
ESOL spc:.llizlatioln and dlchelhp thcl sJlills as
pro. ssi.onal cl',cl.'.opnie t irs.uices inI their
districts -'roik:t BEST tachieis from Wic di's-
tricts a r.i.-ss tlih st tce arI i llci tl\ pI' rsuin
master s degrees in ESOiL at L'F I-'rm it l-'I L)E
i 1 i.; 'lc-.e tiut: riiin proic:t that pair' Sc:-
'olir.1ri 1 iidId! and hirni sh>liool ESOL

S[Ltudents W!ThI el e!1nt11[al ESOL Studn[llts t
dc ElCkop liteII:\ sl..ills .1Jd i.eadiIIg st1urtegie4 1n
the n.iat\c langua.-e .l inI Ein-lish. tudenti s
troni 12 schools in t'Oi distlil ts .ale roiitl'
partic ipatin in thli p ol 'r i, ct.
Dr. Elizabeth Bondy is stLil'l mn' c:einlpl.a
teac is i ianll urban clcniientai, 'whliol is
pai t o: her roll as l-'i :'ts r-in-l cs'ide t it
L. l'. il Elini t ii tari\ Scho.l
Dr. Thomasenia Adams is studio in- the
Impa1 of .1 >,tac. iW1 l>o .-. c11 1 ', i W I: nlllld, n t,-
read nal.lthll aitls as a lan ual.le

Dr. Anne Bishop (COPPSE) recencd tlh
'01112' Oultt.strdin l lSciail-hr .A\i.aid trom
[lit CLoiiii il fir L .i I111 in i Isabilitie's f her
-work, "Ea.i% Iden iti ati,'n L o f Stru- lin
kca.dcr Ch(.iiosing a 'rcdicti, c
Dr. Mary Kay Dykes is %.olI.. in'I .th thi
Abl.Iai.i CLiLnti scho'ls a.s ccu:tic direc-
tor 4:t Curiititili r ics :for E iceptinaIl.
jinoa'. l e'. .lind Ad'.L.nced P-'ri'ranis
Dr. Cecil Mercer iIais .n..aii 1i the 20'1 -
2':i' d' isn n iitnti:ni .A..ari1 b\ thWe UF
GCr.aduate S .chool.
Meredith Taylor, C:ninsltiiL' teacher ti the
1'.lltlsii iipliiiari Lliha-nostic and Training
I'ro.iani I NIL)TI-'I andi 2iadIate student int
the LUtpartincnt ,o speciall Edtcation, hai
rece red the Wa:l 1 Lamib lo:lkic Tachleil
o:f the eYar A...id tionii the Floi.da
Fcdciatioin it [ e C>L iiCil ftoi E-:c ptioniial
Child II re


it 1w'' ml '111. rk.";' I;r. ..." I'- Sli. 1w,; Hi -1i. it I



.rm...asmb.~..~.~. 6 6 6 .L_~fUjy~
Parci sho, rfesrin h Dprmeto t atiiae nte negeeaio esac

Educational Psychology, has received one of he Symposium, sponsored by the Kellogg Foru
^^^^2003 Doctoral Dissertation Advisor/Mentor on Higher Education for the Public Goodj in



LawsonBrownI Jr. Anna Marie AmandaIHeiberg William R. Sco.

if you have anl' questions, comments or s ggestions pe ase contact Kfay Shehanot Hngwos at
(352) 392-0726 x 266 or tkhu.hesbcoe.ufl. dtiu.





Nancee Bailey
The Relationship Between Organizational Climate and Job
Satisfaction as Reported by Branch Campus Executive
Officers in Multicampus Community College Systems
CHAIR: David Honeyman
Kathryn Birmingham
Towards an Integrated System of Income Acquisition and
Management: Four Community College Responses
CHAIR: Dale Campbell
Linda M. Clemons
Predicting Community College Student Performance on
the Florida Basic Skills Exit Test in Elementary Algebra
in a Collaborative Instruction Environment
CHAIR: James Doud

Michelle Clopton
The Fourth Amendment: A Legal Analysis of School District
Policy and Procedure Policy and Foundations in Florida
CHAIR: R. Craig Wood
Frederick J. Gratto
The Relationship Between Organizational, Climate and Job
Satisfaction for Directors of Physical Plants
CHAIR: David Honeyman
Paul Hutchins
Perceptions of Mission & Governance of Community
College Trustees
CHAIR: Dale Campbell
Eunice Johnson
Educational Reform in China, 1880-1910: Timothy
Richard and His Vision for Higher Education
CHAIR: Richard Renner
Louise N. Pitts
Critical Thinking Skill and Disposition as Predictors of
Success in Associate Degree Nursing Education
CHAIR: Dale Campbell
Stephanie Sarkis
Self-Regulation and Inhibition in Children with Comorbid
Attention Deficit Hyper-Activity Disorder (ADHD): An
Evaluation of Executive Functions
CHAIR: David Honeyman
Barbara Sloan
A Model for Effective Leadership in Community Colleges
Committed to Continuous Quality Improvement
CHAIR: Dale Campbell
Carol Woodson
The Cost Effectiveness and Efficacy of Renewable Energy
Systems in Educational Facilities
CHAIR: David Honeyman

Jacqueline J. Batey
Development of Peer Competence in Preschool: Preservice
Early Childhood Teachers' Beliefs about Influence and
CHAIR: Kristen Kemple

Gregory Harrell
The Effect of Two Technologies on College Algebra
Students' Understanding of the Concept of Function
CHAIR: Thomasenia Adams
Mona Hegarty
Philosophies of Education of Administrators in
Demographically Matched Charter and Public Schools of
One Florida County
CHAIR: Paul George

Michelle Kelley
A Case Study of Effective Intermediate Reading Teachers of
"At-Risk" Students
CHAIR: Paul George
Robert Kenney
The Effect of Visually Perceived Rhythmic and
Melodic Patterns on Motivation, Attention, and Recall in
Student Learning
CHAIR: Lee Mullally
David Yonutas
The Impact of Analogical Versus Logical
Representations of Theoretical Concepts on Recall and
Problem Solving Performances of Concrete and Abstract
CHAIR: Lee Mullally

Andrea Chait
A Comparison of Descriptive Functional Educational
Psychology Assessment Instruments to Experimental
Functional Analyses for Children with Autism
CHAIR: Jennifer Asmus
Melissa Hale
Examining the Congruence Between an Antecedent-Based
Descriptive Assessment Methodology and Functional
Analysis to Identify the Function of Problem Behavior
for Children with Autism
CHAIR: Jennifer Asmus
Melanie LeMaistre
The Role of Social Academic Goals in the Relationship
Between Fifth-graders' Interests, Achievement Goals, and
Academic Outcomes
CHAIR: John Kranzler
Susan Schillinger
Emotion Management Decision Making from Late
Childhood through Adolescence: The School as Social
CHAIR: Patricia Ashton

Thomas Connery
The Forgiving Attitude: A Correlative Study Between the
Attitude of Forgiveness and One's Physical Health in
Senior Citizens
CHAIR: Mary Howard-Hamilton

Meredith Anne Delk
Study of the Differences in and Practice of Advocacy
among Clinical Social Workers, Marriage and Family
Therapists, and Mental Health Counselors
CHAIR: Peter Sherrard

Carole Joy Dias
Veterinary Students' Preferences for Responding to Pet
Owners Who Express Emotional Discomfort over the
Illness, Treatment, or Death of a Companion Animal
CHAIR: Larry Loesch

Stephen Giunta
Familial Influences on the Moral Reasoning
of Adolescent First-Time Offenders
CHAIR: Ellen Amatea
Martha Groble
Process and Outcome Efficacy of Internet Counseling
CHAIR: James Archer

Mei Kuei Huang
A Comparison of Three Approaches to Reduce
Marital Problems and Symptoms of Depression
CHAIR: Silvia Echevarria-Doan
Lesley LeBaron
Effect of a Relational Approach to Parent Education for
Incarcerated Mothers in a Work Release Center
CHAIR:Harry Daniels
Samuel Sanabria
Homophobia: A Study of the Relationship of Religious
Attitudes and Experiences, Ethnicity, and Gender to a
Homophobic Belief System
CHAIR: James Archer
Shannon Sharef
The Effects of a Cognitive Processing Model on the
Career Related Gender Role Attitudes and Problem-
Solving Self-Efficacy of Adolescent Females
CHAIR: Mary Howard-Hamilton

Dianne Lynn Skye
Arts-based Guidance Intervention for Enhancement of
Empathy, Locus of Control, and Prevention of Violence
CHAIR: Robert Myrick
Jose A. Villalba
Using Group Counseling to Improve the Self-Concepts,
School Attitudes, and Academic Success of LEP
Hispanic Students in ESOL/ESL Programs
CHAIR: Larry Loesch

Roxanne Hudson
The Compositional Fluency and Spelling
Accuracy of Second-Grade Students Under Six Priming
CHAIR: Cecil Mercer
Bradley S. Witzel
Multisensory Algebra through CRA for Middle School
Students with Learning Difficulties
CHAIR: Cecil Mercer




Project Consejeros

Levantando el Pueblo: Lifting the Community BY SONDRA SMITH & HARRY DANIELS

P project Consejeros: Levantando el Pueblo (Project
Counselors: Lifting the Community, C-LEP) was
funded by the Department of Education, Office of
English Language Acquisition (OELA), in October of
2001. Harry Daniels and Sondra Smith in the Department of
Counselor Education are co-principal investigators for Project
C-LEP. The grant partners the Department of Counselor
Education with the school district of Hillsborough County
(SDHC) to provide a school counseling program to prepare
bilingual Spanish-speaking teachers as school counselors to
work with Hispanic/Latino students and their families. In the
past year, the partnership between SDHC and the Department
of Counselor Education has evolved into an effective working
relationship. Project C-LEP unites the counseling department
with SDHC in two primary goals: (1) alleviating the personnel
shortage of qualified bilingual Spanish-speaking school coun-
selors and (2) providing culturally relevant school counseling
services to Hispanic students in Hillsborough County. After an
extensive review of the literature, the school counseling pro-
gram was designed to target key components in counseling
Hispanic students, such as involving Hispanic/Latino parents
and families in counseling and related school services, provid-
ing information in Spanish to those families who do not speak
English well, and involving the Hispanic/Latino community in
providing services to students and families. Central to Project
C-LEP is building relationships between the Department of
Counselor Education and the SDHC, between the SDHC and
Hispanic/Latino families and communities, and between
departments in the College of Education.

C-LEP School Counseling Students
Students who are bilingual in Spanish and currently
teaching in the SDHC were recruited in the spring semester
of 2002. The goal was to enroll approximately 20 students in
the school counseling preparation program by summer of
2002. Two initial recruitment workshops were held in
Hillsborough County.
After approximately 70 applications were reviewed,
23 students were chosen for participation in the preparation
program. To select the final pool of candidates for admis-

sion, the investigators worked closely with administrators of
guidance services at the SDHC. Teachers who spoke Spanish
and had proven records in the classroom were identified.
Students were chosen based on their academic qualifications
and written personal statements. In particular, individuals
whose personal statements were consistent with the goals
of the project were given priority. Students who were already
committed to the goals of Project C-LEP were wanted. Many
of the students who were selected for the preparation pro-
gram are already providing needed services to Hispanic/Latino
students and families in their school district. Students in the
C-LEP program come from elementary, middle, and high
Continued on page 30...





In the dean s ;oliniii L,. EinihI\i 'ih spc il. of the
"siofengagnhip ot College o'. t it iE the -h essence
wonde sful sstgrl owth s pro in i rien ity edowinu-
anc ; needed t,:, ste%. rd p. i 1r 1 m t, L lr Ie riders.

T lic .: .1 cli.:l,, ;ii p ; p<: [,- c ,. l .1 ,irtcict ly from
si h1Ol ;N1 p 1 :1 c-,A iCh- i- c ICI l-ur 1 l,1 I [,i, .: i 11g of
s lch,,l ;Il -p; .:. ; Il ,..1-,n-I ,r,,1 i.il. il, l, .s holarship
of engagement. The College ot Education has had a
wonderful growth spurt in its recently endowed
scholarships. Just to name a few:

I Dr. Joseph Beckham established the Glenda
Ward Caro Fellowship in Education, in honor
of his mother and to support graduate stu-
dents in education.

> Mr. Irving Fien established the Fien
Reading Fellowship to assist graduate stu-
dents in promoting knowledge and high
standards of literacy.

I Mr. and Mrs. James Eikeland established a
scholarship through an annuity to assist grad-
uate students in Educational Psychology.

I Mrs. Marjorie Waggoner and her husband,
James established a scholarship in honor of
Marjorie's 25th reunion at UE This will assist
students who are Florida residents and enrolled
in a full-time master's program in elementary

> Mrs. Margaret Rosenberger who already
has a scholarship set up through an annuity,
plans to supplement it with an annual
scholarship to support graduate students in

> An anonymous alumnus set up a scholar-
ship through his estate plans to assist graduate
students in education.

Barbara Anderson set up the most recently
endowed scholarship. The College is still work-
ing on the final details.

i The amount of awards received by students has
been expanded from 10 students receiving
$23,500 worth of awards during the 2000-2001
year to 33 recipients receiving $88,000 worth
of awards during the 2002-2003 year. And this
year will see a further expansion of recipients
and awards.

> If you have the potential and are thinking of
making a difference to your alma mater, please
consider a scholarship or fellowship. It is the
gift that keeps on giving!

I The College of Education hosted its First
Annual Scholarship of Engagement Dinner
on Tuesday, April 29, 2003. More details will be

An endowed scholarship is one that lasts in
perpetuity. It is a nice way to honor or remember
someone in your immediate family and/or someone
that has inspired you through the years. The initial
gift is invested, and a portion of the growth and
interest is awarded each year to a deserving student.
This allows the principal to go untouched and grow
through the years. The minimum amount for an
endowed scholarship at the College of Education is
$20,000 that can be paid over a period of years.
This can be achieved through an outright gift, a
transfer of securities, a life-insurance policy, an
annuity, or an estate plan naming the College,
as well as other creative ways.

A nice option that alumni and friends can
consider is to give a gift to the Education Alumni
Endowment. This account serves as a general fund
to award scholarships and fellowships and acts as a
quasi "pooled income" fund. If you would like
more information on any of these options, please
give me a call at (352) 392-0728 x290 or email me
at mdriscoll@coe.ufl.edu. Your comments and sug-
gestions are always welcomed!



07/01/01 06/30/02



$250,000 and above
Federal Government

$100,000 $249,000
Jessie Ball duPont Fund
Mr. Irving Fien

Dr. Sara L. deKeni Estate

Mr. & Mrs. Lincoln E. Hall
The Honorable William F.

Barbara & Richard Anderson
Ms. Barbara C. Dalsheimer
Mr. & Mrs. James Eikeland
Dr. Martha McGee Estate

Mr. David W Barnard
Dr. &Mrs. Joseph C. Beckham
Mr. & Mrs. C. Frederick Shewey

Mr. Hernan Castro
Mr. & Mrs. William Donovan
Mr. & Mrs. Norm Nelson
Mr. William Thomas
Mr. & Mrs. C. Frederick Shewey

$1,000- $2499:
Mr. & Mrs. Jay Adkins
Dr. &Mrs. Johnny Arnette
Mrs. Jeanette H. Bailey
Dr. Bishop Blackwell
Mrs. Pamela N. Brickley
Mr. Joseph Ellis
Florida Dept. of Education
Dr. Frank D. Foster
Dr. Alison M. Fox
Dr. Adrienne M. Garcia
Dr. Michael L Haney
Dr. &Mrs. Herman E. Harms
Mr. Thomas C. Harrison
Mr. James E. Homer
Kempton & Self Kitchen &
Bath, Inc.
Mrs. Alyce Lanier
Lambert Properties &
Rhonda & Jim Lambert
Mr. Robert W. Meissner

Mr. & Mrs. Alan S. Pareira
Dr. Jonathan S. Perry
Dr. Germaine J. Phillip
Dr. & Mrs. Anthony F
Mrs. Elizabeth C. Riker
Dr. Neil E. Rowland
Dr. William F Scaggs
Mr. Richard E. Scarborough
Dr. Walter Lee Smith
M. F Emory Springfield
U.S. Cellular
Dr. Jill W Varnes
Dr. Theresa Vemetson
Mr. Robert D. Wallace
Dr. Paul Wharton
Mr. Jim R. White
Dr. Willa J. Wolcott
Mr. Edward Wolcott

$500 $999:
Mr. Michael P Alewine
Mrs. Barbara N. Anderson
Dr. Iris G. Benson
Mrs. Mildred W Brice
Mr. Ronald A. Copenhaver
Ms. Martha P Cox
William & Marilyn Crawford
Mrs. Carole A. DeSoto
Dr. Douglas S. Forth
Ms. Ann L. Goldwyn
Dr. Vivian C. Guarnera
Mrs. Kathryn P Harris
Dr. Zolika A. Heath
Mr. Richard H. Heydt
Miss Carol L. Kain
Ms. Kim A. Kuntzleman
Dr. Holly B. Lane
Mr. Allan C. Lowe
Mr. Chester Marty
Mr. & Mrs. John Marty
Dr. James E. McLean
Mrs. Stella Meissner Estate
Mrs. Elizabeth A. Melton
Mrs. Connie S. Moat
Mr. Andrew J. Morris
Dr. Marjorie N. Ragosta
Ms. Donna L Rayner
Dr. Peter Ross
Mr. Richard E. Scarborough
Dr. Lee A. Shiver
Dr. Grant S. Smith
Ms. Martha Stocker
Mr. William H. Watson

Mrs. JoAnn M. White
Mrs. Sandra C. Winston
Dr. Phillip R. Yates

$250 $499:
Mr Braulio Alonso
Mrs. Susan C. Anderson
Mr. Ronald P. Anselmo
Dr. Edgar H. Bedenbaugh, Jr.
Mrs. Eileen G. Castle
Dr. Catherine P Cornelius
Mrs. Jean H. Curran
Mr. Edmund T Dady
Mrs. Mary H. Daniels
Dr. Veronica Z. Darer
Mr. Frederick F Dietrich
Dr. James L. Doud
Mr. Paul M. Eakin
Dr. Thomas G. Etheredge, Jr.
Mr. Robert S. Ferrante
Fidelity Investments Charitable
Gift Fund
Mrs. Marsha K. Floyd
Mrs. Lspbeth E. Gets
Dr. & Mrs. C. Thomas Gooding
Dr. Michael L Haney
Mr. Timothy A. Heeke
Mr. Frederick J. Holzer, Jr.
Mr. Michael Hoskins
Mrs. Annette B. Jones
Mrs. Leigh P Jones
Mr. Edward L Kane
Dr. Anne M. Kissel
Dr. Larry C. Kubiak
Mrs. Debra J. Langlois
Ms. Jane M. LaRoque
Dr. John H. Lockwood
Mrs. Susan K. Loving
Ms. Marilyn A. Mars
Dr. & Mrs. Vincent McGuire
Mrs. Emily J. Mikkelsen
Mr. Arthur L. Moore
Dr. Peggy R. Moreno
Mr. John A. Mullett
Ms. Esther F Negrin
Mrs. Susan B. Oglesby
Ms. Ruth M. Peacock-Liles
Dr. John S. Poser
Mrs. Marcia L Price
Mrs. Constance J. Reed
Mrs. Majorie L. Renfroe
Mrs. Susan A. Rhea
Dr. Suzanne L. Richter
Ms. Vivian L Rios

Dr. &Mrs. Scott N. Rose
Mr. Mark A. Rosser
Mrs. Brenda F Selph &
Mr. William Selph
South Trust Bank of
Florida Corp.
Southern Craft Dental Lab
Dr. W Thaxton Springfield, Jr.
Mr. John G. Stinson
Target Stores Corporation
Mr. & Mrs. Warren Thompson
Mrs. Janet H. Victorson
Mrs. Cynthia S. Wagner

$100 -$249:
Ms. Ellen J. Abramson
Mrs. Judy N. Ackley
Mrs. Barbara J. Adams
Dr. &Mrs. Perry R. Adams
Mr. William H. Adams
Mrs. D. Yvonne Adkins
Mr. G. Heck Adkins
Alaska Yacht Charters
Mrs. Veronica W Alexander
Dr Jacqueline A. Allison
Dr. Harvey Alpert
American Council
on the Teaching of
Foreign Languages
Dr. Rose M. Ammons
Ms. Ann Anderson
Mrs. Ann V Anderson
Ms. Barbara E. Anderson
Mr. Thomas M. Anderson
Mrs. Mary L. Andrew
Mrs. Christine C. Arab
Dr. Margaret L. H. Arnold
Mr. Billy C. Ashmore
Mrs. Ann C. Austin
Mr. Harry Bachrach
Reverend Clayton R. Badgett, Jr.
Mrs. Carla M. Baer
Dr. William H. Bajorat
Mrs. Shelley C. Baker
Dr Garry G. Banks
Mr. Eric P Barkemeyer
Dr. Carol S. Bamett
Mrs. Laurie M. Bartholomew
Mrs. Jeane G. Bartlett
Bassetts Dairy Farm Corp.
Mr. Richard B. Bateman
Mrs. Nancy F Bauerlein

Ms. Ruth E. Baxter
Mrs. Patricia E. Bazemore
Dr. Jacqueline J. Beck
Mrs. Joan S. Beckman
Ms. Nancy O. Bedford
Mrs. Faith M. Beebe
Mrs. Patricia K. Bell
Mrs. Jean T Bennett
Mrs. Lori R. Benton
Mrs. Barbara R. Beserock
Dr. Lee J. Betts
Dr. Cheryl L Beverly
Mrs. Phyllis E. Bevis
Colonel Edgar W Biggers, Jr
Mrs. Janice G. Bird
Mrs. Rozanne L Black
Dr. Bishop B. Blackwell
Dr. William O. Blackwood
Dr. Wesley E. Blamick
Mrs. Janet L Blanchette
Mr. Ronald J. Blatnik
Dr. Eileen K. Blau
Mrs. Kristin B. Blay
Ms. Sheila Blue
Blue Creek Baptist Church
Dr. Kendra S. Boggess
Ms. Joanne C. Bohannon
Mrs. Mary E. Bolton
Dr. Sheila J. Books
Mr. Richard C. Boothby
Dr. William A. Bosbyshell
Mrs. Lisa A. Botkin
Mr. Edwin W Bowles
Dr. Catherine A. Boyd
Mrs. Paula J. Boze
Dr. Henry G. Brady, Jr
Mr. Harry Brakman
Mrs. Michele A. Brock
Dr. William P Brose
Mrs. Celeste S. Brown
Mrs. Rebecca D. Brown
Mrs. Sandy Browning
Mrs. Barbara A. Brunelle
Mrs. Teresa A. Brunetti
Mrs. Kathy K. Buckley
Ms. Margaret E. Bunzmann
Mrs. Nancy R. Burks
Mrs. Nan N. Bumsed
Dr Joan A. Burtner
Mrs. Deborah G. Butler
Mr. James W Butscher
Mrs. Ann B. Butterfield
Mrs. Anne K. Byrd
Ms. Nancy H. Byrd




Mr. Mario A. Caldevilla
Dr Nelda Cambron-McCabe
Dr John Canning
Mrs. Amelia C. Carew
Mrs. M'Adele S. Carson
Ms. Candice B. Carter
Dr Robert E. Cascaddan
Center for Applied Linguistics
Mrs. Lisa R. Cerny
Mrs. Sue N. Cesarano
Dr Bruce N. Chaloux
Mrs. Laura Chambless
Dr Edwin R. Chapman
Mrs. Jeanette P Clark
Ms. Mary A. Clark
Mrs. Barbara W Clayton
Mrs. Barbara L. Clemmons
Mr. Wilbur R. Clopton
Coastal Lumber Company
Mr. William T Coleman
Mr. Steven L. Collings
Ms. Anne L Collins
Mr. Thomas L Cook
Dr Leland R. Cooper, Sr.
Dr Nancy L Corbett
Dr Vivian I. Correa
Mrs. Shirley S. Cowans
Ms. Mary A. Coxe
Dr Ruthellen Crews
Dr Paul B. Crutchfield, Jr
Mrs. Bertie Ann Curenton
Ms. Joyce A. Curry
Dr Susan E. T Curtis
Dr Cad rlJ. Daeufler
Dr William E. Dailey
Mrs. Ellen E. D'Angelo
Mrs. Donna C. Darby
Dr Ann P Daunic
Mrs. Hilma B. Davis
Dr Mary J. Davis
Mrs. Susan S. Davis
Ms. Yvonne J. Davis
Mrs. Linda G. De La Fuente
Dr George L Deitz
Mrs. Donna C. Demauro
Dr Lorraine B. Dennis
Dr &Mrs. David DeRuzzo
Dr Howard Devine
Mrs. Charleen F Dimmick
Ms. Kelly L. Dolan
Mr. James F Donato, Jr
Mr. Thomas H. Donnelly
Mr. Erskine R. Douglas
Dr James F Doyle
Mrs. Christine S. Drescher
Mrs. Marian M. Duffy
Mrs. Mary W Dungey
Mrs. Norman F Dunn
Dr Rosemary H. DuRocher
Mrs. Karen S. Eastmoore
Mr. Lee P Eldridge
Dr Linda B. Eldridge
Dr Patricia L Elzie

Ms. Dominique M.
Dr. Rosa Castro Feinberg
Dr. Brenda S. Fettrow
Mr Thomas J. Filipkowski
Mrs. Linda S. Fine
Mrs. Lisa B. Flack
Mr Michael B. Flanagan
Ms. Christine Flynn
Mrs. Barbara S. Folsom
Mrs. Karen K. Folsom
Mr Thomas R. Forrest
Mrs. Clara B. Fowler
Dr. Robert E. Fowler
Mrs. Betty B. Francis
Mrs. Nancy C. Freedman
Mr William L Freeman
Mr Neil S. Fullagar
Mrs. Martha E. Futrell
Mrs. Joan R. Gaines
Mr Michael G. Gallant
Dr. William D. Gardner
Mr John H. Geiger
Mrs. Ann P. Gervin
Mr Kurt D. Getsinger
Mrs. Geraldine S. Getzen
Mrs. Helen W Gilbart
Mr Steven J. Gilbert
Mrs. Brenda B. Glasser
Mrs. Nancy S. Glesby
Mr Anthony W Gless
Mr Franklyn B. Glinn
Mrs. Janet K. Glck
Mrs. Dawnell O. Glunz
Dr. John V Godbold
Dr. Charles W Godwin
Mrs. Barbara F Goldberg
Mr David Gonzalez
Dr. Gerardo M. Gonzalez
Dr. Doria R. Gordon
Mrs. Christine C. Graves
Mrs. Martha S. Gray
Dr. Elaine A. Greenwood
Mr Harry B. Griffith
Mr Raymond N. Gross
Dr. Kathryn M. Gundlach
Mrs. Vicki L Hackett
Mrs. Georgia C. Hackney-Smith
Dr. Thomas E. Hagler
Dr. Donald A. Haight
Dr. John V Hamby
Mrs. Shirley M. Hankinson
Mrs. Patricia S. Hansen
Dr. Carolyn S. Hanson
Mr George G. Hardin
Mrs. Barbara H. Harmon
Mrs. Pamela S. Harrington
Mrs. Carol M. Harris
Mrs. Susan S. Harris
Mrs. Jane F Hart
Mrs. Jody Hart
Dr. Elizabeth A. Harvey
Ms. Lori K. Harvey

Mrs. Evelyn F Hatfield
Mrs. Virginia D. Hayes
Mrs. Cynthia D. Heise
Mrs. LeeAnn B. Helmick
Mrs. Ora Jean W Henry
Mr Bill Herschleb
Mrs. Marion I. Hill
Mrs. Frank D. Hobson
Dr. Grace P Hodgson
Dr. Jeffrey L. Hoffman
Ms. Norma B. Hollingsworth
Mr Donald E. Hope
Mr Arthur M. Home
Mrs. Jo Ann S. Howard
Mrs. Molly L. Howe
Dr BenettJ. Hudson
Dr. Patricia A. Hurff
Mrs. Betty S. Hussey
Ms. Christine A. Hutchinson
J & R Quick Stop
Mrs. Deborah L. Jackson
Mr Olin D. Jackson
Mrs. Kathleen M. James
Mrs. Marjorie A. Jernigan
Mr John G. Joca, Sr.
Mr David L Johnson
Mrs. Elizabeth A. Johnson
Dr. Margaret J. Johnson
Dr. Richard P Johnson
Jones, Edmunds &
Associates, Inc.
Mr James H. Jones
Dr. John A. Jones
Mrs. Nancy L. Jones
Dr. Joseph C. Joyce, Sr.
Mrs. Donna K. Joyner
Dr. Robert J. Kamper
Mrs. Margaret Kams
Mr Patrick M. Keenan
Dr. Barbara J. Keener
Mr Richard L Keister
Dr. Joel L Kelley
Dr. Carol Ritzen Kem
Mrs. Dawn D. Kenney
Mr Glynn C. Key, Jr.
Mrs. Eleanor L Kientz
Ms. Sara B. King
Ms. Susan W Kingsbury
Dr. Kathryn C. Kinsley
Mr Robert F Klockow
Mrs. Marlene A. Klukken
Mr Ronald E. Knowles
Dr. Stephanie M. Kondy
Mrs. Stacy L Krachman
Dr. Sherry E. Kragler
Mrs. Mary C. Kreimer
Ms. Kelly B. Kutschinski
Dr. Kenneth A. Langeland
Mrs. Alyce H. Lanier
Mrs. Deloras Lansdon
Mrs. Susan J. Layden
Dr. J. David Leander
Ms. Frances Ledbetter

Ms. Gayle Lee
Mrs. Katherine F Leibfried
Mrs. Marion S. LeMoyne
Mrs. Maria E. Leon-Rodriquez
Mrs. Anita J. Lerch
Mrs. Phyllis L Levin
Mr. Richard A. Levy
Mrs. Cheryl D. Lewis
Dr Dorothy G. Lewis
Mrs. Maureen M. Leydon
Mrs. Carolyn M. Lomax
Mrs. Cynthia R. MacLaughlin
Mrs. Karen N. Maguire
Mrs. Janet H. Mainey
Ms. Anne M. Manalo
Mrs. Nancy F Mangum
Mrs. Priscilla
Dr Deborah S. Manuel
Dr Joseph J. Marinelli
Mr. Harvey C. Markham
Ms. Sally K. Marks
Mr. W Wesley Marston
Dr Blair H. Mathews
Dr James E. Matthews
Mrs. Regina A. R. McCall
Mrs. Dee Ann E. McCarthy
Mr. James H. McClelland
Mrs. NancyJ. McClung
Ms. Brenda S. McGinnis
Mrs. Claire M. McGraw
Ms. Janice B. McLaulin
Mrs. Sally W McMillan
Mrs. Sandra B. McNary
Ms. Cynthia Meadows-Brown
Mr. Kenneth R. Meissner
Dr Barbara A. Mendheim
Mrs. Michele J. Mester
Ms. Lindsay R. Mickler
Mrs. Karen P Mickunas
Mrs. Jill D. Miller
Ms. Susan K. Miller
Dr F Virgil Mills
Mrs. Cheri Minckler
Mrs. Elizabeth C. Miscally
Mrs. Kathryn K. Mizereck
Mrs. Kelly B. Mole
Mrs. Margaret T Monahan
Mrs. Mary L. Morgan
Dr Dorlan D. Mork
Dr Sharon S. Moya
Ms. Kathy H. Myrick
Dr Robert D. Myrick
Mr. Charles A. Napier
Mr. Willie L Nattiel, Jr.
Mrs. Helen L Navas
Mrs. Janice J. Neal
Mrs. Joyce L Neilson
Mrs. Elaine L. Newman
Mrs. Daryle A. Nichols
Mrs. Doris P Nicholson
Mrs. Joan M. Nimms
Mrs. Annie B. Norman

Miss Linda Ann Nugent
Mr Daniel J. O'Byrne
Ms. MaryW Odom
Mr Frederick W Ogilvie
Mrs. Catherine C. Olson
Ms. Kathy A. Palanko
Mr O. J. Paris
Dr John H. Parker, Jr
Dr. Thomas H. Parry
Mr Sumner W Patch
Mrs. Dalia Y Patterson
Ms. Diana T Patton
Mrs. Elinor M. Pearson
Mrs. Marge B. Pennington
Mr David S. Perrin
Ms. Susan H. Peters
Mr Scott J. Petrucci
Mrs. Patricia Tumey Phinney
Ms. Lenora M. Picciotti
Ms. Val Picciotti
Ms. Donna E. Pitts
Mrs. Denis M. Plumb
Mr Leon Polhill
Mrs. Dorothy W Poole
Mrs. Kathleen J. Powell
Mrs. Jennifer K. Prather
Ms. Jaime M. Press-Keyes
Ms. Deborah L Price
Mr Michael I. Proctor
Ms. Nancy S. Pullum
Mrs. Leslie E. Quick-Mulkey
Mrs. Cynthia F Rabkin
Mr Virgil L Ramage
Mr Jack G. Rankin
Ms. Florence C. Reber
Ms. G. Aliette Register
Mrs. Vicki S. Register-Freeman
Dr. Robert J. Rennie
Ms. Margie Rhoades
Dr. John W Rhodes
Mrs. Caryn S. Rich
Mrs. Kathlee Ann Riera
Mrs. Diane Rigoni
Mrs. Martha C. Riherd
Dr. John A. Robbins, Jr
Mrs. Ann C. Roberts
Dr. Arthur D. Roberts
Mr William A. Rode
Mrs. Janet L Rodeheaver
Mrs. Carmen A. Roden
Dr. Ariela C. Rodriquez
Mrs. Beth K. Rogers
Dr. Luther R. Rogers
Colonel William B. Rogers
Mrs. Tara M. Rollyson
Ms. Sara P Roquemore
Ms. Margaret Rosander
Mr Ira Rosenberg
Mr Dan M. Rountree
Mrs. Sylvia W Rutledge
Ms. Catherine D. Sage
Ms. Darlyn L T. Sanders
Mrs. LindsayA. Sanders



Mr Melvin L Sanderson
Ms. Tamra A. Santos
Mrs. Elizabeth G. Sarrett
Mrs. Joanne E. Saxton
Mrs. Mary A. Saylor
Mrs. Joan S. K. Sayyah
Mr. Julian S. Schraibman
Dr. Stuart E. Schwartz
Mrs. Kirsten I. Scinto
Dr. John H. Settlage
Dr. Judy L. Shanley
Mrs. Renee Y Sheldon
Dr. Peter A. D. Sherrard
Mrs. Jeanette C. Sherrington
Mrs. Kathleen M. Shue
Mrs. Wendy S. Simpson
Ms. Wynne C. Simpson
Mrs. Andrea A. Singer
Mrs. Hazel B. Smart
Ms. Jacqueline C. Smith
Mr. Peter S. Smith
Ms. Robbie C. W Smith
Mr William C. Smith
Mr. William E. Smith, Jr.
Ms. Alice J. Snyder
Mrs. Linda C. Soper
Dr. William E. Sparkman
Dr. Joan E. Sprigle-Adair
Dr. Dempsey S. Springfield
Mrs. Sharon G. Sprott
Ms. Linda J. Stalvey
Mr Donald B. Steele
Dr. Irene E. Stevens
Ms. Karen H. Stevens
Mrs. Kathryn F Stevens
Mr Randall K. Stocker
Mrs. Irma Sue Stofsky
Mr. Mark A. Stokes
Mr. David A. Storey
Mrs. Edna Joan C. Stout
Ms. Mary E. Strange
Ms. Dorothy A. Stripling
Mr. William H. Stuart
Mr. Donald F Summers
Mrs. Jan E. Summers
Dr. Susan R. Summers
Mrs. Christine S. Swartz
Mrs. Nancy H. Tatum
Ms. Mary K. Taylbr
Ms. Barbara A. Terembes
Dr. Dan L. Terhune
Dr. Carol G. Thigpin
Dr. P Leon Thomas
Ms. Laura J. Thompson
Mrs. Susan M. Thompson
Mrs. Sandra H. Thurlow
Mrs. Fran M. Tomaselli
Dr. Sue Anne Toms
Mrs. Helen L. Torbert
Ms. Sarah F Toy
Mrs. Constance B. Trask
Mrs. Barbara H. Traylor
Mr Rick Tresher

Dr Glenn G. Tucker
Ms. Barbara L Turbidy
Mrs. Natalie D. Turpin
Mrs. Pauline T Twyman
Dr Lawrence W Tyree
UF Bookstores
Mrs. Ruth K. Upthegrove
Dr Nancy J. Vader-McCormick
Mr. Marcus L. Valenti
Dr Donald S. Van Fleet
Dr Karen L Verkler
Mr. William E. Vihlen, Jr
Mrs. Linda S. Vivian
Ms. Laura M. Vlahakis
Dr John H. Wagner
Dr William G. Wagner
Mrs. Margaret S. Wallace
Mrs. Mary K. Walsh
Ms. Kimberlee J. Walters
Mrs. Ann D. Ward
Ms. Joy E. A. Ward
Mrs. Corinne M. Warren
Mrs. Susie T Wasdin
Ms. Mildred V Waskiewicz
Mrs. Ellen G. Watson
Mr. Lindsay E. Watson
Mrs. Barbara P Weathers
Ms. Isabel D. Wechsler
Mrs. Marjorie H. Wehle
Ms. Unda D. Weinstein
Ms. Marjorie G. Weiss
Dr Gary L Weld
Mrs. Avis T Wilkinson
Dr Gary S. Wilkinson
Mrs. Lynne K. Wilkinson
Dr Susan S. Wilkinson
Mr. Robert N. Willis
Mrs. Alberta K. Wilson
Mr. Michael Wilson
Ms. Nancy E. Wilson
Dr Barbara B. Winfield
Mrs. Pamela I. Wishart
Mrs. Jane M.
Mrs. Susan M. Woodman
Dr Alice R. Woods
Dr Evelyn P Woodward
Mr. Leonard A. Woodward
Ms. Maryann I. Wortley
Mrs. Ann M.
Ms. Annette
Mrs. Alice B. Wyatt
Yarbrough Tire Co., Inc.
Mr. William C. Zattau
Dr John M. Zbikowski
Dr Larry L Zenke

The College of Education has
made every attempt to list donor
names and amounts accurately.
If your name has been missed,
please call Mary C. Driscoll at
(352) 392-0728 ext. 290.
Thank you.





he audience fidgeted in their seats. The auditorium
was crowded with teachers and administrators along
with some parents, and they anxiously awaited the
guest speaker Mr. William Scott, the Burdines
Florida Teacher of the Year 2003.
Suddenly, the faint rhythm of "Money Money Money"
started playing over the whispers of the crowd. The tune
gained intensity, and out strutted a man in 70s gear sporting
the largest Afro seen this decade. He removed his colossal
shades and whipped out his wallet.
"My name is Soul Man," he said. "And I'm here to give
away some free cash. If you can catch it, that is."
A stunned audience sat on edge as "Soul Man" chose
someone to try and grab a falling dollar bill. When the volun-
teer missed, "Soul Man" upped the ante to $20, transforming
the interested teachers and faculty into a howling mob. After a
few more chances, "Soul Man" asked the volunteer to sit down.
He gave a brief explanation about how the person couldn't
catch the falling money because of his reflexes and the central
nervous system.
"Soul Man" turned around, removed his puffed hair, and
turned back to face the audience. They were then confronted
with seventh grade science teacher Coach William "Randy"
Scott, the Burdines Florida Teacher of the Year. Scott grinned
and glanced around the captivated room."Now imagine the
reaction you'll get from your students if you start your first day
of class off like that," said Scott.
Scott, who had been teaching for eight years, won the
prestigious teaching award after the State Selection Committee
witnessed his work and commitment at P. K. Yonge, where he
had been teaching for three years.
Armed with a wacky cast of characters, Scott used humor
and laughter to win the interest and loyalty of his students. He
converted popular songs into educational tools, such as chang-
ing the lyrics of Ja Rule's "Put It On Me" to a song about blood
flow and the heart. The students' laughter at his goofy antics
shows that they are engaged in the lesson, said Scott. And the
students spread the word.
"By the end of the day, all the kids are anticipating what is
going to happen in my class," Scott said.
Teaching at P. K. Yonge gave Scott the opportunity to cre-
ate an interactive curriculum that engaged children and
allowed them to learn from personal experiences.

Every Monday, his seventh grade students packed outside
at Tumblin' Creek to explore nature through "life sciences."
Some kids put on galoshes as they looked forward to splashing
in the creek. Others grabbed the necessary tools to take water
samples and gather live animal and plant specimens.
"It's more hands on, and they learn the same thing that
they would learn in a classroom," said Scott. "But they retain it
so much more because they are actually working with it." His
students, also known as "his crew," learned about ph scales and
converted Celsius to Fahrenheit as they tested water and air
quality of the area. They received an up-close look at some of
Florida's native wildlife such as fish, turtles, and even alligators.
Once, the group even discovered a pregnant water moccasin
lying on the rocks. Furthermore, students become involved in
the clean-up effort to preserve the creek.
"And it's something that they take out of the classroom
home because when the levels in the creek are not what they
need to be, we call Gainesville Regional Utility," said Scott.
"They really feel a part of not only the school but of the com-
Scott was able to create a bond between the students and
their environment. And that is just one of his many gifts,
according to Chris Morris, P. K. Yonge's principal. He made
students truly enjoy the learning experience, she said.
"Coach Scott is a great teacher because he made the whole
class want to learn," said former seventh grade student Sterling
Jewell. "We'd go out to the creek and do hands-on activities.
We did so many activities it didn't feel like science."
Walking into Scott's classroom was like stepping into an
exotic isle. A painting of a panda bear glared down from above
as a toucan sat next to him in mid squawk. Frogs and other
animals were scattered throughout the ceiling tiles, which were
painted with science-related portraits by Scott's class.
"Coach Scott is a great teacher because he had a way to
help us learn and have fun at the same time," said Robert
Drake, Scott's former student.
Teaching is a passion, according to Scott. Too often people
give information, administer tests, and then go home. But
teaching and learning is much more than that, Scott said. It's
about developing children's character and self-esteem and
building trust.
"My teaching philosophy is to do whatever it takes," said




It's about taking the time to know and understand students. It's
about interacting with children and really appreciating their potential.
And it's about having fun, said Scott.
Teaching is definitely not about the money. Instead, it's about the
pleasure of working with children, said Scott. He goes to school to
spend time with "his crew."
"He is just incredibly passionate and committed to what he does,'
said Morris.
Even though the responsibilities of being the Burdines Florida
Teacher of the Year 2003 include taking a temporary sabbatical from
teaching, Scott continued to help coach the football team and tried to
go to practice at least once a week.
"He doesn't have to step foot on our campus this year," said
Morris. "But every spare chance, he is here coaching. Those are his
Scott's love of the teaching profession developed from childhood.
He grew up in a family where his mother worked to support eight chil-
dren. He recalled the coaches and teachers who reached out and helped
him succeed and how they served as role models for his future.
"A lot of it is giving back to kids that are in situations like I was in;
so it's not so much a job to me," said Scott. "I think that it's just a gift
that God has given to be able to help young people."
Scott saw talent and success in all of his students, said Morris. Scott
related to the students and talked to them. He believed that a teacher
must mold him or herself to the students, not vice versa. Teachers
should gear lesson plans towards their audience. They can do this by
following three steps look, learn, and listen, according to Scott.
"You have to get to know your students and get to see where they
are coming from," Scott said.
The time and effort Scott spent teaching and coaching was reward-
ed by the admiration he received from "his crew." Kids run through the
halls bellowing "Coach Scott" just for the chance to say hello. His stu-
dents valued his devotion to educating them in both the world of aca-
demics and life.
"Everything Coach Scott has been rewarded with, he deserved,"
said former student Cherie Ingrams. "He has been a wonderful teacher
for me. He is a person who knows how to handle a class without being
mean. He shows that he cares by keeping us in line and making sure we
learn what we need to."
Although Scott graciously chuckled at such praise, his impact
made a difference. Scott traveled across the state spreading his messages
about teaching. Equipped with his science experiments, which he car-
ried in a suitcase bought from Burdines, Scott "hit the streets" talking
about innovative strategies to improve the teaching profession.
According to Scott, some people are still teaching the same way that was
done 50 years ago. But the teaching profession is ready for a change to a
more effective method.
"Teaching is not just at the school with a teacher," said Scott. "It
takes the administration; it takes the parents; and it takes the student.
More people are becoming responsible."
During his various presentations, Scott talked about a free after-
school tutoring program he implemented at P. K. Yonge which has
teachers, college students, and parents volunteering their time for a
common goal to help students. He used this as an example of the
power that just one good teacher wields to evoke change.
"Being a good teacher is caring and doing whatever it takes. It's
going the extra mile," said Scott. "I know these are cliches, but it's just
about a person going far beyond the 8:30 to 2:30 and really being
involved in children's lives and enjoying it."


Since 1989, Burdines has sponsored the Florida
Teacher of the Year program. Each year, the
company contributes $100,000 to reward
teacher excellence in the state. The gift is the sin-
gle largest corporate cash contribution to Florida
public schools. To date, Burdines has contributed
$1.4 million to teachers throughout the state.

Although Burdines has supported educational
projects since the 20th century, the seed for its
involvement with the Florida Teacher of the Year
program was planted when the company decid-
ed to acknowledge educators in a tangible way
that directly rewarded their efforts.

The Department of Education/ Burdines Florida
Teacher of the Year is chosen from more than
130,000 public school teachers throughout the
state by the Department of Education-appointed
selection committee representing teachers, princi-
pals, parents, and the business community. The
top educator is selected on the basis of superior
ability to teach and communicate knowledge of
the subject taught, professional development,
philosophy of teaching, and outstanding school
and community service. The most important
qualification is the teacher's exceptional capacity
to inspire love of learning in students of all back-
grounds and abilities.

The Teacher of the Year receives $10,000, a
grant for his or her school of $1,000, and a
Lenox crystal moment. Each District Teacher of
the Year receives a cash award of $750. The five
regional finalists for Teacher of the Year each
receive an award of $5,000 and a grant for
their respective schools.

Over the course of 14 years, the program has
evolved to become a professionally produced
banquet highlighted by video vignettes honoring
the five finalists for Teacher of the Year. This
year's gala was held at Universal Studio's Hard
Rock Cafe and hosted by actor and humanitari-
an, Edward James Olmos. The event was
broadcast statewide by the Public Broadcasting

Following the conclusion of the school year, the
winning teacher is given a one-year leave from the
classroom to serve as the Christa McAuliffe
Ambassador for education. He or she tours the
state on behalf of Burdines, the Department of
Education, and all the state's teachers to spread the
word about educational opportunities and chal-
lenges in the Sunshine State present and future.



Elaine Green. por.. .'in' ,i ;rnrt ni il' <
Lc[p`" n11 1V 1t -oA E.i t o; 1nn-' il di ol;I,,..I and a
UL'ii.c rsity of Florida employee since August
i1-*:-': was recently honored with a Division
T Ihc 2002-2003 Superior Accomplishment
Award at a presentation in the Friends of
Music Room, University Auditorium, on
March 6th. The Superior Accomplishment

Award recognizes faculty; technical, executive,
administrative, and managerial support
employees; and university support personnel
staff members who contribute outstanding
service in their fields or have made exception-
al contributions to the University's efficiency
or quality of life provided for students and


Cheryl Howell Joins FFMT Office
The Florida Fund for Minority teachers (FFMT) is very pleased to announce the arrival
of the new FFMT Program Coordinator, Cheryl Howell. Howell comes to UF from
Florida A&M University, where she served as a TRIO/Student Support Services coun-
selor. Howell earned a bachelor's degree in English from the University of Florida and a
master's degree in secondary education from George Washington University. Her future
plans include pursuing a doctorate in higher education administration at the University of Florida.
Having experience as an educator, Howell believes that this new position coincides with her profes-
sional and personal goals. "It's great to have a career that is in alignment with your personal com-
pass," said Howell. Her major goal for the program is to be able to provide scholars with services and
information that will be implemented in a classroom setting. Howell has been part of the FFMT fam-
ily since August and is planning on making the Spring Conference one of the best yet.

If you have any questions, comments, or suggestions, please contact Mary Bennett at (352) 392-0726 ext. 246
or by e-mail: mbennettCa. ..., ,nl ,,i





Distinguished Educators

during the fall and spring commencement exercises, the
University of Florida recognizes Distinguished Educators from
each of the educational regions in the state. These educators
are identified by the superintendents of their school districts as "build-
ing-level" educators who have provided children and youth with the
educational foundation essential for success either in post-secondary
education or in the job market. Their accomplishments are an indica-
tion of their total commitment to the children of Florida.


> William E. Brumfield, history teacher
at Jefferson County High School in
Jefferson County.
> Lorri R. Swafford, third grade teacher
at Lafayette Elementary School in
Lafayette County.
> George Jackson, Jr., assistant principal
at Okeechobee High School in
Okeechobee County.
> Alec C. Liem, principal at Palm Harbor
University High School in Pinellas
> David A. Murphy, science teacher at
Coral Shores High School in Monroe


> Betty Sue Newman, international bac-
calaureate coordinator at James
Rickards High School in Leon County.
> Linda S. Durrance, principal at Bronson
Elementary School in Levy County.
Suzanne Ackley, principal at Brookshire
Elementary School in Orange County.
Conni M. Shelnut, English teacher at
Lakeland High School in Polk County.

SW. Kay Williams, mathematics teacher
at Suncoast Community High School
in Palm Beach County.


, Jerry Register, principal at Liberty
County High School in Liberty
> Gene P. Hotaling, graphic arts teacher
at Belleview Middle School in Marion
Frederick Heid, science teacher at
Booker Middle School in Sarasota
> Rebeca Brito, principal at Silver Shores
Elementary School in Broward County.


> Lou S. Miller, principal at Madison
County Central School in Madison
> Victoria Carr-Rodriguez, learning
specialist at Forest Grove Middle
School in St. Lucie County.
> Joann Winkler, elementary teacher at
Liberty Elementary School in Charlotte




m 111I rpltiihins

lii ljR 3tp~~ Flet recpnl it rTj[lallas r'k
Fl:ii J,i ,l the Il:, I\ h:re .: Dr. Joseph C.
Beckham I'.iL -- i .'t l' .i.ii1 l ii, ir.
I ite \\t c th. l.C the e l..E nih o vich \ I. l-
to i rhl i r ii ni rl, i\ .ini l:,:i l. t.l .irl .1 i
tLir IL' c .ntll l II rnh T I.i lh.i .ir c.it

In Lite Septe bclcr. i.c i.d thE e frc.it pic.jis-
LiiE 1,:,3 I-l.- -Al:l Grand Guard alumni
i tu rn tI: tlh'c l.-, ll ,:,r ,i u[,EC i J iiliii II
Tlhc', istci1 itlh thI ne *i c d n .mJd liid i
prc',ciint]ti':,n ,:,n tlh' lh:.i c, pi '-, i i, tr.-ni
Dr. Nlickie Miller niiid Dr. Ben F. Nehns.

iI) C,1l l', _c ,l:- l '.i hI l ,1-1in .1 lu n'n 1re .c .-
ITWO1 i1.ii1 ,' 1 i '. Ih thec help. I- *'t :i iA n-
.is h-,.:r .ind h.:,, e... Dr. John V.
Godbold iL..AE 1., E.ILI ,:, ,; ird hI. I it.
MaryBelh Godbold ,L.E II IE,1m. ,.,-,1
Tlhc ]ttcnicc.s i.crc -cri c iltcit I t bic ,t
,:'nc -It tl- h sl t 3ilumlll icccpt. -ii, s [',r tlhc
nd. dJc in. Catherine Emihovich \,.itch
'", Lir i.1 ,l [- i. l11 ;n ii ll, t iiulce m t "I ll
.]|l inm m rc cpti"nll I1 ':A l .rc. .\ plc .sc
let ,L.s I- nI,'" it "I' u,, -LI ,,- 1 be i llin -' t,- Ielp

A.1l,:, 11 Olct:,bel,. thle C.-:llE-e A]l-I1-, l tlh thil
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O ur uLlit p3e lists..11 C':llt I ': t
ELdui:,niii .illuiiIr iinjLiJdc1 Janis D. Benel
iL.4 -in. MIEd -E, Ronda R. Bourn L.
I .[E1 -. Charles Carroll 1 IEmd
-I Hernan Casiro iL.E -' 1 >1i .I iri
Thomas M. Slunmers I L.AE .; M E.I -
Ed !L '-H T hIe ,:, .1 ,:,t *ruLile ,l I- 1 .1 .1d I.
Ci|lle''t 'lll" N 31111 sll': .1 re.J lilltcic',t 111
.le r, in1 eilLIu lti',,1

O n N-,el1lber I -', tlhle C,- lle e' l el:,r.ted
lite Liniversity's Homecoming i.ith :l pil-
plil jl i e ii ll:l'l 1i 1 tl-e li .-t '1 .i k 2 ': l 'i jll .A
I l'i l ivr i .llLt'h il l Collel l eek e, c.l nd."

l i l .ilunn a l ui n rllt lit' C-Ait Ii rI
SItl' ,: lel'iji lilt ke *'l'ie4 I' % Iith
I :L I ,t '.i ull i .i,.1 *;i\;..n d I i r i ilI r-he
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O rhe 'cle it.',.h c r,:,:,l.i. .lal ,on.'' Fe l ._- i,1i\ -
t, 1\[ .t .: l I. .li : i el1 l the1 LI i ',e i ft,
A lu l .111111 A '.' I.:i t I :,l o l'J L.tedJ tlhle
Liniversity's Back to College weekend.
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Coming Full Circle

Student Turned Teacher, Brian Dassler, hopes to make his mark

time in his life that would cement his future. Just five
short years ago, Brian was senior class president at
Cooper City High School. Now he is a teacher himself,
helping more than 170 tenth and eleventh grade students at
Stranahan High School to enjoy their high school experience and
get as much out of it as he did.
The Broward County Association of Student Councils chose
Brian, a born leader, to serve as the student advisor to the School
Board during his senior year. In that capacity, he was the students'
voice to the Board, superintendent of schools, and the community
during the 1996/1997 academic year. While he attended every
School Board meeting and participated in the Board retreats, his
involvement extended much further.
"I felt it was my job to comment on the Board's business as it
related to students," explained Brian. "For example, when the
Board considered eliminating quality points for advanced place-
ment and honors classes, [the students] had a lot to say. And when
the district discussed adopting a uniform policy, it was my job to
be the principal communicator on behalf of the students." In both
instances, Brian lobbied successfully on behalf of his fellow stu-
dents, helping Board members to understand that student buy-in
and ownership in such processes are vital.
Perhaps Brian's most significant contribution, however, was
made on his first day as student advisor. That is when he wrote a
memo to the superintendent of schools, Frank Petruzielo, request-
ing student representation on the District's recently formed
Diversity Committee. Not only did he get his wish, he also got the
job and paved the road for future student advisors to serve on the
committee. But, that was only the beginning. Brian was instru-
mental in ensuring that students actively served on numerous
District-level committees, including the Policy Review, Uniform,
Disciplinary Intervention, and Innovation Zone committees.
After graduation, Brian went on to further his education at
the University of Florida, where he earned a bachelor's degree in
English and a master's degree in English Education. As it turns
out, he left his mark at the Gainesville school, as well. "I volun-
teered at school and got involved in student government there. I
spent a year in charge of the school's orientation program and
helped the University start a first-year experience course to help
incoming students tackle such issues as the choice of a major, time
management, and multicultural connections," said Brian. More

than 1,000 students now benefit from the one-hour course Brian
affectionately calls "University 101." For his involvement in imple-
menting that course, and for many other reasons, Brian was
named Florida Leader Magazine's Florida College Student of the
Year in 2001.
While it was difficult for Brian to leave the University where
he had become so involved, returning to Broward County was a
given. "My family is here, and my heart is here. I care very much
about this place because it's my home," said Brian. "I grew up in
South Florida, and I feel like I have a stake here in being a part of
solutions and having something to contribute."
Brian was interviewed for this article three weeks into his first
(teaching) school year-ample time for him to realize that he has
definitely made the right decision. "I came to know that education
was where I'm supposed to be in kind of a heart and soul way
during high school. The teachers I had there helped clarify that for
me: amazing teachers like Maureen Lullo, Linda Davis, Ann Evans,
and Jan Cayere."
"Teaching English feels really, really right," said Brian. "I
know I'm probably making a lot of mistakes, but I also know that
I'll learn from them. There's no question that I'll be a better
teacher next year and the year after that." Three years from now,
Brian plans to apply for National Board Certification. "Being the
best teacher I can be-that's what's in store for me." We believe
you, Brian. Best of luck in your teaching career.


For questions concerning the Broward County Public Schools, call (954) 765-6000. Copyright 2002 The School Board of Broward County, Florida. All rights reserved.



Bernard Kurland, BAE'42,
MAE '48, after graduating 60
years ago. is happily retired from
the Dad,' *':o. it Schools (Florid 1)
where I.- :rL Iin ind Ir i I irl
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Henry Burwell Witherspoon
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Hulva Grobman ElL'. J

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Roberta "Bobbi" (Friedman)
Sally (Barre) Talcott I
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Mary Ann (Haun) Foster r
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Roberta Bobbi" (Friedman)
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Glenn G. Tucker r E I
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Mary K. (Bennett) Carpenter
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Thomas E. Hagler, b.-E
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Stephen L. Oakley t -E -
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Timothy S. Nugent F-E

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Frances E. (Welguisz)
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Joyce Roberta
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Alfred L. TFred" Richards
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Alfred L -2Fred" Richa1
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Thomas Michael Ball, E.l' i
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John C. Freshwater, -

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Anita Meinbachal E. Hi Il.

Jane M. (Miller) Koszoru -
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Glenda Kay Griffith F :
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Nancy (Chamberlain) McCabe
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Susan M. (Harlow) Doker F :E
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Ann S. Horton F-E : fIE I "
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Juliette (Fisher) Jackson t IE I

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Marilyn (Nettles) Little I-E

Kathleen A. (MConnell)
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Kathleen A. (McConnell)
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Aaron L. Enteen -- I n....
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..Adriene Gar. .11 :r.l

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Ann Wood-Fuller I- l 'l T:rl
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Deborah (Birnbaum) Oliver

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Adrienne M. Garcia E I- -
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Susan J. (Hyman) Maltz, -
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Chris C. Wehr E I 1. 1 .
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Ann Wood-Fuller v- :rl

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Karen D. Kise F -E -- i
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Betty J. "Ellie" Elimon, f IE I "
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Linda B. (Brown) Ohlrich B-E
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Deirdre J. "Deedie" (Geddings)
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Nancy J. Vader-McCormick

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Russ Sabella F: \iE I
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Crystal A. Hawthorne, BAE
:: I;:..rl, i reading resource
- i..i,-r .:.r HIll .borough County
(FIr. I.) I.c,:me schooling Ie
I.. Ir-. :1 i family that travels all
over I1 .-.orld.

Laurie B. (Gottry) Young, MEd
'88, leaches fflh grade at Felsmiere
Elementary School (Florida) and
also serves cI. the Staff
Developm-i i IrA Ihalprel.'jr-
Ad press-i. ,., -r....- ir 1,.I, 1:"
-iachers. *'1-:r .i i l I .: ..il
Board Cerlili- i i .l.- t I II-
Childhood C-i,.r.I ,I

Mary K. (Etheridge) Brabham
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Tammy M. (Urquhart) Kibedy
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David A. Kaiser El IC: -. ..
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Felita (Grant)
Lott, BAE '93,
is currently the
principal at
Pinellas Central
Elementary School
(Florida). She is ceri.l.- I I I.
Irict trainer for Ste.-,. -,:..- .
Swven Habits of Hii id. Ell- .

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Teresa (Pittman) Prine -E

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Rachel Sharpe t f IE i

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Martin Neuhausl r E I I-.

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Lisa Beard F rE I-l
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Jodi Wein C -euha us f I

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Teresa (Pittman) Prine r I-E

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Lisa A. (Miller) Graff El: :'
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John H. Herron E-E : I,.,.
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Karen (Cawley) Malits r E I
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Sarah E. (Hawker) Czarny
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Mark A. Teter r I i ..
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Jill N. (Greene) McGann \iE I
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Rebecca L. (Bush) Wozny r E I
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Mary Caitlin "Caitie" (Porteus)
Gallingane E.-E -- r\E I H.
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Samantha Murrell E.-
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Kimberly J. (Smith) Zipse i-E
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Robyn P. (Purvis) Powers,
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Latrice D. Ouickley, r E I -I

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A Door to Opportunity

Nursing and education shortages create a multitude of employment


Opportunity knocks, and nobility answers.
Where would the world be without teachers
and nurses? These are the most giving career
paths a person could choose: to give knowledge
and to help heal. In our monetarily driven world, the teach-
ing and nursing professions seemed to be
dwindling. People were choosing to be lawyers
and business majors, thinking that was the
path of the future. But now in a time where
the economy is sluggish, fortune lies for those
dedicated to making a difference.
Both nursing and education shortages have
created a multitude of employment prospects.
By 2010, the country will need an additional
one million nurses, and public schools must
hire 2.2 million teachers by 2012.
"There are so many opportunities available
to us as nursing graduates," said Jessica
Sherman, a senior in the UF College of
Nursing. "I have friends outside of nursing
who are having problems finding jobs, even
those with master's degrees. As nursing gradu-
ates, we can basically count on a position
where we go and can name our hours. Future
education will only enhance our opportunities."
Teaching positions are available for students coming out
of college. More than half of UF's teacher education program
graduates from the 1999-2000 school year began working in
the state, according to research conducted by the Florida
Department of Education. That is not taking into account
those who located employment outside the state.
The realm of teaching is also providing options for peo-
ple who wish to give back to the community, said UF
Professor James McLeskey. With the constant need to replen-
ish the supply of educators and with the growing number of
children enrolling in schools, teaching is open for those who
want to make an impact.
"If you want a job and get certification, you can get a
job," McLeskey said.
In order to increase the awareness of the opportunities
available for these graduates, the College of Education and
the College of Nursing formed a collaboration to promote

the message. The unique demand for qualified professionals
exists in both of these colleges, and the schools wanted to
shed light on the positive conditions.
The creation of the collaboration began in response to a
newspaper article that illustrated only the negative situation
of college graduates. The article failed to men-
tion the hope that exists for students graduat-
ing from nursing and teaching. Tracy Brown,
the coordinator of public relations and com-
munications for the College of Nursing, met
with Kathleen Ann Long, the dean of the nurs-
ing college, to formulate a plan. Brown wanted
to convey all of the possibilities that exist for
nursing students. It was Dean Long who sug-
gested that Brown contact the College of
Education since the schools were experiencing
similar shortages. Brown spoke to Kay Shehan
Hughes, the director of Educational Outreach
and Communications.
"We discussed how we might be able to get
the message out into the media that during
this uncertain economic time, graduates of
both of our colleges have kind of this unique
twist," said Brown. "They have many job
opportunities available to them."
The College of Education was eager to join in the effort
to spread the word teaching and nursing are blossoming
careers. Dean Long met with Catherine Emihovich, the dean
of the College of Education, to discuss the commonalities
and differences between the colleges. Furthermore, Brown
and Hughes worked together on a tip sheet to encourage the
media to highlight this issue in a story.
"Recently, Dean Emihovich and I met with Jackie Levine,
the managing editor from the Gamwci ll Sun," said Hughes.
"We were quite encouraged to hear that the Sun is looking
forward to helping us promote our programs by including
news and updates about the College of Education in future
editions of the newspaper."
With two colleges, the strength of the endeavor multi-
plied as more people were able to advocate and be affected
by the message: teaching and nursing pave the road of the
future for students. Continued on page 34...




Continued from page 15...

school levels. Some are teachers in English as a second lan-
guage (ESOL) and migrant education programs. All of the
students speak Spanish. Of the 23 students who were selected,
21 students accepted and began the C-LEP program last sum-
mer. Of the 21 current students, 18 are Hispanic/Latino, 2 are
Caucasian, and 1 is African American. At this time, students
have completed 12 hours of course work in counseling and
are currently completing six additional hours through dis-
tance courses. To date, all 21 students are active and involved
in completing their preparation program.

C-LEP students will be charged with develop-

ing and implementing school counseling

programs that systematically involve the

school with family and community members.

C-LEP School Counseling Program
Emphasis in the C-LEP preparation program is placed on
keeping C-LEP students in their home schools during their
preparation program. It is an expectation of the program that
C-LEP students will provide services to their schools, families,
and communities as they are participating in the program. In
an effort to keep students close to their schools and commu-
nities, we are providing specialized classroom instruction
during summer semesters and web-based and distance learn-
ing courses during the fall & spring semesters. Specialized
coursework is provided in counseling, special education, and
bilingual education programs. In identifying the services to
students and families that Project C-LEP students would need
to provide as Spanish-speaking school counselors, it was
determined that training in special education and bilingual
education practices would be of considerable benefit.
Beginning in the spring of this year, students will begin
their practical field experience in schools in the school dis-
trict of Hillsborough County. As a result, students in the C-
LEP program will provide needed counseling services to
Hispanic students and families in the Spanish language
throughout their preparation program. In addition to the
provision of counseling services in the Spanish language, field
experiences related to the C-LEP program will focus on the
facilitation of school-family-community partnerships. During
their field experiences, students are instructed and guided to

develop counseling programs that involve Hispanic/Latino
parents and their communities in the school system. By the
end of their program, C-LEP students will be charged with
developing and implementing school counseling programs
that systematically involve the school with family and com-
munity members. In the final semester of their program, stu-
dents also will be required to conduct outcome research on
the effectiveness of their program at reaching these funda-
mental goals.
Project C-LEP is well on its way to meeting its primary
goals. A committed and motivated group of students within
the Department of Counselor Education are preparing to
become Spanish-speaking school counselors and to provide
culturally relevant counseling services for Hispanic students
and families in Hillsborough County. At this early stage in the
program, project leaders look forward to continued relation-
ships with the SDHC, Hispanic families and communities,
and related program areas in the College.

Apple Pin

Order Today!
To receive your free pin, send a request to: Apples, Dean's Office, College of Education,
University of Florida, P.O. Box 117040, Gainesville, FL 32611-7040.




True Scholarship

Natalie Kwait uses her past to help children overcome stereotypes
associated with learning disabilities. BY NATASHA CRESPO

Natalie Kwait was diagnosed with a learning dis-
ability before she ever entered a kindergarten
classroom. Her mother, a special education
teacher, noticed the early warning signs in her
daughter. She took Natalie in for testing, and the little girl
was identified as having a central auditory processing disor-
der that impaired her hearing. Her parents were told that
Natalie would only be an "average" child, and they shouldn't
expect any grades better than a C.
Seventeen years later, 21-year-old Natalie
had become an extraordinary woman. She
graduated high school as an A student. The "
New Jersey native ventured out into the world
as she enrolled at the University of Florida and
is currently a PROTEACH student in the
College of Education.
Natalie was also the first special education I
student to receive the Cheryl Ziegert Memorial
Scholarship Fund Award. The award, which is t
available to any female University of Florida w
student with a learning disability, was present-
ed to Natalie during an award ceremony on
November 22, 2002, at Norman Hall. The scholarship was
established in 1998 to recognize the contributions made by
Cheryl Ziegert, a doctoral student in the Special Education
department who passed away.
Cheryl had almost completed her dissertation when she
died and the degree was awarded to her posthumously,
according to Dr. Stuart Schwartz, a professor in the Special
Education department and a member of the committee that
selected Natalie for the award. Cheryl's work centered on
young women with learning disabilities.
"After I read a biography on Cheryl, I felt like I symbol-
ized her," said Natalie.
Like Cheryl, Natalie demonstrated a passion and enthusi-
asm for making a difference in children's lives. She worked
with a child suffering from fetal alcohol syndrome as well as
in therapy sessions with a child displaying autistic-like symp-
toms. Natalie also tutored a boy with attention deficit hyper-
activity disorder.
"I am in this program [special education] for a reason,"
said Natalie. "I feel like my experiences growing up with a
learning disability and feeling like I couldn't achieve will
help. I'm here to show children and families how their chil-

dren really can succeed. They are not stupid. They just need
to be taught alternative ways of learning."
Natalie's commitment to education and enthusiasm made
her rise above the top, said Schwartz.
"Speaking on behalf of the committee, we were very
impressed by the story she told about her college education
and its meaning to her and how she has overcome many per-
sonal obstacles in order to be so successful," said Schwartz.
In addition to sharing similar career goals, Natalie felt
another strong connection with Cheryl, the
woman honored by the scholarship.
xo a "She was a Ph.D. student. She had cancer,
and* and she was still going to school. She had an
inner ambition to survive," said Natalie.
rI And Natalie understood that need for sur-
s vival as she recently lost her mother to cancer
i this past summer. Even though Natalie was not
ill like Cheryl, she was greatly impacted by her
in mother's disease as she watched her battle to
d o. live. Natalie described her mother as a fighter
who really wanted to survive. In addition to
being sick, Natalie's mother was blind from a
hereditary eye condition. As her illness progressed, Natalie's
mother could no longer teach special education in the class-
room; yet she continued tutoring children.
"No matter what happened to her in her life, she still
wanted to hold onto the passions in her life," said Natalie.
"It made me realize that no matter how much you go
through [during] these crises in life, I feel that it pays off in
the end. If you are a fighter and you are ambitious, you are
going to succeed in what you do."
Her mother helped her realize that even though the sick-
ness was a crisis, Natalie had to persevere and go on with her
education. After her mother's death, people advised Natalie
to take a break from school, but she saw it as a reason to go
on with life. Being awarded the scholarship reaffirmed her
belief that she was headed toward the right path.
It also facilitated her financially since Natalie is completely
dependent on herself now. In addition to being a full-time stu-
dent, Natalie works as a tutor to support herself. The $500 schol-
arship will contribute towards furthering her education.
Despite the obstacles in her path, Natalie's desire to suc-
ceed drives her. She wants to dedicate her life to helping
Continued on Page 34...








hat a unique year it is to
serve as Teacher of the
Year and to represent
my home school, Miami
Senior High School, the magnet school
for the teaching profession, in this, its
CENTENNIAL year. Miami Senior High
School, like every public school, takes
children from the neighborhood, nur-
tures them, and builds them into leaders
for our community. Public school stu-
dents represent a cross section of
America: the rich, the poor, the working
class, and the business community.
From every race, creed, and ethnicity, if
a child wants to succeed, there will be
dedicated teachers to help that student
achieve his or her ultimate dream.
Public school education is the very
backbone of our free and democratic
society. Without public school educa-
tion, the American dream would remain
just that. Public school education has
produced America's finest intellects,
professionals, and leaders.
Too often we hear teachers say, "I
am JUST a teacher." These words should
never roll off our tongues. I, for one,
will never apologize for being a teacher.
No doctor, lawyer, politician, business
leader, professional, or other acclaimed
success reached that level without the
efforts of teachers. We follow in the
footsteps of Confucius, Mohammed,
Gandhi, Jesus, Moses, and the other
great teachers of all time, whose insight
and instruction is still felt to this very
day. To the parents and taxpayers, I can

> You entrust your children to me
JUST because I AM a teacher.
The children will gain knowledge
and learn to deal with life's demands
JUST because I AM a teacher.
Aspiring youth will fulfill their tal-
ents by my encouragement JUST
because I AM a teacher.

> Students in my classroom from
every walk of life, socioeconomic
background, race, or ethnicity will
have an equal opportunity to suc-
ceed JUST because I AM a teacher.
Why should WE apologize? We
teachers are the eminent hope for the
youth of America.
For the past two years, I have par-
ticipated in the Opportunity Alliance
program, establishing a liaison between
Miami Senior High and the University
of Florida. Teachers and students have
benefited from the Alliance. Teachers
attend summer institutes at the
University of Florida and at Miami
Senior High School during the year to
learn new methods by which to increase
students' reading aptitude. Using the
"text set" approach, teachers prepare the

students for future reading assignments
by providing relevant data using multi-
media displays and open discussion to
facilitate the students' grasp when read-
ing in their assigned textbook. Students
are stimulated to consider higher educa-
tion and benefit from the Alliance's sup-
port when they take young, confused
ninth grade students for an up-close,
on-campus encounter at the University.
My students return dreaming of col-
lege. The students know that with aca-
demic excellence and dedication, they
may benefit from an Alliance-spon-
sored, four-year UF scholarship. Thanks
to the continued efforts of Drs. Miller
and Nelms, both students and teachers
are beginning to see a remarkable attitu-
dinal change; reading comprehension is
the basis for classroom achievement.
Learning can be engaging. The idea
that I pass on to my students is "Learn
for the love of learning." Knowledge is
one thing that can never be taken from
the learner. It is a difficult task that
requires alternative models. Hands-on
activities are pivotal to students.
Although what one sees and hears is
important, tactile and kinesthetic expe-
riences are what often stimulate the
mind, thus learning. Peer teaching
amongst students is also critically
important. A student-centered class-
room helps personalize the approach,
making the content more relevant while
developing disciplined study skills.
Classroom instruction is NOT merely
teacher-oriented. I do not want my stu-
dents to mouth what knowledge I may



have but to acquire the inquisitive spark
to seek knowledge on their own. The
ultimate goal is to provide a classroom
environment that empowers students to
thrive in the microcosm of the class-
room and eventually achieve successful
and meaningful lives.
"Teaching is what you make of it."
However, in the end, I am the teacher, the
maestro in charge of making virtuosos
of novices. The professional, the teacher,
ultimately orchestrates what happens in
the classroom. True, this challenging task
rarely manifests immediate rewards. But
the ultimate benefits outweigh any
unsung glory.
This is especially true of the student
population at Miami High. The majority
of the student body is foreign-born.
English, once learned, will be their sec-
ond language. For students with limited
English proficiency, the teacher not only
serves as an instructor but as a role
model that can guide them in adapting to
their new home. Fundamentally, the
teacher directs students toward becoming
productive citizens and to better fulfill
their potential as individuals.

It is important for the public to
understand that a teacher not only feeds
the mind, but also in many aspects helps
shape the soul. Teachers are the reasons
why students go on to become doctors,
lawyers, engineers, and other brave teach-
ers. Society holds such high expectations of
teachers but seems to forget what our for-
mer first lady so eloquently pointed out:
"It takes an entire village to raise a child."
In this day and age, we are all confronted
with so many adversities and challenges:
the global economy, increasing technologi-
cal challenges, the fear of terrorism, and so
many life-altering events. Yet, in spite of
any and all obstacles, a great majority of
our students pull through and succeed in
high school AND college. This is indicative
of the remarkable job that teachers are
doing to create an air of excitement for
learning; to tap the unique energies and
talents of each student; and to foster sin-
cere, student respect for self and others. We
need to be proud of what we do and of
who we are: TEACHERS. America has
NOT seen its best days. This 21st century is
destined to be a NEW FRONTIER for
America's greatness.



... Continued from page 29
"Basically, I just hope that mutually
the angles of both of these fields will
help in bringing about awareness of the
problems of the shortages and also the
opportunities," said Brown. "But also, of
course, the end is to help alleviate the
extreme shortages that are going on for
nurses and for educators."
The teaching and nursing profes-
sions are jobs that impact people's lives.
Nurses are trained to care for the sick
while teachers are taught to guide the
young. Both careers focus on nurturing
"I went into education because I want-
ed to make a difference in our world,"
said education major Glen Nichol. "I did-
n't just want to improve my life; I wanted
to improve the lives of as many people as
possible. If I can have a positive influence
on only one child each year for thirty
years, that's thirty other people's lives I
have helped to improve. Imagine the pos-
sibilities if I can reach them all."

His idea is central to what both col-
leges are trying to convey. Teaching and
nursing are both rewarding jobs that
impact society. And at a point when
graduates are facing a slumping
employment market, the possibilities
for teachers and nurses are endless.
Therefore, the College of Education and
the College of Nursing have bonded
together to endorse the message. Both
colleges are equal partners in the collab-
oration and are in the initial stages of
trying to gather media coverage of their
special situations.

... Continued from page 31
children and their families overcome the
stereotypes associated with learning dis-
"Me going into the field of special
education, I want to be a role model to
kids," said Natalie. "I want them to realize
who they really are and what makes them
special: having a learning disability that
makes them unique."

... Continued from page 9
from UF, Bishop began her teaching
She noticed that many students
had problems reading and wanted to
find new ways to address the problem.
So Bishop pursued a master's degree
with a specialization in reading.
Next, she wanted to find the best
method to teach special education
and at-risk kids to read.
Consequently, Bishop returned to UF
to receive a doctorate of philosophy
with a specialization in learning
Finally, her path has led her to
the university gates once more where
she is helping shape the futures of
both her students and their future
"It is professors like Dr. Bishop
that help build the University of
Florida's reputation of being a fine
institution for receiving a superior
education," wrote Lisa Parsons,
Bishop's student in Core Teaching

Elias Lake Tolbert, [pI ti ss,-r E IIl tus in tlhe
Coll ,:ot Edic.itin .it thE Lniii, rsl ol:t Fl i ii d .
p,.sscd .1w.A.B .ir rlm .ui :t So .
Di. Tolbcrt \..is boi n in NIidJdlt'in. \Vnii-ni.i.
H .,ittEndl d rl UinriErsit\ ot \Viriini, and Ohio
St[' u Linlicl, i ;it [,li to, i, : E 11:" his d> :ct, 1t>7 I
flo1 i Colum bl iI Lii l 'irslt i1I O 1111. lill: ps\i chl I-

Li'tng \\;Wild \\. Iir Dr. TolbErt sc.ciA',l .111in
ottti r in Gk ni .Il C-Criid 5. l-'.ito>n's 3rt Arnmi .
6`1rh L1 \ vision rl i.! irs. HL \..is .1n.w.1de t[h
bir:,nz. 'st.i .ii d1 5.,l 51[. toi il.: i

.Aftil 11,i ii r.:. C G n'sville in 1967, Dr. Tolbert
i:'in, th1e LF t.lulr\ ind r iught for 20 years. He
\i. as.1 m~m1I1Lr t i-'h, Lr i Theta fraternity and
H..Ah Ti nit\ Episcopil Ct'h lich.
in ad.itIon rt: o:rhi scilolarly work, Dr. Tolbert
\i.is thli uithil A nur i :'L. textbooks dealing with
c'-u nsE Iing ps\hicolo4- sir critics, testing methods,
.111 d C1 Et F lco i'i nr
5, i'. i o inC;lu.id It' s I5 ife, Frances Thornton
\Illli T..,lbE i t ort CG illi; his two daughters, Jane
Th..li ri-:n Tl:-ll:-, i r .:.t -. ir HIIre Beach and Margaret
i'o:ss T,:ll-,t r .:-. C. Iin!Ii i, imd two grandchildren.




Dr, Chriics E, Ycoung

I nu'm,,ci1v ciFlorida
X.h Ticoti Hall
1.1.0 B..N 113150
G~rje~ri~ls V-1. 3,2611

Tear Cghai lcs,

As you mayv iowv. mo l my ;eii-vi vc pricnifl es 1'cn I1l MFsi-t rfhv I..-nvcrL~t of
Florida with the rchJb:ILLnJL1AM Llf thc -i'rly. JIrnM W- Normir I E:llI. C:I-flc Ulf L-Jurl-nl41n
0 Lid dinrg which iS oTme IFi Ainric's historic educational landrinarks.

In '.ur iiimnl fnk uppropniudijos kR Fisca]l Year 2003, I have scwurcd S250G.O1 to
zrafoirm Natrnait HaIl1's cum L chaldk-and-tek classroms into a oontempormy netlurked
t;I -IIy with riitari-e lcanine g i" ityp. Rcfur'isMing the Ckle-re of Erduicationr fadfily will
cnsu!rt that ther Universiiy has Ihe tteLWnUlIIgii.;I f u rn c&Wry la -ntinue producing highly
4unfictkd L-Lilaws in ouT, Staw as well as the nation.

intl IelcomiriLtrn IDnih.. CongrCss will mavc Lb-r-ard wiLl] tliCappropriatunsp rocm fo-r
FY 2(K)4, --hiu hImgjnN this Octo~beir]. Please knaw that I will ornti nuc actively vweoking to
ohtain zk1iio-rinlI fedcmi resources with this pmA anud wanlted Ir let you Lil*) knm thu I wril
be contacitnv. the Flodsa LvgisloWuru car Statc and private snurccs tfr financial assistamc -with

As a gT~jjujrr-0 -Ll the.3 Co l1ge of Educatir-m at the lVnrin rirs Ly ofFncriadn, I am persnnally
committed to oampyole this p wI*ih

I hupc Lo sCIC you soon and with hest wiskirc, I mai n

S inlLurl..y.



UF College of Educationj 40 Norman Hall, Gainesville, FL 32611 Phone: 352-392-0728 www.coe.ufl.edu