spring05mag

							College of EDUCATION and Human Services
“it’s about people”

NEWS MAGAZINE • Spring 2005

Break on Through
Help for Children with Autism, p. 1

Photos by Leah Hogsten © The Salt Lake Tribune

What’s Inside
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Spring 2005

Read how CEHS students make a difference in the community through service. Story on page 7.

Break on Through Battling Bullying Out of the Best Books Serve to Learn–Learn to Serve The Universal Application System For Victims of Violence More Than Book Learning Recognitions Applause; THINK Twice Ken Farrer CEHS Loses Legendary Teacher Remembered–see poem and story on Scholarship and Development page 14. Early College High School Whole-in-One: In Memory of Michael R. Bertoch
has proven herself as a skilled administrator during her tenure as interim dean. “Utah State is extremely fortunate that Dr. Strong will continue to be a part of our university team,” Albrecht said. “She has demonstrated exceptional leadership abilities throughout her career, and she has formed many strong relationships with all the communities she has served. We are honored and pleased she has accepted our offer.”

Carol Strong Named As New CEHS Dean
Utah State University’s Board of Trustees named Carol Strong as the new dean of the College of Education and Human Services Thursday, April 14. Strong had been serving as interim dean of the college since July 2004. Utah State President Stan Albrecht said Strong has impressive credentials at all levels of her professional career, with a proven record of teaching and research excellence. She also

Dear Colleagues and Friends,
The strengths of the College of Education and Human Services are reflected in its long-standing ranking among the nation’s top 50 colleges of education. The 2004-05 academic year has been especially dynamic. We dedicated handsome new facilities for the Emma Eccles Jones Center for Early Childhood Education and Edith Bowen Laboratory School; we unveiled a portrait of Anne Carroll Moore commissioned especially for the Laboratory School; we announced a partnership with four northern Utah school districts, the Innovation Campus, and Utah State University to establish an Early College High School focused on science, technology, engineering, and math; we celebrated the naming of the Theresa K. Allred Reading Theater to acknowledge a gener-

ous gift from the Allred family; and we continued our excellent external funding record. Among our many strengths is civic engagement. In this Spring 2005 issue of the College’s News Magazine, we feature examples of our talented alumni, faculty, staff, Carol Strong, Dean and students at work with children, College of Education and community members, and public Human Services school partners. Our college has long emphasized efforts that engage us with important public needs and with communities, constituents, and friends. Enjoy this issue and celebrate our accomplishments with us. Sincerely, Carol J. Strong, Dean

Published by the College of Education and Human Services © 2005

This magazine can be made available in Braille, large print, or audio formats.

Conner Benson, age 5, who has autism, draws a smile from Julia Goepel, an instructor with ASSERT, a therapy program at Utah State University.

Break on Through
A Utah State University program leads autistic kids to the other side
A child’s first toothless smile. That first heartfelt hug. The first Gerber-stained kiss. Such developmental milestones are payday for parents–emotional compensation for all the icky diapers, sleepless nights and soaring grocery bills. But some parents never get to collect those rewards. Their autistic children sink within themselves, shutting out the outside world, including those who love them most. ASSERT, a Utah State University program, is helping to change that. Since May 2003, trained graduate students and undergraduate tutors with Autism Support Services: Education, Research and Training have provided 2,500 hours of intensive, individualized instruction to preschoolers diagnosed with autism spectrum disorder.

For 5-year-old Conner Benson–who has participated in the program four hours a day, five days a week, since its onset–the progress has been remarkable, so remarkable that he will be attending public school this week. The recognition that something was wrong with Conner came gradually for his parents, Sean and Julie Benson of Logan. Their boy was not quite 2 years old when his descent into himself became undeniable. “He was starting to say words and then all of a sudden he quit,” Julie Benson recalled. “We never heard him say those words again.” Speech therapy proved ineffective and by the time he was 3, Conner was completely withdrawn. “He wouldn’t interact with us, wouldn’t even acknowledge that we had come home when we walked in–no hugs and kisses,” his mother said. “He no more noticed us than a piece of furniture.” Because Conner was their first child, the couple said it was some time before they realized

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Photos by Leah Hogsten © The Salt Lake Tribune

something was wrong. In hindsight, they now recognize several signs that their blond-haired boy was not developing normally. As an infant, he never raised his arms to be picked up. As a toddler, he always was content to “do his own thing.” Today, the Bensons know a lot more about their son’s disorder, but many questions remain. What autism is: Autism is a neurobiological disorder usually characterized by an inability to communicate and relate to others. Without appropriate treatment, those with autism may be condemned to a life of isolation and dependency. With an estimated 3.4 cases per 1,000 births, autism is becoming increasingly prevalent–rising from approximately 40,000 students nationwide in 1997 to nearly 120,000 in 2003, according to the U.S. Department of Education. There is no way to prevent the disorder and no cure. But USU’s ASSERT is making a difference. “Most of their day [in the program] is spent in highly structured activities; otherwise, they’re essentially just sitting off in a corner self-stimulating,” said Utah State University professor Thomas Higbee, ASSERT’s director. They rock their bodies or wave an object in front of their eyes, isolating themselves from others. Today, though, Conner makes eye contact and communicates many of his needs appropriately. His parents say the program’s repetitive therapy is improving Conner’s life–and their own. “They’ve helped us learn how to teach him and help him function in our home,” Julie Benson said. “We, as parents, would be in the dark as to what to do to be helping him.” ASSERT team members visited the Bensons and completed in one day a task that Conner’s parents struggled with for more than a year: potty training. ASSERT staffers also attended church Sunday with the youngster to help his teacher and parents learn how to work with him in that setting. And they accompanied Conner to a kindergarten-preparation course in anticipation of him entering a public school classroom with special education resources. “It has been such a blessing,” Benson said. “I don’t think he’d be going to kindergarten this year if we had not gotten him into ASSERT.” Teaching teachers: The program’s laboratory classroom serves as a research site, giving students practical experience in educational settings with

Dr. Tom Higbee consults with student assistants Kara Reagon, Katie Endicott, and Jill Gillett. Photo by M. Stein.

autistic children. Students also participate as research assistants, Higbee said. USU’s program doubles as a training site for teachers and other professionals in related areas such as psychology and speech pathology. In June, seven educators attended a two-week “autism boot camp” at USU and received training in how to help students with autism spectrum disorders, a service Higbee hopes to offer annually with grant money. Julia Goepel, a sophomore psychology major at the Logan school and a member of the ASSERT team since its launch, has decided to focus her studies on children with autism. “People have a lot of misunderstandings about children with autism, but they are important in our community,” she said. “We can still learn things from them.” Parents with autistic children largely agree that more public education about the disorder is needed. Chad and Kassi Bryner ignored people who told them to quit worrying about their toddler and followed their instincts instead. The Logan couple took Sam to Primary Children’s Medical Center in Salt Lake City when he was 18 months old because “something just wasn’t right.” Their boy was diagnosed with autism. Kassi Bryner said their 3-year-old has benefited from USU programs such as “Up-to-3 Early Intervention” and, for the past two months, ASSERT. Conner’s parents said autism can be confusing to people unfamiliar with it. The children may look normal, but their actions seem bizarre. “With most kids with handicaps, you can look at them and see what’s wrong,” Julie Benson said. “It is hard when you’re trying to make him do

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something and he’s screaming bloody murder and people will look at you or say things to you.” Autistic behaviors can be alarming to watch, Higbee said, and it would be much more comfortable not to push these children to change. “We’re asking them to do things that are very hard for them. We’re doing it on purpose, to challenge them. It would be much easier to let them be autistic, and we’re essentially forcing them not to be, teaching them not to be. We make very slow progress, but we make it. “ -Arrin Newton
Brunson, reprinted by permission: Salt Lake Tribune, August 24, 2004

Why Can’t We Be Friends?
The Autism Society of America offers the following advice to children on how to be friends with someone with Austism; adults can learn from this advice, too. • Accept your friend’s differences. • Protect your friend from things that bother him or her. • Talk in small sentences with simple words and use a lot of gestures. • Use pictures or write down what you want to say to help your friend understand better. • Join your friend in activities that interest him or her. • Be patient–understand that your friend doesn’t mean to bother you or others. • Sit near your friend whenever you can, and help him or her do things if they want you to.

The Cloisonne Ribbon Pin is the trademarked awareness symbol of the Autism Society of America. “The brightly hued puzzle pieces represent the diversity and differences of the people affected by autism, as well as the complexity surrounding the disorder.” Autism Society of America www.autismsociety.org

Ignorance is Not Bliss
Not long ago, I had only a preliminary understanding of autism. Then, two young people moved into our area who had variations of autism. Since I worked closely with the young women and men in our neighborhood as a leader, I had numerous opportunities to observe the interactions between these teens and the young people with autism. These young people, like anyone else, wanted to fit in and belong. The local teens tried to interact with them, and they wanted to be kind, but it was difficult for them to know how to respond to their sometimes confusing behavior. After some discussion, the adult leaders decided it would be helpful for all of us to have a better understanding of autism. We felt if we knew more about the disorder, we would know how to react in a more constructive manner to these two young people. Dr. Tom Higbee agreed to come talk to our group, which was extremely helpful. The young men and women gained a greater understanding of the disorder, and learned better ways to act and react to particular behaviors. We learned that people with autism think differently and act differently because their brains work differently.

And, as Dr. Higbee pointed out, “although they do not learn readily from typical educational environments, they can learn a great deal when the environment is appropriately constructed.” One of the most important ways to construct the environment, is to be proactive. That is, do something first that encourages positive behavior, rather than just reacting to “bad” behavior. This experience confirmed for me that ignorance is not bliss. In fact, education in many instances can reduce unwarranted prejudices and make the world a better place for all of us to live in. -Melanie Stein

Pictured, the author, Melanie Stein (back right), with local teens Cole, Chris, Heidi, and Adrea. Photo by J. Smith.

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Members of MLMS Bully Prevention Team, Holly Johnson, Torrey Thompson, and Aaron Speedy, consult before the day’s classroom instruction. Photo by M. Stein.

Battling Bullying
For more than three years, Mount Logan Middle School [Logan, Utah] has battled bullying with its student-run Bully Prevention Team. Now, the school is participating in a pilot project with Utah State University researchers, called Busting Bullies, designed to develop new tools for addressing the safety threat. “We’re trying to see if we can identify kids who still have problems after they’ve had some level of intervention,” said Gretchen Gimpel, associate psychology professor at USU. Donna Gilbertson, a USU assistant psychology professor, said

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A lot of people think it’s just what kids do.

Busting Bullies is aimed at mitigating a growing problem facing Cache Valley teens today. “Since events like those at Columbine, schools are taking a more active approach,” Gilbertson said. “Mount Logan Middle School is a very proactive school that’s interested in tackling issues happening nationwide.” The school’s Bully Prevention Team, a group of about 20 students, has functioned as a peertaught educational course to foster self-esteem and conflict management skills among victims of bullying. “A lot of people think it’s just what kids do,” said Cathryn Davies, family and consumer science teacher at Mount Logan, who advises the team of students. “It’s that type of attitude that promotes it, actually. It’s one of the main causes of school violence.” Gilbertson said research has shown that schoolwide support mechanisms like Mount Logan’s Bully Prevention Team result in a 50 to 70 percent reduction in the behavioral problem. Despite

that success, though, more behavioral study and intervention is needed, which is why the researchers are piloting the project to study the success of using additional techniques. Gilbertson and her colleagues at USU will be writing lesson plans, conducting training and evaluating student progress throughout the project. The starting point is students who are on the receiving end of bullying, said Gilbertson, noting that sometimes the roles of “bully” and “bullied” overlap. Intervention will be provided in a series of steps that increase in intensity. First, students will be identified and given the opportunity to discuss and vent their feelings in groups of eight to ten. Then, they’ll learn problemsolving skills. They’ll be taught

Sometimes the roles of “bully” and “bullied” overlap.
how to spot bullying behavior and evaluate the consequences of various reactions to being bullied. This is also where emotional regulation is taught, because controlled emotions
Photo by Meegan M. Reid © Herald Journal

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reprinted by permission; Herald Journal, December 1, 2004.

can diffuse bullying, said Gilbertson. Tamara Ferguson, psychology professor at USU, agreed. “Often students who are being bullied have the inability to identify with how they’re feeling or have trouble coping with being bullied.” The highest level of intervention will take place in parent groups for those who exhibit greater needs in the student sessions. During this step, students and parents reinforce skill-building at home. The entire project is geared at offering support to students who are victims of bullying. “The thing that’s really critical is this is strictly a universitycommunity partnership,” said Melanie Domenech-Rodriguez, assistant psychology professor at USU. “We’re coming together.” The group says it just so happens that Mount Logan Middle School has a real-life problem, and there’s an opportunity to combine efforts to deal with the issues at hand. “We’re helping to expose students and parents to some good, positive social skills and character-building without interfering with academics,” said Ferguson. “What’s really important is we are evaluating this (pilot project) and will be giving feedback.” The project, funded by a Community University Research Initiative grant, will be completed by the end of the 200405 school year. -Carrie Brown;

Melanie Domenech-Rodríguez Donna Gilbertson

Tamara Ferguson Gretchen Gimpel

Fab Four: Drs. Donna Gilbertson, Melanie DomenechRodríguez, Tamara Ferguson, and Gretchen Gimpel, Psychology faculty members, are co-principal investigators on the USU Community University Research Initiative-funded pilot project entitled “Bustin’ the Bully: Techniques to Ward off Bullies,” a large-scale intervention effort aimed at helping middle school students learn to manage and cope with difficult peer interactions. These CEHS faculty, along with a team of graduate and undergraduate psychology students, Principal Dan Johnson and educator Cathryn Davies of Mount Logan Middle School (MLMS), MLMS teachers, parents, and most of all, MLMS students, epitomize the spirit of true university-community collaboration.

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Out of the Best Books
“This stunning new work–the crown jewel in a career Frank Ascione has devoted to demonstrating the importance of understanding animal abuse in a developmental context . . . reveals what interactions between children and animals tell us about ourselves. Its premise is brilliantly direct: we have a window of opportunity–childhood–within which to redirect the production of sociopaths. The antidote is the development of empathy. And observation and analysis of children’s interactions with animals is the key to that door.” -Andrew Vachss
hen humans’ relationships with animals become distorted, they turn into examples of malevolence and cruelty. The perpetrators of such inhumane treatment are often children and adolescents, but adults sometimes join their ranks. How common are these incidents? What motivates human maltreatment of animals? Are there cultural, societal, neighborhood, and family contexts that contribute to cruelty to animals? How early in a child’s life does cruelty to animals emerge and are these incidents always a sign of future interpersonal violence? Are there ways of preventing such cruelty? Can we intervene effectively with children who already have a history of abuse and violence? Children and Animals: Exploring the Roots of Kindness and Cruelty presents the current scientific and professional wisdom about the relation between the maltreatment of animals and interpersonal violence directed toward other human

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beings. The author, Frank R. Ascione, a noted expert in these areas, writes in a style and presents the findings in language that will be understandable to parents, teachers, counselors, clergy, animal welfare professionals, foster parents, mental health professionals, youth workers, law enforcement professionals, and anyone else whose work or interest crosses into the lives of children and adolescents. Although animal abuse has been an acknowledged problem for centuries, it is only within the past few decades that scientific research has provided evidence that the maltreatment of animals often overlaps with violence toward people. The ways that our young people are affected by bullying or assaults in a schoolyard, child abuse in homes, violence between adult intimate partners, community violence in our streets and neighborhoods, and even the context of war are now the subject of concerted research ef-

forts. And very often, the association of these forms of violence with cruelty to animals has been found. This book presents the considerable research that now exists on this topic–most of it published in scientific journals and periodicals–to the adults whose lives touch those of children and adolescents. - Purdue
University Press

About the author
Frank Ascione is a professor of psychology and adjunct professor of family, consumer and human development in the College of Education and Human Services. In 2001 Frank received the Distinguished Scholar Award from the International Association of HumanAnimal Interaction and the International Society for Anthrozoology. He was also selected as Utah State’s College of Education and Human Services Scholar/ Researcher of the Year in 2002. Ascione serves on the Child and Animal Abuse Prevention Advisory Council of the Latham Foundation.

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Nobody made a greater mistake than he who did nothing because he could only do a little.

Serve to Learn– Learn to Serve
Recognizing service as a learning tool, the College of Education and Human Services at Utah State University has taken its name literally and incorporated community service into its educational curriculum. “Service learning is more active and experiential than traditional classroom learning,” said Carol Strong, dean of the college. “Students engaged in community service are putting their knowledge to use.” Service learning helps students develop socially, morally, and emotionally which increases self-worth, competence, and commitment. Service is also a way for students to explore careers and gain work skills. Two of the many programs in the College of Education and Human Services implement service learning by tutoring children at local elementary schools. The members of Utah State’s National Student Speech-Language-Hearing Association along with the Society of Environmental Engineering Students travel once a week to Summit Elementary to tutor third-fifth graders in math. This program was started to help fifth-graders prepare for the placement exam, but has since expanded to the third and fourth grades. The program tutors 75-125 remedial and advanced elementary students, with learning modules on everything from addition and subtraction to algebra. “These kids love math,” said Sonia Manuel-Dupont, professor at Utah State and director of the tutoring program. “There are so many kids who want into the program that we had to cap the number allowed; if it were possible, three-fourths of the school would come.” The tutors make math lots of fun, Manuel-Dupont said. The children adore the tutors–they run right up to their tutor and give them a big hug before they head off to begin their tutoring session. As they leave, you can hear “math club rocks” all the way out to the buses. Dr. David Forbush and students in Special Education and Rehabilitation recognized the role of service learning and started a reading tutoring program, the Center for Academic Intervention, at Riverside Elementary. Utah State students participating in the program work one-on-one to improve the reading skills of firsttwelfth graders. The program opened in February 2004 with the aim of pro-

-Edmund Burke

viding tutoring services to Cache Valley kids and to create a research environment for graduate and undergraduate students in special education. The tutors use direct instruction materials, which are research-based reading programs and lessons sequenced to the abilities of the children. The program has been successful in helping children increase reading fluency, word attack, as well as letter and word identification. “The program has been a tremendous help,” said David Forbush, professor at Utah State and director of the program. “We are seeing substantial gains from each of the participants.” The use of service as a learning tool has been very successful. Students engaged in service, while learning, make valuable contributions to community, educational, public safety, human, and environmental needs, Strong said. These math and reading tutoring projects are just two of the many programs in Education and Human Services contributing to student development by incorporating learning and service.
-Christin Bott, Public Relations and Marketing intern, Journalism and Public Relations student

Photos: top left, Utah State students provide reading help at Riverside Elementary School; top right and bottom, College of Education and Human Services and College of Engineering students team up to tutor Summit Elementary School students.

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The Universal Application System
A Family-Friendly Web-Based Interagency Application Process
Research Institute, affiliated with the Center for Persons with Disabilities, are the co-principal investigators on the Opening Utah’s Doors Project, a fouryear project funded by the Maternal and Child Health Bureau. While the overall goal of this project is to help Utah organize its services so that families can use them more easily, its centerpiece is the development of the Universal Application System (UAS), a web-based interagency application for families of children with special needs as they enter the service system. The project works in partnership with nine state agencies in Utah as well as community-based programs and families. The UAS is designed to assist families in applying for and completing the applications for programs, such as Medicaid, Baby Your Baby, Baby Watch/ Early Intervention, WIC, and Head Start. More will be added in the future. The UAS has the following features: •Each agency’s application is scanned into the UAS “as is,” avoiding any changes to each agency’s existing requirements or wording. •The personal information provided by each family is under their control and is password protected. •Results of screening questions let parents know which programs they might be eligible for and asks them to select those applications that they want to pursue. •Non-duplicative information is entered by the client. •The output includes completed applications on each agency’s current application form, reducing the need for “reinventing the wheel” on the part of the client. The project team has worked closely with families throughout the project and parents have played an integral role in the UAS development. For example, a parent from Vernal helped project staff rethink confidentiality and its role in an interagency application process. This mother indicated that she and her husband were not willing to enter personal information, especially social security numbers, over the internet, making the concept of the UAS less than ideal for their family. After viewing a demonstration, she questioned whether it would be possible to build the system so that parents could choose to leave certain fields of their choice blank, and then fill them out in ink after the application was printed out. This seemingly simple suggestion be-

ow can a family who has a young child with special health needs and disabilities most easily find the services and resources they need? In some states, many families fall through the cracks of a complex, disconnected system; while in other states, little connection exists among those few services available. Both extremes cause undue frustration for families already dealing with significant emotional strain. In the technologically advanced society we live in, where even toddlers learn to log onto the Internet, it is unbelievable that so few state health, social, and education departments have taken on the collective challenge to create an integrated, streamlined process for enrolling children and families in the available programs. Adrienne Akers and Richard Roberts, at the Early Intervention

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came a watershed event in both the conceptual and technical aspects of building the Universal Application System. Opportunities for replicating the UAS in other states lie in the future. Although responses to national presentations on the UAS have been extremely enthusiastic, replication of the UAS requires strong visionary leadership. The real challenge for an interagency systems change effort of this magnitude requires strong collaborative relationships, a willingness to join forces across agency boundaries, and an interagency commitment to organize services so that families can use them more easily.
-Adrienne Akers and Richard Roberts

For Victims of Violence
Help Is On The Way
The Center for Persons with Disabilities (CPD) was recently awarded a $373,300 grant from the Department of Justice’s Office of Violence Against Women. The grant, directed by Richard Baer, Director of the Outreach, Development, and Dissemination Division of the CPD, will focus on women with disabilities who are victims of abuse. It is estimated that there are approximately 130,000 women with disabilities in Utah who have been victims of violence. Services to help these women have been limited because victims’ programs lack knowledge and expertise relative to disabilities; and vice versa, disabilities programs lack knowledge and expertise relative to victims. In light of this, the CPD and the Community Abuse Prevention Services Agency (CAPSA) will combine talents and resources to develop training and technical assistance materials to be used to cross train victims and disabilities staffs across Utah. The project has broad support from victims and disabilities services programs across the state. CPD and CAPSA will serve as the lead agencies. In addition, cooperating organizations will serve on the project advisory council, review training materials and procedures, identify members to be trained as regional trainers/technical assistants, and schedule/coordinate training efforts. As a result of the project’s efforts, it is anticipated that victims and disabilities staffs will increase knowledge of women victims with disabilities and improve service collaboration. This increase in knowledge and improvement in collaboration in turn will result in improved victim safety and perpetrator accountability. -Dick Baer

Richard Roberts

Adrienne Akers

F.Y.I. White ribbons are worn on November 25, the

day designated by the United Nations as International Day for the Elimination of Violence Against Women, by men who want to encourage other men to speak out against violence towards women, and by women who are supporting men in this campaign.

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More Than Book Learning
ing at Utah State. “They see the long-term results and rewards reaped from the investment.” Brianne, Megan, and Angela work closely with faculty to gather research information, conduct interviews, gather data, disseminate information, and help determine the next step in the research process. Angela is working with Dr. Scot Allgood on research in marriage and family relations. She is collecting background information on older-child adoptions through the Department of Children and Family Services to help families prepare for older-child adoptions and alleviate the associated tensions. “I enjoy my research and feel better prepared to be a therapist,” Angela said. “The research is helping me prepare for graduate school.” Megan is working with Dr. Phillip Waite on the effects of transmissive reminiscence therapy on senior adults. The project is looking at the idea that as the seniors feel more like a mentor, they have an increasing sense of productivity and worth, which improves their health. “Working on this project, has helped me to understand just how much work actually goes into doing the research,” Megan said. “There is a lot of work behind the scenes.” Brianne works with Dr. Scott Hunsaker on “Advanced Readers at Risk.” She is involved in the analysis and written reports of data collected during interviews with students. The project is designed to gain a better understanding of the reading or writing mediums students use to

Undergrad Research Fellows Gain Hands-On Knowledge
ntering freshmen often feel overwhelmed by the increased responsibility and new-found freedom of college life, but three Utah State University freshmen have a different approach to the situation. Rather than feeling defeated, Brianne Barlett, Megan Matthews, and Angela Rich are thriving and spend 10 hours a week conducting research in addition to their schooling. The three were selected from among 200 incoming freshman who already received Presidential Scholarships, to be a part of the prestigious 45-member group of Research Fellows. Freshmen being considered as research fellows must have a minimum of a 3.9 grade point average and 29 on the ACT. The students go through a 30-minute interview and, once selected as a research fellow, receive an additional $1,000, four-year renewable scholarship. Each research fellow is connected to a faculty member conducting research in the student’s area of interest. The demand for research fellows in the College of Education and Human Services is high. “The faculty has expressed appreciation for insights provided by the students,” said Francine Johnson, associate dean of teacher education, graduation, and educator licens-

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improve their own service and tutoring projects in the school. “I’ve learned more in these few months than I ever would have by just sitting in a classroom,” Brianne said. “It’s an amazing learning experience.” The research fellow program provides undergraduate students with the advantage of connecting with an on-campus mentor. It helps prepare the students for graduate school and allows them to get hands-on experience in research and their field of study. They also get more involved in the university and the community. Students in the program gain confidence while receiving training, knowledge and experience.
-Christin Bott

Photos: top, Brianne Barlett; bottom, Angela Rich

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Recognitions 2004-05
Alumni and Friends of the College
Kaylene Johnson: Teacher, Sky View High School; Utah Secondary Education “Multimedia Teacher of the Year” (SECED 1982, Inst 1994) Ruth Leishman: Teacher, Mountain Crest High School; College of Education and Human Services “Outstanding Alumni K-12 Teacher” (ELED, 1987; SPER, 1989) Bonnie Parkin: President, Relief Society of the Church of Jesus Christ of Latter-day Saints; Utah State University “Distinguished Service Award” (ELED, 1962) Steve Sutherland: Director, South Summit School District Aquatic and Fitness Center; College of Education and Human Services “Outstanding Young Professional” (HPER, 1996) Gary Stears: Principal, Grangeville High School, Idaho; College of Education and Human Services “Outstanding Alumni Administrator” (HPER, 1984,1985 ) Diane Stuart: Director, Office on Violence Against Women, U.S. Department of Justice, Washington, D.C.; College of Education and Human Services “Alumni Achievement” (FCHD, 1990) Jennifer White: Research Coordinator, Edith Bowen Laboratory School Arts Evaluation, Utah State University; College of Education and Human Services “Recent Graduate” (PSYCH, 2004) Jaclyn Littledike: Assistant Professor, Communicative Disorders and Deaf Education; Utah Speech-LanguageHearing Association “Frank R. Kleffner Lifetime Clinical Career Award” Shane Marx: Student, Family, Consumer and Human Development; College of Education and Human Services “Valedictorian” Spring 2005 Johnathan Nelson: Student, Psychology; College of Education and Human Services “Scholar of the Year” Chris Podlesnik: Student, Psychology; International Society for the Advancement of Behavior Analysis “Experimental Analysis of Behavior Fellowship” Karen Ranson: Undergraduate Advisor, Psychology; College of Education and Human Services “Professional Advisor of the Year” Tracey Reeve: Student, Health, Physical Education and Recreation; College of Education and Human Services “Undergraduate Researcher of the Year” Ray Reutzel: Professor, Elementary Education/Director and Endowed Chair, Emma Eccles Jones Center for Early Childhood Education; College Reading Association, “President-elect” Lori Roggman: Professor, Family, Consumer and Human Development; College of Education and Human Services “Scholar/Researcher of the Year” Archana Singh: Student, Family, Consumer and Human Development; College of Education and Human Services “Graduate Research Assistant of the Year” Thayne Sweeten: Postdoctoral Fellow, Center for Persons with Disabilities; International Society for Autism Research “Dissertation Award” Heather Thornton: Student, Elementary Education/Special Education and Rehabilitation; College of Education and Human Services “Valedictorian” Fall 2004 Up to 3 Project: Center for Persons with Disabilities; Utah Governor’s “Literacy Summit Award” Carmel Yarger: Associate Professor, Communicative Disorders and Deaf Education; College of Education and Human Services “Teacher of the Year”

Faculty, Staff, Students
Beth Foley: Associate Professor, Communicative Disorders and Deaf Education/Center for Persons with Disabilities; Mortar Board National Honor Society “Top Professor Award” Tricia Gallagher-Geurtsen: Assistant Professor, Elementary Education; 2004 American Educational Research Association “Outstanding Dissertation Award” Victor Harris: Student, Family, Consumer and Human Development; College of Education and Human Services “Graduate Teaching Assistant of the Year” Judith Holt: Director, Center for Persons with Disabilities; Utah State University “President’s Diversity Award 2004”; Association of University Centers on Disabilities “Meritorious Service Award” Scott Hunsaker: Associate Professor, Elementary Education; College of Education and Human Services “Undergraduate Research Mentor of the Year” Carla Johnson: Assistant Professor, Secondary Education; National Middle Level Science Teachers Association, “President-elect”

So Long, Farewell to 2004-05 Retirees
Patricia Bodine: Center for Persons with Disabilities Sally Carles: Elementary Education Peggy Dahle: Center for Persons with Disabilities Sheri Noble: Elementary Education Cheryl Sampson: Elementary Education Hazel Sparks: Center for Persons with Disabilities Deanna Winn: Elementary Education/Dean’s Office

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APPLAUSE: Judith Holt Recognized for Work on
Behalf of Persons with Disabilities
and diversity at Utah State University, believed we should emphasize the positive aspects of diversity and recognize the contributions that have been made at the University level. “Too often we tell people all the things they’re doing wrong about equal opportunity issues. We started the [Diversity Awards] to tell people what they were doing right.” In keeping with that philosophy, Judith Holt, director of Interdisciplinary Training at the Center for Persons with Disabilities and Special Education and Rehabilitation professor, was recently recognized with the President’s Diversity Award for her significant contributions to equal opportunity and diversity. “Dr. Holt’s work encompasses an often overlooked aspect of diversity, that of persons with disabilities,” said Dave Ottley, a specialist with Utah State’s Affirmative Action Office. Dr. Holt was recognized for her work in developing two unique academic programs serving students and involving members of the community, faculty, staff and students, including individuals with disabilities and their family members. Upon presenting the award, former Utah State President Kermit Hall stated, “Dr. Holt’s work with involvement of community . . . and persons with disabilities is truly outstanding.”

THINK Twice
College of Education and Human Services Alumnus Garners Top Teaching Award Times Two
When I asked Kaylene Johnson (USU ‘82, ‘94), twotime recipient of the Utah Secondary Education Multimedia Teacher of the Year award, about the secret of her success, she insisted it wasn’t about her. “It’s easy to get an award,” she told me, “when you have great kids.” It’s certainly true that some extraordinarily talented students have come through Kaylene’s classes: for example, Rachel Smith received a $64,000 upand-coming female animator scholarship to the prestigious Art Institute of Phoenix. Several other students have continued their education at multimedia, graphic, film, and other schools across the nation. Over the last three years her advanced students have consistently garnered top awards for their entries in the Utah Multimedia Arts Festival. But, as I waited to talk to Kaylene in her well-organized

Over the past 10 to 20 years Cache Valley, and along with it, Utah State University, has grown more diverse with a growing ethnic population and a university that is committed to giving opportunities to women and minorities. With this diversity comes the need for a greater understanding of equal opportunity and diversity issues. Sue Guenter-Schlesinger, former assistant executive vice president for affirmative action

“

Tell people what they are doing right.

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Kaylene Johnson mentors students in the Advanced Multimedia Production class. Students from left, Albert Packer, Kyle Kelley, Brandon Storer, Bergendi Hatch, Nate Lindhardt, Blake Kohler, Sarah Griffeths.

“Keep your expectations high and love your students enough to discipline them and hold them accountable for their actions,” it read.
The discipline was readily apparent as students in the Multimedia Design class listened attentively to Kaylene’s instructions. And with no prompting, the students in the next class, Advanced Multimedia Production, jumped right into their work. “I avoid lecturing too much,” explained Kaylene. “I try to give them enough tools to do intelligent trial and error.” The “love your students” admonition is clearly practiced by Kaylene. It was obvious that the students consider her their friend, as they animatedly discussed their projects with her.

classroom at Sky View High School in Smithfield, Utah, little things caught my attention– things that clued me into the kind of teacher Kaylene is. Among the maxims posted on the wall was “The Role of A Teacher.”

Kaylene treats her students with respect–saying, “Thank you, kind sir,” with the utmost sincerity, to one helpful student. And, “if we had a quiz tomorrow, would you be able to do it or would you want to practice more?” she asks. “The smart answer,” she helpfully prompted, “is, I want to practice.” This teacher obviously loves what she does just as much as she loves her students. “Wasn’t that fun?” she asked the class, as they completed working on a button-building activity in Flash. Kaylene admits she has a passion for her job. Many a night, she related, she’ll put on a movie and “play” all night on her computer. Her expertise shines through as she helps students tackle tough spots in their projects. On her resume that summarizes a 22-year career of coaching, teaching, and involvement in educational issues, Kaylene’s teaching experiences are identified as Algebra, computer literacy, information processing, web design, computer programming, and multimedia design and production. But despite her considerable talent, she remains

“By the work, one knows the workman,”

humble. “Use a simple file name,” she instructs her students. “It’s easier to remember; for simple minds like mine.”

proclaims another sign on the classroom wall. The work of the students is apparent in their high quality, creative projects. The work of the teacher is apparent in the quality of her relationships with students as well as in her content expertise. It was easy to see why this well-loved teacher was selected as the 2004 Utah Multimedia Teacher of the Year.
-Melanie Stein

Students Kolby Pitcher and Blake Kohler with Kaylene Johnson, award-winning alumnus.

www.cehs.usu.edu

Utah State University •

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CEHS Loses Legendary Teacher
Professor Emeritus Kenneth C. Farrer, 86, passed away on December 19, 2004, leaving a void in the hearts of his many friends, colleagues, and students. For over 30 years Ken was a preeminent teacher and department head in the College. He was especially gifted at mentoring masters and doctoral students, but many faculty also remember his deep commitment to Utah State’s outreach mission and his generous support of their careers. In the 1940s Ken was a teacher and principal for the Beaver and Davis County Schools as well as for the Japanese Relocation Camp at Topaz, Utah. In the late 1940s, after completing his master’s degree at UC-Berkeley, he became an assistant professor at the University of Utah. Then for several years in the early 1950s, he served as the first principal at Central Junior High and Olympus High in the Granite School District. Dr. Farrer then moved on to major leadership posts in curriculum and instruction, serving as Supervisor of Secondary Education in Long Beach, California; Assistant Superintendent for Instruction in Granite District; Assistant Superintendent for Instruction in Riverside, California; and finally as Director of Curriculum and Instruction for Los Angeles County, California. This period, from the mid-1950s through the late 1960s, was a kind of golden era for informed work in curriculum and instruction, and Ken Farrer was at its cutting edge. Ken’s Utah State career began in the mid-1960s and continued until his retirement in 1984. He first served as Professor and Department Head for Secondary Education, then for the combined departments of Elementary and Secondary Education, and then again for Secondary Education until 1976. He continually asserted the concept of teachers as decisionmakers. During Dr. Farrer’s long association with Secondary Education, he taught unforgettable doctoral seminars in curriculum and instruction, foundations of education, and philosophy of education. On a personal level, he showered books on everybody–children, graduate students, and colleagues. He was masterful in using literature to illustrate themes of humanistic education, and his Socratic teaching style made deep impressions on doctoral students who took his classes. In addition to his departmental teaching awards, Dr. Farrer received Utah State’s prestigious Teaching Excellence Award in 1972 and the College’s Teaching Excellence Award in 1984. Also in 1984 he was honored by Utah State University to deliver its Last Lecture, a special distinction reserved for outstanding faculty. To remember Kenneth C. Farrer is to remember a generous spirit, one who truly personified the qualities of excellence in teacher education.
-Bill Strong, retired Professor of Secondary Education

Ken Farrer Remembered
I knew a teacher once With words as soft As moths on summer screens. Brittle bright and Cruel was not his style. As others barked, His whispers touched the dark Inside your soul And seemed to echo there. The way was sure. He always took the time: Refused the rush Of world report for poems– And pushed aside The weight of dusty tomes To scratch his nose And pass around the mints. He seemed alive. You couldn’t put him on. He’d take a book And make it yours and his In magic ways That made your breath come quick. His wink was slight. The eyes were bright and clear, A hush of greens. You’d watch the pause of smile, A patient blink That let the question hang. His tease would make You more than eyes and ears. It often made Your insides twist and think. I guess he liked His work enough to make It play for us.

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Scholarship and Development
Reading Theater Named
On March 4, 2005, the “Theresa K. Eckenbrecht Allred Reading Theater” in the Anne Carroll Moore Library of the Edith Bowen Laboratory School was officially named after Theresa Katherine Eckenbrecht Allred for her generosity and focus on early child development. The Reading Theater functions as a gathering place for story time, guest speakers, book talks, and student clubs. Mrs. Allred earned both a bachelor’s and a master’s degree in elementary education from Utah State University. She student taught at the Whittier School, the forerunner of the Edith Bowen Laboratory School, and later taught kindergarten in Ogden. She then turned her emphasis to her family and began rearing her “own kindergarten”–four sons close together in age, from her marriage to J R Allred, each of whom holds a degree from Utah State. After her children were in school, Theresa returned to professional teaching, serving kindergarten children at several schools in the Cache County School District over a period of more than 20 years. Called a “legendary kindergarten teacher,” Theresa Allred taught from the heart and inspired children to love life and learning and to persevere through challenges. She was a champion of learning and a lover of the words and pictures of children’s literature. children, she notes, are her greatest accomplishment. When Beth returned to teaching, she went back to school at the age of 50 to earn an elementary education certificate, so that she could teach at the elementary level. Beth was dedicated to teaching and to her students. She believed that each student, no matter their personal circumstance, was entitled to a quality education. Thanks to the Haderlie’s generosity, students like Emily and Ashley, will be supported in their pursuit of their educational goals.

Haderlie Scholarship Awarded
Two well-deserving students, Emily Kunz and Ashley Hunt, are the 2005 recipients of the Kathryn Bullock Haderlie Scholarship. Emily, who loves an active lifestyle, is studying exercise science and hopes to be a physical therapist someday. Ashley is an avid sports fan and wants to coach and teach when she finishes her education. The Haderlie Scholarship honors Kathryn Elizabeth Bullock Haderlie, the 1963 outstanding woman graduate in the Health, Physical Education and Recreation Department. At Utah State Mrs. Haderlie, or Beth, enjoyed marching band and playing percussion in the orchestra, was a member of the women’s softball and volleyball teams, and excelled academically. After graduating, Beth taught at Hillcrest Junior High School, an activity she chose to interrupt to raise her four children. Those

Ken Farrer Scholarship Opportunity
Friends and colleagues are invited to donate to a scholarship in memory of Ken Farrer. The scholarship will help provide financial support for students seeking a teaching career in secondary education at Utah State University. For information on donating to this or any other development endeavor, contact Frank Stewart at 435-797-1611 or Frank.Stewart@usu.edu.

Reminisce
Then and now– lunch at Edith Bowen Laboratory School– anything but dull.

Reminisce
For two decades the College of Education and Human Services commencement program featured a multi-image student tribute. The man behind the scenes was Instructional Technology Professor Duane Hedin.

Reminisce
Students participating in golf class, 1950s, part of the Lifetime Skills program, the oldest in the HPER department.

Photos © USU Special Collections

www.cehs.usu.edu

Utah State University •

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Early College High School to Open
on Utah State University’s Innovation Campus in 2006
Former Utah State President Kermit L. Hall, along with the Governor’s Office Deputy for Education Darrell White and school superintendents from the Logan, Cache, Box Elder, and Rich districts, announced at a press conference Friday, Dec. 10, 2004, that Utah’s sixth and final “New Century” early college high school (ECHS) will open its doors Fall 2006. The new charter school, to be housed on the University’s Innovation Campus, will be the state’s first ECHS located on the campus of a research park and university. The location will offer internship opportunities for the school’s students at neighboring research facilities such as Utah State’s Space Dynamics Laboratory (SDL) and the Center for Integrated BioSystems, as well as private, university spin-off manufacturers. Referring to the unique convergence of the six-way partnership which draws strength from local school districts, the Innovation campus, and the six Colleges at Utah State, Carol Strong, dean of Utah State‘s College of Education and Human Services remarked, “The new school will be an impressive collaborative effort of university and community teaching and research.” Faculty and doctoral students from the College of Engineering‘s National Science Foundation Center for Engineering and Technology will assist in preparing the new school’s curricula. The department of English will provide consultation in integrating reading, writing, and research throughout the school’s course offerings. Support will also be provided by the College of Education and Human Services’ secondary education department; teachers-in-training in several content areas will assist in the classrooms and with tutoring. Hall noted that Utah State has a long history of providing hands-on opportunities in science and math to children throughout the state, including programs targeting women and minorities. He cited the university’s 15-year-old Engineering State program, a summer camp in which nearly 4,000 teens have participated; the summer Biotech Academy, Physics Day at Lagoon, and Utah State Extension’s Junior Engineering and Discovery Science camps as examples of outreach activities. Hall also noted Utah State‘s successful 75-year collaborative operation of the oncampus Edith Bowen Laboratory School with local school districts. To date, three early college high schools have opened in the Salt Lake and Ogden areas, with two additional schools scheduled to open Fall 2005 in Utah and Iron counties, respectively. Utah received $3.5 million in seed money from the Bill and Melinda Gates Foundation to establish the six schools. Of that money, the Cache Valley school received $500,000 in start-up funding. Utah State is seeking additional funding from private donors to fund construction of a new building for the as-yet-unnamed Cache Valley school. This enterprising project will help prepare students to enter the now short-staffed fields of math, engineering, science, and related technical fields. Features of this new public high school, which are expected to improve student learning and academic success, include the mature learning environment of a university campus, a rigorous academic curriculum within a small learning community, and the opportunity to earn college credit. -Mary-Ann Muffoletto, Utah
State Public Relations Specialist

Photo by Donna Barry © Utah State Photo Services

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Whole-in-One

Mike and Ann Bertoch

In Memory of Michael R. Bertoch
Michael R. Bertoch, beloved colleague and friend, passed away suddenly on March 24, 2005. Supported by his wife, Elizabeth Ann Weiser Bertoch, he had been living valiantly with Alzheimer’s disease for the past 10 years. Born on Dec. 16, 1934 in Ely, Nevada, Mike was not a large man, physically. In fact, as an infant he was so small his first “crib” was the drawer of a dresser. But Mike’s heart was bigger than just about anyone’s. Mike always cared about the well-being of others. The twinkle in his eye and smile on his face could melt any heart. At the March 29th funeral Mike’s family and friends shared stories of Mike’s loving spirit and his accomplishments. Mike loved golf and one of those stories was about the hole-in-one he shot this past fall. Any golfer can tell you a hole-in-one is a rare event. That hole-in-one (his second) really tickled Mike. More importantly than that achievement, though, was the

way Mike lived his life. He was a religious man, and it showed. Not in the showy sense, but in his steadfastness of purpose. Mike “played” life like he played golf. He knew you had to play the ball where it lies–it serves no purpose to complain about where life has put your ball. And so, in spite of his disease, Mike was determined to enjoy life to the fullest. After his retirement he and Ann served from 19961997 in the Texas Dallas Mission. With the help of friends Mike continued to do those things he loved, especially golfing and fishing, and traveling with Ann. Mike’s life before retirement included teaching psychology at Utah State University–a job he did well for 29 years; nine of those years he served as department head. He also had a parttime psychotherapy practice. Frank Ascione, long-time Psychology Department faculty member, extolled, “I could not have asked for a more nurturing and supportive ‘boss’, colleague, and friend as I made the transi-

tion from graduate student to assistant professor. I appreciated his trust and delighted in the humor and honesty that colored his administrative style. In the past few years, though retired, Mike would occasionally stop by the department to “visit” and boast of his latest golfing achievement; his smile made the gloomiest day seem brighter.” David Stein, current Psychology department head agreed. “Mike’s smile would brighten any room, as Mike was the eternal optimist. He was a model of integrity and honesty,” continued Dr. Stein. “I will always remember my fly-fishing hikes with Mike. Beginning early in the morning we would hike for hours to reach his favorite fishing hole. Mike hiked at one speed–very fast. When we reached the spot, we could fish for only about 1-1/2 hours because by then, it was late afternoon, and of course, we were pressed to get back before dark. At the end, I’d always swear, ‘I’ll never do that again.’ But I was always back, eager to go again, when his next invitation came.” It’s hard to tell which Mike loved better–golfing, fishing, or life–but whatever Mike was doing he did it with gusto. In the big fish pond of life, Mike was a fisher of men. He was an exemplar to friends and family, always showing unconditional love, giving support, and expecting good. As nearly as any person could be, Mike was whole. You might even say “here was a person who was whole-in-one.” Mike is whole again– we will miss him, but we will cherish the memories.
-Melanie Stein

Mike Bertoch and Dave Stein, back from fishing, Warm River, Idaho.

Editor/Producer: Melanie R. Scott Stein • melanie.stein@usu.edu • 435-797-1472

2800 Old Main Hill Logan, UT 84322-2800

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www.cehs.usu.edu

Reminisce:1950’s golf class, p.15

Battling Bullying: read about student-run Bully Prevention Team on p. 4

THINK Twice: CEHS alumnus garners award, p. 12

No other university in Utah ranked higher!
•Utah State’s College of Education and Human Services moved up the ranks to 35th overall (25th among public institutions) in the U.S. News and World Report ratings of top Education graduate schools for 2006. •CEHS ranked fifth (third among public institutions) in the nation in external research dollars generated, with more than $25 million for all units and departments combined. •Psychology, with its contribution of nearly $2 million, was listed as one of the top 100 Psychology departments (NSF ratings, out of more than 600 departments) in external funding, ahead of both the University of Utah and BYU, when based on dollars per faculty generated.

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UTAH STATE

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CEHS