ADDING - Darden College of Education - Old Dominion University

Value 

ADDING 

Using collaboration, innovation 

and professionalism to add 

value to the lives of our students 

Darden College of Education 

Fall 2009

message from the dean 

The faculty and I are so excited about the changes occurring in the 

Darden College of Education. Our commitment to collaboration, 

professionalism, and innovation can be seen in the ways we add value to 

our undergraduate and graduate degree programs, to our research, and 

to our service to the community and world. The Darden College of 

Education provides outstanding opportunities for students, faculty, and 

staff in learning, discovery, and engagement with the community. 

We are excited that the college has undergone a reorganization of our 

academic departments which will better align the programs and services 

we provide to our students. Through the implementation of our strategic 

plan, we will position the Darden College of Education as a nationally 

recognized college. Utilizing our strategic partnerships, we will continue to collaborate with those 

inside and outside of the University community, being responsive to the needs of our constituents. 

Further, the college’s commitment to innovation in instructional delivery has long been a hallmark of our 

programs that we plan to build upon in the coming years. 

In 2008-09, the college awarded 450 bachelor’s degrees, 562 master’s degrees, 21 educational 

specialist degrees and 25 doctoral degrees. The college is home to 108 faculty members in six 

academic departments. Housed also in the college are nine service units that have outreach, research, 

and non-credit instructional responsibilities. 

I hope you will spend some time getting to know more about the Darden College of Education. As you 

will learn, the college is special because of its people and its programs. 

Sincerely, 

William H. Graves III 

Dean and Professor 

Darden College of Education

Value 

ADDING 

Using collaboration, innovation 

and professionalism to add 

value to the lives of our students 

Contents 

Cutting-Edge Research ............................4 

Exceptional Students ...............................8 

Outstanding Alumni ..............................31 

Giving Back.........................................35 

Nationally Recognized Faculty ...............20 


Old Dominion University 

ADDING VALUE 

Fall 2009 

Adding Value is published annually for alumni, 

friends and supporters of the ODU Darden 

College of Education. 

Dean 

William H. Graves, Ed.D. 

Associate Deans 

J. David Branch, Ph.D. 

Sharon Judge, Ph.D. 

Assistant to the Dean for Marketing and Outreach 

Shayla M. Prince, M.P.A. 

Layout, Design and Editing 

University Publications 

Old Dominion University 


218 Education Building 

Norfolk, VA 23529 

757-683-3938 

education.odu.edu 

ODU is an equal opportunity/affirmative 

action university. 

DARDEN COLLEGE OF EDUCATION 


1

The NEW Darden College of Education 

Effective July 1, 2009, the Darden College of Education will have 

a new face. Departments and services have been realigned to 

help us add value to the lives of our students. 

The six new departments of the college are: the Department of 

Teaching and Learning, chaired by Dr. Charlene Fleener; the 

Department of Counseling and Human Services, 

chaired by Dr. Ted Remley; the Department of Human 

Movement Sciences, chaired by Dr. Robert Spina; the 

Department of STEM (Science, Technology, 

Engineering, and Mathematics) Education and 

Professional Studies, chaired by Dr. Philip Reed; the 

Department of Communication Disorders and Special 

Education, chaired by Dr. Nicholas Bountress; and the 

Department of Educational Foundations and 

Leadership, led by interim chair Dr. Ted Raspiller. 

The benefits of the reorganization to the 

University and Commonwealth of Virginia are: 

• Continuing reputational achievements of the 


• Enhanced and more visible response of the 

University to address national and 

Commonwealth shortages of professionals 

trained in STEM careers by aligning all STEM 

educator preparation programs in one 

department 

• Increasing emphasis on literacy and reading in 

the early childhood education and elementary 

education teacher preparation programs by 

aligning literacy, reading, library sciences, social 

studies, and English in same department 

• Eliminating unnecessary instructional costs 

associated with duplication of courses in 

research and educational statistics across 

departments in the college 

• Aligning competencies required of educator 

preparation programs by the Virginia 

Department of Education 

Darden College of Education administrators and faculty members 

hope the reorganization will provide more collaboration among 

faculty and students in related disciplines, while enabling the 

college to more readily develop innovations addressing the needs 

of constituents of the college and the faculty members’ disciplines. 

The reorganization discussion was prompted by the Virginia 

Department of Education (VDOE). In July 2007, a decision made 

by the VDOE issued new regulations for the approval of 

academic programs of universities offering coursework leading to 

teacher licensure. The VDOE required that the programs provide 

assurances that certain competencies will be acquired by teacher 

licensure candidates enrolled in that program. This requirement 

led the college to establish a faculty workgroup, Course 

Competencies, Consolidation and Curriculum (also known as the 

C4 Task Force), to assure that all necessary competencies were 

included in its curricula. Subcommittees of the C4 Task Force 

developed recommendations for review by the Dean and 

leadership of the college. 

In order to gain faculty input and garner support, DCOE Dean 

Bill Graves met individually with faculty members to discuss 

potential reorganizational models and obtain additional 

reorganizational models from the faculty. 

Overall faculty responses to the new structure have been positive. 

Dr. Gwen Lee-Thomas, assistant professor of higher education, 

notes that “the reorganization of the college is strategically 

aligned to accommodate the workflow in preparing future 

professionals and scholars of education. Overall, I believe the 

process of the new structure gave voice to the faculty involved 

and allowed for valuable input regarding the work we do for our 

students.” 

Dr. Amy Adcock, assistant professor of instructional design and 

technology and a member of the C4 Task Force, shared the 

following insights: “The reorganization does a lot of positive 

things for the college. It allows departments to be more focused 

as faculty with similar interests are now grouped together. It also 

makes it simpler to advise our doctoral students when completing 

Program of Study requirements. I’m particularly excited about my 

new department, STEM Education and Professional Studies, as it 

provides lots of opportunity for innovative research in education 

and training.” 

Dr. Bill Owings, professor of educational leadership and member 

of the C4 Task Force, mentioned that “the reorganization will 

help the college meet the needs of students and the needs of our 

community more effectively. It is a logical organizing of capacity 

to meet needs and I am excited about the potential it will realize 

in the Commonwealth and for the nation.” 

2

Reorganized department focuses on STEM education 

and student success 

In sitting down with Philip Reed, the new chair of the department of STEM Education and Professional 

Studies, his excitement about this new opportunity was evident. “I am excited to work with the 

progressive faculty and curriculum in our department. All of the programs we offer in the Department of 

STEM Education and Professional Studies are very dynamic and on the move,” Reed said. 

As a part of the Darden College of Education’s reorganization, the STEM department was birthed as a 

way to integrate content in science, technology, and mathematics teacher preparation programs. An 

additional important component of the program is the infusion of engineering practice, which will help 

graduates prepare their students for careers in STEM disciplines. 

There is a lot of buzz in the new department as well. The instructional design and technology program is 

doing some great projects with educational gaming as well as modeling and simulation. The fashion 

merchandising program has grown in recent years and provides students with a range of study abroad and internship experiences. 

Likewise, the marketing education and training specialist programs are growing, revising their curriculums, and providing important 

business, industry, and government connections for students. 

After obtaining a bachelor’s degree in technology education from ODU in 1992, Reed began his career as a middle school teacher 

before becoming a district-level administrator for a fairly large school system in Florida. He notes, “during these experiences, I was able to 

work on curriculum development projects and to conduct in-service training programs for fellow educators.” The curriculum projects were 

mostly with state and local education agencies but several have been affiliated with the U.S. Army and the U.S. Department of Labor. “I 

have also been fortunate to have worked and studied at various higher education institutions ranging from a small private university to 

larger regional and land grant universities” he said. 

Reed’s vision is for the department to truly be a student-centered environment. “The changes made in the creation of the department are 

exciting because they all start with the student in mind,” said Reed. “We are revising the curriculum, our Web site, marketing materials, 

advising materials, and other documents to be as useful as possible for our students. The STEMPS faculty all want our department to be 

known as a student-centered environment.” 

A second goal of Reed is to continue the tradition of outstanding research for the department’s faculty and graduate students. “If you 

review the work of our faculty, you will see that their scholarship is truly world class,” he said. “Our doctoral program has grown because 

of their hard work and I look forward to the continued growth and international recognition of these programs.” Former student Bill Reed 

won the dissertation of the year award from the American Association of Colleges for Teacher Education for his outstanding work. 

As an ODU alumnus, Reed was eager for the opportunity to return to the Darden College. Since 2002, he has taught undergraduate and 

graduate courses in technology education, career and technical education, industrial technology, training specialist, fashion 

merchandising, and community college leadership. In addition he has taught technical lab courses, professional content courses, and used 

a variety of distance learning modalities. He has also served on the Darden College’s strategic planning committee and helped establish 

the Ph.D. in education. 

Reed’s love of higher education began long ago because of his love of teaching and the prospect of helping students reach their career 

goals. “These opportunities were available in the positions I held in secondary education but higher education also provides the 

opportunity for research and service that shapes your chosen discipline,” he said. The Darden College of Education looks forward to 

Reed’s leadership and influence in the department of STEM Education and Professional Studies. 



3

Cutting-Edge Research 

OSEP grant enhances special education program at ODU 

Peggy Hester, professor of special education, was awarded 

an $800,000 grant from the U.S. Department of Education’s 

Office of Special Education Programs (OSEP) to train more 

doctoral candidates in special education. 

This project responds to identified shortages among special 

education faculty in Virginia, particularly in the southeastern 

region. 

With the Preparing Academic Leaders to Meet Critical 

Challenges in Special Education Grant, Hester plans to provide a 

leadership program of excellence for ODU students, as she and 

other special education professors enhance and increase access 

to the special education program, which centers on research, 

scholarship, and teaching. 

“With this grant, we will be able to graduate at least eight 

doctoral candidates who will earn a Ph.D. in education with a 

concentration in special education and acquire the knowledge, 

skills, and dispositions to assume academic positions in university 

special education departments,” Hester noted. 

Providing more students the opportunity to become future 

educators and leaders in special education across the state, the 

newly enhanced program, with help from the OSEP grant, will 

offer tuition, stipends, and other financial incentives for the 

doctoral trainees. Hester said it is anticipated that both financial 

incentives and the high quality of training and support in the 

ODU program will lead to the recruitment of high quality 

applicants and the retention of all the project’s doctoral scholars. 

“Our focus on quality and a 

smaller number of doctoral 

students means that we can 

offer more individualized 

guided experiences and 

more intensive modeling 

and mentoring that are 

essential elements of 

leadership training programs 

of excellence,” said Hester. “In 

so doing, we can develop highly 

qualified doctoral students who will be equipped to achieve 

prominence as researchers, teachers, scholars, advocates, and 

leaders in special education by becoming members of the 

professoriate.” 

The graduates of the special education program will have a 

multifold impact on local, state, and national needs as they will 

build capacity for training direct service personnel, strengthen the 

empirical base for scholars, collaborate and advocate for policy 

and systems change, and translate empirical knowledge into best 

practices in producing high quality teachers for an ever-growing 

population of students with special needs and students at risk of 

educational failure. 

The ultimate goal of ODU’s leadership preparation project in 

special education is to graduate highly qualified educational 

professionals who have the ability to improve outcomes for all 

students with special needs. 

Recognizing the centrality of the relationship in the process of 

learning, the project has adapted a Junior Colleague model of 

training. Doctoral students work closely with faculty in teaching, 

research, writing manuscripts, presenting at conferences, and 

participating in faculty meetings and service organizations. 

Guidance in the multiple aspects of being university faculty has 

been advocated as critical to a student’s decision to enter an 

academic career. 

The core special education doctoral faculty members include Dr. 

Peggy Hester, project director; Dr. Cheryl Baker, co-director; Dr. 

Robert A. Gable; Dr. Sharon Raver-Lampman; Dr. Silvana Maria 

Russo Watson; Dr. Sharon Judge, and Dr. Stephen W. Tonelson. 

4

Librarians acquire new multicultural skills and perspectives 

through library science grant 

Old Dominion University will begin developing a continuing 

education center this fall where public and school librarians can 

acquire new multicultural skills and perspectives. 

The Institute of Museum and Library Services (IMLS) awarded 

ODU a three-year grant of $661,154 to create the Children and 

Youth Services Center. The grant is being matched with 

$533,703 from the university, which includes funding from the 

state Department of Education and indirect-cost contributions from 

ODU’s Office of Distance Learning. 

The university was among 33 institutions selected to receive an 

IMLS Laura Bush 21st Century Librarian Program grant, which 

totaled $20.4 million. 

“The commonwealth of Virginia is becoming increasingly 

ethnically and culturally diverse. As Virginia’s population and 

cultures change, its public and school librarians must gain new 

multicultural knowledge and skills to provide better service to 

communities, and particularly to youth,” said Carol Doll, ODU 

professor of educational curriculum and instruction and head of 

the Darden College’s library science program. 

Doll, who submitted the grant proposal and will direct the new 

center, added: “The center will provide needed training for 

librarians throughout the commonwealth, using a variety of 

online, teleconferencing and face-to-face instructional delivery 

methods. 

The center will be housed in the Darden College of Education. 

“One of the most critical shortages among PreK-12 educators in 

Virginia is the school librarian,” said William Graves, dean of 

the college. “Dr. Doll and her colleagues, Dr. Gail Dickinson 

and Dr. Kaavonia Hinton-Johnson in the Department of 

Teaching and Learning, along with ODU’s Office of Distance 

Learning, have developed a unique way to meet the needs of 

school librarians to serve an increasingly diverse and 

multicultural student body in Virginia’s schools. 

“This grant enables Old Dominion University, with the support of 

the Library of Virginia, to establish a continuing education center 

for librarians to acquire these new skills and perspectives and to 

recruit individuals who wish to meet the needs of these children 

and youth across the commonwealth of Virginia,” Graves added. 

“The grant provides an important opportunity to use 21st-century 

tools to explore issues around multiculturalism,” said Hinton- 

Johnson, who along with Dickinson is a co-principal investigator 

on the IMLS grant. 

Taken together, the IMLS grants announced in June will help 

library students and staff to assist very young children in 

achieving early literacy; support libraries in rural communities; 

increase the number of school library media specialists; create 

more librarians with a specialty in government information 

services; increase diversity in the library workforce; and 

strengthen the workforce to better meet the needs of all library 

users. 

“The driving force behind any successful library is a staff of 

educated and dedicated library professionals,” said IMLS 

director Anne-Imelda Radice, noting that the awards “will help 

support the next generation of library professionals in their 

academic and community-building endeavors.” 

Since its inception in 2002, the program has funded the 

education and training of 3,220 master’s students, 186 doctoral 

students, 1,256 preprofessionals and 26,206 continuing 

education students. The program also supports grants for 

research related to library education and library staffing needs, 

curriculum development, and continuing education and training. 



5

Cutting-Edge Research 

STEM grant allows students to build underwater robots 

Darden College of Education professors Sueanne McKinney, Daniel Dickerson, 

and Nina Brown, and Batten College of Engineering and Technology professor 

Alok Verma, were awarded a $1.2 million grant from the National Science 

Foundation to aid middle and high school teachers and students in science, 

technology, engineering and mathematics (STEM) education through a marine-based 

project. 

The project, titled “Marine Tech: STEM Preparation through Marine Engineering, 

Science, and Technology Experiences,” integrates an innovative underwater robotics 

curriculum into STEM courses in the racially diverse and economically disadvantaged 

school divisions of Southside, Central, and Eastern Virginia. The project, which takes 

place during the summer, targets 40 math, science, and technology education 

teachers in grades 6-12, each of whom receive 40 hours of summer professional 

development and 40 hours of follow-up training and support. 

Participating teachers will work with their students to build an underwater robot called Sea Perch. More than 1,200 students will benefit 

from the learning experiences of the teachers. The project addresses the urgent need to enhance students’ interest and performance in 

STEM courses, while fostering skills that are important prerequisites for STEM careers, particularly in marine engineering. The project also 

incorporates activities and resources to address the Virginia Standards of Learning. The overall goal of the project is to inspire and 

prepare a new generation of engineers and technical personnel. 

Raymer gets 

Defense grant for 

Internet-based 

rehabilitation 

Anastasia Raymer, ODU professor of speechlanguage 

pathology, served as a co-investigator with 

Dr. Stacie Ringleb, assistant professor of mechanical 

engineering, on a Department of Defense project titled 

“An Internet-based rehabilitation program for warriors 

with hearing loss and auditory processing disorders 

secondary to blast and traumatic brain injuries.” With 

colleagues at the A2-T2 Corporation, this grant 

supported development of a computer training program 

to enhance auditory processing abilities for individuals 

with brain injury. 

6

Books: Her True Champion 

By Dr. Carol Doll, Professor of Library Science 

Meyera Oberndorf, 

recently retired as mayor of 

Virginia Beach is wellknown 

in the Hampton 

Roads area. One little 

known fact is that in 1964, 

she graduated with a bachelor of arts in 

elementary education from Old Dominion 

University. She then started her public 

career in 1966, serving 10 years on the 

Virginia Beach Public Library Board. 

Building on this foundation, she entered 

politics. She became the first woman ever 

elected to the Virginia Beach City Council 

and served in this capacity for 12 years. 

In 1988, she ran for office and became 

the first four-year, first female and first 

directly elected mayor of Virginia Beach. 

About halfway through her 20-year tenure 

as mayor, Old Dominion University 

awarded her an honorary doctorate of 

law in recognition of her public service 

contributions. Throughout her entire 

career, Meyera has been a staunch 

supporter of libraries, and has worked 

tirelessly to ensure that libraries thrive. 

She graciously agreed to an interview 

focusing on her experiences with and 

beliefs about libraries. 

Meyera Oberndorf has a personal 

connection to libraries. As a child in 

Newport News, she would spend hours 

during the summer reading in the 

basement of the central library. She 

remembers fondly many biographies 

about famous men and women, and 

asked herself, “what would you have 

done in that situation” Her love of 

reading and her awareness of the impact 

that books have on our lives followed her 

into adulthood. When she was pregnant 

with her second child, she read a 

children’s book that explained the 

pending arrival of a sibling and talked 

about the mother disappearing in the 

middle of the night. Meyera was 



concerned that this would give her 

first daughter a false impression. 

So, she worked with the librarian to 

find a book that more accurately 

represented the birth of the child, instead 

of telling young children that their mothers 

would disappear. This shows how people 

can work with public librarians to find 

appropriate books for patrons and how 

important it is for public libraries to 

provide materials for all citizens of a 

community, even titles that some people 

find offensive but others may find 

valuable. 

Along with her lifelong habit as a library 

user, Meyera Oberndorf has volunteered 

with the Virginia Beach Public Library in 

official capacities. In 1966, when her 

Coast Guard husband suggested they 

purchase a home in Virginia Beach, she 

began her involvement in public life after 

she was asked to serve on the public 

library board. As one of the 11 members 

of the newly formed library board, 

Oberndorf worked to build the Virginia 

Beach Public Library (VBPL). She rose 

from vice chairman of the board to 

chairman during her tenure. Also, as a 

member of city council and later as 

mayor, she was actively involved with the 

growing library system. 

Oberndorf worked closely with the VBPL 

library directors, first Sam Clay, and 

recently, Marcy Sims. Throughout our 

interview, she recalled numerous 

developments at the library that clearly 

document her active involvement in all 

aspects of the system. For example, she 

was actively involved in discussions about 

the design of the new Lynnhaven Library, 

built in 2003, as well as the new Princess 

Anne Public Library constructed in the 

same year. 

Oberndorf believes that libraries are a 

vital part of any community. The Virginia 

Beach 

Public Library also established a 

mentor program for adults who wanted to 

learn to read. One man, a city sanitation 

worker, noted his gratitude because he 

could now read to his grandchildren. 

Another worker noted that if the sanitation 

truck deviated from the normal route he 

could now read street signs to resume 

garbage pickup. Libraries are a 

gathering place for people of all ages. 

They give people the opportunity to grow 

intellectually. 

Oberndorf made the library a key 

resource in her administration. She took 

visiting Russian guests to the Central 

Library to show them what a good library 

entails. Fortunately, she were able to find 

a book written by a Russian author 

suggested by her guests. She joined teens 

in reshelving books in exchange for pizza 

and soda. She loves it when young 

residents of Virginia Beach go on their 

own to the library. 

Oberndorf says she found soul mates in 

librarians, who stand for freedom to read, 

access for all and a balance in the 

collection. She sees libraries as a critical 

and positive force for good, and 

accurately characterizes the Virginia 

Beach Public Library as vital, up-to-date, 

and always looking for a way to make 

things better. Her protective interest in 

libraries was perhaps best described on a 

plaque presented to her years ago for her 

service on the library board: “Remember 

that books will always be your first child.” 

Oberndorf is truly a champion of libraries. 

In recognition of her years of service, on 

April 29, 2009, the Virginia Beach 

Central Library was renamed the Meyera 

E. Oberndorf Central Library in her honor. 

7

exceptional students 

Outstanding strides are made in teaching and learning this 

academic year 

At every commencement, the university 

and the ODU Alumni Association sponsor 

a reception and dinner honoring an 

undergraduate student in each college 

who has achieved the highest academic 

average. In addition, these students 

identify a faculty member whom they 

regard as inspirational during their studies 

at ODU. 

In December 2008, the university and the 

Darden College of Education were proud 

to recognize Holly Brown, an 

undergraduate major in exercise science, 

as the highest academic achiever. Holly 

was also named the overall Outstanding 

University Scholar for fall 2008. She 

identified Dr. David Swain, professor of 

exercise science, as her most inspirational 

faculty member. 

But the celebration didn’t stop there. The 

most outstanding undergraduate student in 

the College of Arts and Letters was an 

interdisciplinary studies student, Amy 

Arseneau, who entered our graduate 

program in early childhood education this 

spring. She named Marsha White, 

lecturer of early childhood education, as 

her most inspiring teacher. 

Jennifer Menke, a mathematics 

education major who now teaches with 

Chesapeake Public Schools, was 

recognized as the College of Sciences’ 

most outstanding undergraduate student. 

She invited Jeff Steckroth, assistant 

professor of mathematics education, to 

accompany her most inspiring professor, 

John Kroll, from the mathematics 

department, to the award reception and 

dinner. 

In May 2009, our outstanding student was 

Sherri L. Norman, a human services 

major, who named Frederick Vaughan, 

adjunct instructor of women’s studies, as 

her most inspiring professor. 

Amy Wilkinson, an interdisciplinary 

studies major in teacher preparation, was 

recognized as the College of Arts and 

Letters’ most outstanding student and the 

overall Outstanding University Scholar for 

spring 2009. Amy named Cleteus 

Smith, instructor of early childhood 

education, as her most inspiring professor. 

With four faculty members recognized as 

inspirational and five future educators 

named as outstanding students, it is clear 

to see the power and essence of teaching 

and learning that are happening here in 

the ODU Darden College of Education. 

Doctoral students reach back into the community 

Adapted from the spring 2009 ODU Community Connection newsletter 

Two doctoral candidates in the Darden College of Education literacy leadership program led computer and reading literacy classes during 

Old Dominion University’s popular Lambert’s Point Summer Program in July. 

Serving children from the Lambert’s Point and Park Place neighborhoods of Norfolk, the summer program, which held its 18th year of free 

classes and camps, featured a four-week course in Computer/Reading Literacy taught by Julie Byers and Christine Hebert. 

Byers and Hebert gave a new twist to the traditional literacy classes. This year, the course included StoryCorps, the independent nonprofit 

project that celebrates the lives of others through listening and recording interviews. 

According to Byers, the students interviewed and recorded members of the Norfolk 17, a group of 17 African Americans who 

desegregated Norfolk middle and high schools in 1959. 

During the first week of the course, the students concentrated on speaking skills – incorporating reading, writing and language arts in the 

formation of interview questions. Then the students worked with the course leaders and staff from WHRO to learn about recording. 

Byers believes the new focus invigorated the course and made it both meaningful and interesting to the students. 

ODU director of community relations Cecelia Tucker, who has overseen the Lambert’s Point Summer Program from the start, said she was 

excited by the enthusiasm Byers and Hebert brought to the course, as well as the new focus. 

Approximately 125 children take part in the programs each year. 

8

DCOE graduate wins national doctoral dissertation award 

It’s arguably the top doctoral student award for research in 

teacher education in the United States. 

And this year, it has been won by an unassuming Navy 

veteran who earned both his master’s and doctoral degrees 

through Old Dominion University’s Darden College of 

Education. 

This past spring, Bill Reed journeyed to Chicago to receive 

the American Association of Colleges for Teacher Education’s 

2009 Outstanding Dissertation Award. 

Reed’s work assessing the value of education versus 

professional development in the acquisition of teaching skills 

was recognized during the AACTE’s 61st annual meeting 

and exhibits. 

“Being chosen is beyond my wildest expectations,” Reed 

said, adding that he hadn’t planned to apply for the award, 

but was encouraged by Darden College Dean Bill Graves. 

“His belief in my project to carry the torch and that the 

Darden College of Education might benefit from such an 

honor propelled me forward.” 

Graves isn’t nearly as shy in talking about Reed’s 

accomplishments. 

“The AACTE is THE organization of colleges for teacher 

education in the country,” he said. 

“It’s the first time in 18 years that a dissertation from Virginia 

has won, and only the third time ever. The quality of (Reed’s) 

work is outstanding. The contributions of his adviser, Dr. John 

Ritz, were invaluable. He deserves the attention. It’s a 

wonderful accomplishment.” 

Reed, who was in the Navy from 1965-94, served on 

submarines as a cryptologist, on logistical ships and on 

assignments around the world. 

He received his master’s degree in education in 1996 

through ODU’s Military Career Transition Program. 

In conducting research for his 

doctoral dissertation, Reed 

wanted to find out what impact 

school leadership has on the 

development of teachers. He 

looked at the merits of teachers’ 

professional development, as 

well as how their training and 

preparatory and graduate 

education influenced their 

capacity to develop assessment skills. 

“Restated another way: if a teacher had time to participate 

in more professional development versus more specific 

education, which would be most cost-effective” Reed 

explained. 

The dissertation tested teachers’ ability to instruct third 

graders in mathematics, thereby improving the students’ 

achievement. 

In testing teachers in the Norfolk Public Schools, Reed found 

that professional development contributed the most to the 

teachers’ ability to instruct, followed by graduate education. 

Undergraduate topics did not appear to contribute as much 

to students’ performance. 

Reed said more expansive research needs to be done in this 

area, because it could demonstrate the best tools teachers 

need to bring about optimal performance by students. 

Reed currently works as an assessment coordinator and 

psychometrician for the Norfolk Public Schools’ Department 

of Strategic Evaluation, working to develop quarterly 

benchmark assessments. 

Graves said the fact that Reed did the research for his 

groundbreaking dissertation entirely in the Norfolk Public 

Schools, “shows that not only world-class research, but also 

world-class teaching, can be done right here.” 



9


Curriculum and instruction doctoral candidate wins travel grant 

A curriculum and instruction doctoral candidate won a professional development travel grant from 

the American Education Finance Association (AEFA). 

Timothy Goodale, who also received his bachelor’s degree in biology and master’s in education 

from ODU, was one of 10 doctoral students who won the Will Myers Memorial Scholarship at the 

association’s annual conference in April. 

“First, I felt thrilled to be recognized and after things settled, I felt validated by my peers and mentors 

for my work,” said Goodale. 

The AEFA promotes the understanding of how funding and resources are allocated to enhance 

human learning. The scholarship is awarded to a practicing teacher who has developed research on 

the topic of educational finance. 

Goodale, who is a part-time biology teacher at Saint Patrick Catholic School in Norfolk, won the award based on his dissertation, 

“The Impact of State Fiscal Effort on Student Academic Achievement.” Goodale’s study investigates the fiscal policies of each state in 

the nation and their subsequent impact on student achievement, using the National Assessment of Education Progress. 

Findings from Goodale’s research will provide unique statistics that are uncommon in education finance research and provide policy 

practice insight at the state level. William Owings, professor of educational leadership, mentored Timothy throughout his study. 

This fall, Goodale will enter the classroom as assistant professor of education at the College of Coastal Georgia in Brunswick, Ga. 

Timothy looks forward to building a teacher preparation program and conducting research on science education, with a focus on 

marine and ocean science, teacher preparation, and retention. 

10

ODU doctoral counseling team wins second place in 

national ethics contest 

A team of Old Dominion University doctoral level counseling 

students won second place in an ethics contest sponsored by the 

American Counseling Association this past spring. 

The students -- Rebecca McBride, Sonya Lorelle, 

Stephanie Crockett and Julia Forman -- finished second out 

of 10 doctoral-level teams in the ACA Graduate Student Ethics 

Competition. 

The foursome produced an essay based on a case study related to 

insubordination, substance abuse and compassion fatigue. Their 

essay finished a single point behind the winning doctoral essay 

submitted by a team from the University of Toledo. The Old 

Dominion University team’s score was 278, out of a possible 300. 

The contest is designed to support the ACA Ethics Committee’s 

mission of helping educate ACA members regarding ethical 

issues. Organizers wanted to challenge graduate students to 

critically analyze a potential ethical case and create an 

appropriate decision-making plan to respond to the situation. 

For their case study, the students were placed in charge of a 

community mental health organization. Using the ACA’s 2005 

Code of Ethics, and information from relevant course literature, 

the students crafted their plan of action. 

The use of outside sources was encouraged for the case study, 

but the graduate students were not allowed to consult with 

anyone outside of their team, including their faculty advisor. 

“I wasn’t even allowed to see it,” Neukrug says of the case study 

scenario. “They had to wrestle with it themselves, and it was 

difficult.” 

McBride, who has worked in both residential and inpatient 

settings, specializes in community counseling. Lorelle, who has 

worked in the Counseling and Testing Center on campus, 

specializes in school and community counseling. She has worked 

as a children’s counselor in a homeless shelter and has an 

interest in play therapy. 

Crockett, who currently teaches undergraduate courses in the 

counseling and human services department, specializes in 

college student counseling. She is currently co-authoring a study 

guide under contract with Pearson Merrill Prentice Hall, on 

mastering the NCE and the CPCE. Forman, who serves as the 

assistant to the practicum and internship coordinator for the 

master’s counseling program, is a community counseling 

specialist who has interests in the geriatric population and 

survivors of sexual assault. 

“What they had to do was evaluate an ethical dilemma and 

develop a way of dealing with it,” says their advisor, Edward 

Neukrug, professor of counseling in the Darden College of 




11


Human movement sciences students and twin sisters promote 

sports during Florida internship 

Like many twin siblings in America, Eboni and Erika Davis have shared many moments together. And before graduating in 

May 2009, the Davis sisters, both sport management majors at ODU, added a Florida internship with the Amateur Athletic Union 

(AAU) to their list of shared experiences. 

AAU is a nonprofit, multisport organization dedicated to developing and promoting amateur sports and physical fitness programs. 

The Davis sisters first heard about the AAU from a faculty advisor who knew the organization’s director of sports, James Parker, an 

ODU sport management alumnus. 

While working directly with Parker and Stanley Quash, sports manager of boys’ basketball and another ODU sport management 

alumnus, the sisters said they felt comfortable in marketing several athletic events and programs alongside their fellow Monarchs. 

They frequently compared notes with Parker and Quash on how ODU has changed and their experiences with Bob Case, 

associate professor and undergraduate coordinator of sport management. 

Eboni and Erika noted that they learned several lessons during their busy internship at AAU, including the fact that the internship 

was not a traditional 9 a.m. to 5 p.m. work experience. They enjoyed the fast-paced environment and were committed to seeing 

their job assignments through from start to finish, often using Post-It notes to keep up with their daily tasks. The two students learned 

that confidence, creativity, time management, and even waking up at 6 a.m., were critical components in succeeding at sports 

management. 

They listed their marketing class and internship class as most beneficial in preparing for and being successful in their internship. 

The internship class, in which students visit campus resources and workshops in conjunction with the ODU Career Management 

Center, was helpful in preparing searches and interviewing skills. 

In the future, the twin sisters, who worked as managers of the 

ODU women’s basketball team, plan 

to earn master of business 

administration degrees in marketing. 

Erika hopes to one day market the 

Olympics and eventually work in 

creating overseas teams with the NBA. 

Eboni hopes to work with the NBA in 

bringing a team to the Hampton Roads 

area. 

12

Counseling program grows 

and thrives 

Adapted from the spring 2009 newsletter of the counseling 

program, Reflections 

The counseling program had an active start to the academic 

year, as it is being well represented throughout the 

counseling world by several graduate students. The program 

accepted 27 new master’s level students this summer and 

fall as well as 16 full and part-time doctoral students. 

Ten doctoral students and three faculty members from the 

counseling program attended the Southern Association for 

Counselor Education and Supervision (SACES) conference 

in Houston. Doctoral students Breyan Williams Haizlip and 

Amanda Healey received Research and Practice Grants 

(only six were awarded in the entire region). April Sikes 

was awarded one of two grants in Virginia to attend the 

SACES Emerging Leadership Workshop. In addition to 

Sikes, ODU doctoral students Rebekah Byrd, Kelly 

Emelianchik, Amanda Healey, and Cynthia Walley 

participated in the workshop. 

Stephanie Crockett, a doctoral student in counseling, 

received the American Counseling Association’s Emerging 

Leader Grant for her commitment to college counseling with 

consideration to scholarship and service. 

Healey received the Glen E. Hubele National Graduate 

Student Award, which recognizes outstanding scholarship 

by an ACA student member. 

The proposals of seven ODU counseling students were 

accepted for presentation at the March conference of the 

Virginia School Counseling Association. 

The accepted students and their presentations are: 

• Rebekah Byrd with “A Crash Course in Safe Zone 

Training” 

• Rebekah Byrd and Nial Quinlan with “Celebrative Culture 

and Promoting Advocacy for Lesbian, Gay, Bisexual, 

Transgender, and Questioning (LGBTQ) Students” 

• Martha Geroe and Matthew Ganderson with “Adolescent 

Self-Injury and the Role of the School Counselor” 

• Jasmine Knight and Alexis Dabbs with “Sugar and Spice 

and Something Not Nice: Methods for Addressing 

Relational Aggression among Girls” 

• Jasmine Knight, Brandy Kelly, and Amy Meister with 

“Career Day Everyday!” 

• Helen Runyan with “Culturally Responsive Classroom 

Management: It’s not just for teachers anymore.” 

Oral preschool program opens in 

the Lions Child Study Center 

The ODU Child Study Center is pleased to offer a unique preschool 

program for hearing-impaired children ages 3- 5 who have 

cochlear implants or hearing aids. The program teaches the 

children to communicate effectively by developing spoken language 

and listening skills based on research-supported best practices of 

oral deaf education. In addition to supporting the parents and 

professionals who work with them, it provides an important clinical 

practicum and research opportunity for graduate students in the 

communication disorders and special education department (CDSE) 

and students in early childhood education. 

The program is the result of collaboration among ODU, the Virginia 

Department of Education, the Coalition for Hearing, Education and 

Research (CHEAR), Eastern Virginia Medical School, Children’s 

Hospital of The King’s Daughters, and local Hampton Roads schools. 

The initial funding was provided to ODU by the Virginia Department 

of Education, with Dr. Phil Langlais, vice provost for graduate studies 

and research, designated as ODU administrator for the program. 

Dr. Joe Sever in the Communication Sciences and Disorders Program 

(CSD) oversaw its development and implementation. The first group 

of six children started in February 2009 and attended through the 

middle of June. A special four-week program was offered during the 

summer and the fall semesters. Thus far, everyone involved with the 

program has been very impressed with the progress the children 

have made. 

Janet Knust is the coordinator/teacher for the program. She has 

more than 20 years of experience working with this population. She 

is assisted by two graduate students in the CSD program. As part of 

their training, the children receive speech-language and audiology 

services in the ODU Speech and Hearing Clinic (located in the 

Child Study Center) and spend time in class with normal-hearing 

children in the center’s preschool/kindergarten classes. 



13


DCOE recognizes its outstanding students during commencement 

On May 8, 2009, the Darden College of Education hosted a ceremony to honor recent graduates and their contributions to the college. 

The following individuals have received awards: 

Teresa Bauserman 

Michael Breitkreutz 

Holly Brown 

Erin Bunton 

Scott Burckbuchler 

Jennifer Clayton 

Jennifer Dakes 

Amy Daugherty 

Eboni Davis 

Erica Davis 

Rose Figliola 

Melissa Furgason 

Ramya Gandrakota 

Kimberly Graham 

Sarah Gross 

Aaron Johnston 

Melissa Knightes 

John Lee 

Ann Maydosz 

Cathy McConaugha 

Melinda Meekins 

Johnny Moye 

Sherri Norman 

Outstanding Graduate Student in Speech-Language Pathology 

Technology Education Award for Academic Excellence 

Academic Excellence in Exercise Science 

Higher Education Program - Most Important Contribution 

Outstanding Doctoral Student in Educational Leadership 

Outstanding Education Specialist Graduate Student in Educational Leadership 

Outstanding Human Services Student 

Mandell Prize in Science Education 

Rachel E. Scher Service Award in Sport Management 

Academic Excellence in Sport Management 

Outstanding Student Virginia Education Association (SVEA) Student 

Outstanding Fashion Graduate 

Graduate Award for Academic Excellence in Exercise Science and Wellness 

Martha Mullins-Callender Award 

Academic Excellence in Therapeutic Recreation 

Graduate Award for Academic Excellence in Recreation and Tourism Management 

Outstanding Student in Special Education (Early Childhood/Severe Disabilities) 

Outstanding Graduate Student in Higher Education Administration 

Kimberly Gail Hughes Research Award 

Mandell Prize in Instructional Design and Technology 

Bullard Award for Marketing Education 

Outstanding Technology Education Graduate Student 

Alumni Association Outstanding College Scholar 

14

Andrew Pariser 

Tyler Pierce 

Mark Proud 

Angela Rhett 

Jaye Rothermel 

Helen Runyan 

April Sikes 

Katelyn Smither 

Pebbles Strickland 

Keith Upchurch 

Carol Visotsky 

Amy Walker 

Christina Washington 

Cailee Welch 

Jacqueline White 

Amy Wilkinson 

Leigh Ann Wilson 

Timothy Wright 

Academic Excellence in Recreation and Tourism Management 

Outstanding Undergraduate Student in Speech-Language Pathology 

Outstanding Graduate Student in Early Childhood Education 

Outstanding Master’s Graduate Student in Educational Leadership 

Graduate Award for Academic Excellence in Sport Management 

Outstanding Master’s Student in Counseling 

Outstanding Doctoral Student in Counseling 

Michael A. Dean Academic Excellence Award in Health and Physical Education Teacher Preparation 

Outstanding Training Specialist 

Outstanding Industrial Technology Student 

Graduate Award for Academic Excellence in Health and Physical Education Curriculum and Instruction 

Betty Yarborough Outstanding Graduate Student in Reading Education 

Outstanding Master’s Student in Counseling 

Graduate Award for Academic Excellence in Athletic Training 

Carol V. DeRolf Early Childhood Education Award 

Outstanding Social Studies Student 

Outstanding Student in Special Education (Mild Disabilities) 

Outstanding Marketing Education Graduate 

Congratulations! 



15


First-year career switcher has success in “wonderland” 

By Corey W. Boone 

After finishing level one of the ODU Career Switcher program, Melissa Harvey began her first 

year teaching pre-algebra at Luther Porter Jackson Middle School in Surry County, Va., in 2008. 

Melissa enjoyed great success at the end of her first year as she was recognized as her school’s 

“Rookie of the Year” and 100 percent of her class passed the Standard of Learning tests in 

mathematics. 

Melissa discusses her first year on the job and how she decided to teach in an interview with higher 

education master’s student and summer intern for marketing, Corey Boone: 

Boone: How would you describe your first year of teaching at Luther Porter Jackson Middle School 

Harvey: My first year of teaching felt like a remake of “Alice in Wonderland.” Like Alice in the 

book, I was bored with my circumstances, but thought I had a lot to offer. After going through the ODU Career Switcher Program, I went 

“down the rabbit hole” on an adventure into the unknown. There were characters offering advice, some to help you, while some had 

other motives. There were times when I felt at any moment someone would yell “off with her head” and a mob of veteran teachers would 

happily fulfill the request. 

Like Alice, there were times when I did not know how to get through an obstacle. When things finally started going according to plan, 

another character, situation or adventure would appear from out of nowhere. Instead of bottles labeled “drink me” and boxes labeled 

“eat me,” I saw things like benchmark exams, interim reports, report cards, SOL tests, Individual Education Plans, and middle school 

drama, not including the students. Thank God for my principal, Dr. Serbrenia Sims; fellow teachers Julia Arline and Joahn Brown; fellow 

career switcher Art Burdick, and others who helped guide me during this journey. 

This first year of teaching was the most challenging and most rewarding adventure I have ever experienced. Like Alice, I survived and 

look forward to joining the “grown-ups” (veteran teachers) next school year. 

Boone: How and when did you discover your desire to work in education 

Harvey: I believe God always wanted me to teach. I was hesitant to teach because of the income potential of other career choices. 

But when God has something else for you to do, He has a way of getting your attention. 

My son struggled with math so severely that he began questioning himself and his ability to learn anything. Yet, he could still take any test 

and perform well. My daughter is an average student with test anxiety, which frequently affects her grades. My son’s friends used our 

home as a study/research area to do numerous papers. I began to notice that it wasn’t an inability to learn, but a lack of expectations 

and fundamentals for my son and his friends. If this sector of students was overlooked, then certainly there are others who were neglected 

as well. 

I have always believed in the quote: “if you are not part of the solution, then you are part of the problem.” Because of this belief, I 

decided to become a teacher and make a difference in the mindset of every student I have the opportunity to meet. 

Boone: How do you feel your education at ODU prepared you for your role within the school board 

Harvey: The ODU Career Switcher Program provided us with real educators -- professors who have actually spent time teaching in the 

classroom, and not simply reciting theory. The classes are well designed with relevant information and display a great variety of teaching 

styles and techniques. The program truly encourages teaching candidates to develop their own style of teaching, while incorporating 

proven philosophy. While there is no way to know everything prior to your first day, it was helpful to know the support of the Career 

Switcher Program was still there to help remove that giant lump in your throat. 

16

What did you do on your spring break 

By Dennis E. Gregory, Ed.D. 

Associate Professor of Educational Leadership and Counseling 

A dozen master’s and doctoral students in the higher education administration graduate 

program and four faculty and faculty administrators from the Darden College of Education can 

quickly answer the above question. These 16 students and staff were part of the third annual 

higher education study abroad program in Western Europe as part of the Comparative Higher 

Education Systems course. 

This course introduces students to the internationalization of higher education and allows them to 

compare what we have in the United States to other institutions and agencies. We work hard 

but also make sure to allow students, many of whom have never been overseas, to have fun, 

experience the culture and be a tourist for a little while. 

During the program, the students and faculty visited four universities, two national student 

service agencies, and the Education Commission of the European Union. “Comparing higher 

education systems in other countries to those in the U.S. is important to future faculty members 

and administrators,” noted David Hager, professor of political science and higher education 

administration, “in that within this ‘flattening world,’ U.S. institutions will be competing for 

students with these institutions and our graduates will be competing with graduates from other 

countries for jobs around the world. 

“We need to learn from them and we also have an obligation to share what we have found 

successful in our institutions and systems,” reported Hager. 

In addition to visiting four universities during the program, the students and faculty visited sites 

sponsored by the national student service agencies in Germany and France. There they learned 

how student services are provided in institutions of higher education in those countries and 

toured the facilities. 

Students and faculty took a train trip from Paris to Brussels, Belgium, to visit the European 

Commission. The commission, part of the European Union governing organization, includes 

agencies that provide services and coordinate activities in all of the EU countries. 

The group visited the Education Directorate where they heard lectures on the Bologna Accords, 

efforts to create a common higher education template throughout Europe; Erasmus Mundus, a 

program which supports student study in countries other than their own throughout Europe; and 

other efforts to provide and support higher education in the EU. 

In addition, students had time to play tourists. Whether it was checking out the beer gardens and 

cathedrals of Munich, exploring the snowy hills and gorgeous lakes surrounding Zurich, or 

touring the Louvre and Eiffel Tower in Paris, the students had lots of free time to explore and enjoy. 



17


Counseling students get a taste of Italian culture 

By Sharon Schiff and Amanda C. Healey 

As the chair of the Department of 

Counseling and Human Services, Ted 

Remley felt compelled to bring a 

culturally rich educational experience to 

his students that largely took place 

outside the classroom. In fact, the bulk of 

the learning took place outside the 

country through A Counselor’s View of 

Italy study abroad workshop. 

Remley jump-started this effort several 

years ago at the University of New 

Orleans and was able to continue the 

tradition at ODU, while also welcoming 

students and professionals from 

universities around the country to partake 

in the educational journey. 

Remley said it is critical for students 

entering the counseling or human 

services field to have a keen sense of 

how those of other cultures view the 

counseling field. 

“My goal, which I think this institute 

accomplishes, is to further educate 

human services undergraduate students, 

counseling graduate students, human 

service and counseling professionals, 

and university professors regarding the 

professions they have chosen by showing 

them the way counseling is approached 

in a different culture,” Remley said. 

Remley’s group discovered how pivotal it 

is for individuals in the human services 

field to gain an intricate understanding of 

how those in non-dominant cultures view 

everyday life in America as they traveled 

to Tuscany, Florence, Pisa, Lucca, and 

Siena this past summer. 

“Being outsiders in another culture where 

everyone speaks a different language … 

helps us understand better how minority 

groups in our own culture may feel,” 

Remley said. 

Counseling doctoral student Katie 

Moore, who went on the trip, could not 

agree more. “As an American in another 

country, I was struck by how privileged 

we are, as I realized that most Italians 

spoke our language and knew about 

many aspects of our pop culture,” Moore 

said. “It encouraged me to take a 

broader view of the world.” 

One educational stop in particular left the 

study abroad participants with a lasting 

impression. The group visited Casa 

Cares, a retreat house owned by the 

Waldensian Church in Tuscany, in order 

18

to better understand how the counseling 

profession is transforming in Italy. 

“It was exciting to learn about the mental 

health profession in Italy and to see how 

the counseling profession is beginning to 

take shape there,” Moore added. “What 

an amazing thing to see a culture 

learning to accept and appreciate the 

value of counseling.” 

Amanda Healey, a counseling doctoral 

student, added that her visit to Tuscany 

provided insight on how Italy viewed the 

profession of counseling, which also 

illuminated her understanding of the 

views of counseling in the United States. 

“Institute participants return home with a 

different understanding of counseling that 

helps them appreciate why we believe 

the way we do about helping others,” 

Remley added. 

When reflecting on her trip to Italy, 

Healey said that her experience in 

another country was important for her 

professional development in many 

respects. 

“I was able to sit in on discussions with a 

local psychiatrist, private practitioner, 

teacher, and juvenile court judge to find 

out about their approach to societal issues 

as well as their perceptions about how 

counseling could fit into shaping a better 

future for their country,” Healey said. 

“I came away with stories, new insight, 

and connections to other professionals 

throughout the country,” added Healey. 

After the trip ended, Remley’s work did 

not stop. He had arranged for the 

National Board for Certified Counselors 

to fund a bilateral conference for 

American and Italian counselors in 

Florence, Italy, just weeks after the study 

abroad experience. ODU sponsored the 

event and more than 200 attended. 

Remley’s efforts have contributed to the 

ongoing growth and establishment of the 

counseling profession in Italy. 

“The conference provided a great 

opportunity for a cultural exchange 

around the counseling profession,” 

Remley said. “The few counselors who 

do practice in Italy came together and 

are working to create a license in their 

country so that they can practice without 

working under another professional.” 



19

nationally recognized faculty 

Alice Is Talking Turkey 

By Alice Wakefield 

One of the nicest aspects of a Fulbright award is time for in-depth 

exploration of another culture and place. My experience in 

Turkey was full of pleasant memories – of fascinating history, 

which spans many thousands of years, of welcoming people, and 

a professionally challenging and satisfying semester at 

Pamukkale University in Denizli. 

Talking History 

Much of Turkey’s ancient history was familiar to my husband, 

Angus Murdoch, and me. The Roman citizen and Apostle Paul 

preached at Ephesus and wrote letters to the Ephesians and the 

Colossians. He asked those letters to be shared with other 

nearby congregations at Laodicea and Tripolis. Churches at 

these sites sent representatives to the Council of Nicaea, which 

produced the Nicene Creed in 325 CE and is still in use today in 

many Christian churches. We were 

living near the ruins and memories of 

these ancient cities and spent each 

weekend finding a new site to explore. 

Bodrum in Turkey was also the 

birthplace of Herodotus, known as the 

first historian. It was his first-person 

account of the Greek and Persian Wars 

that we studied in Ancient History 101. 

One hundred years after Herodotus, 

Alexander the Great chased the 

Persians back, through Turkey and the 

Lycos and Meander River Valleys. Nearly 2,500 years later, this 

was our neighborhood. We were very aware that we were 

walking among ghosts and ruins of another time and place. We 

marveled at the fingerprints of potters in the terracotta tile and 

drainage pipes at Laodicea and Phaselis. We wandered through 

Tripolis, yet to be touched by archaeologists, with only two 

shepherds and their flocks on the lonely hillside. We were 

impressed with the massive column drums at Priene and the lively 

nature of the ancient gods depicted in the deeply sculpted friezes 

at Aphrodisias. 

Talking Hospitality 

Turkey is well known for the hospitality of her people. Even 

without language, we understood we were welcome by the 

smiles and gestures of the family who ran the small corner 

grocery store, as well as the family in the butcher shop. The 

barber next door told everyone who we were, as he clipped 

away at Angus’ hair. The rector at Pamukkale University, the 

dean of the Egitim Fakultesi, the Early Childhood Department 

faculty and students, the staff at the University Guest House, and, 

especially, my Fulbright partner and her family, all made us feel 

appreciated in coming. 

One story illustrates Turkish hospitality well. We enjoyed driving 

on back roads to small villages on the weekends. My husband 

had read about Charles Ramsay, a Scottish historian who had 

come to Turkey in 1878 to record ancient stones with 

inscriptions. He traveled with his wife and daughter by 

horseback from village to village asking about any “stones with 

writing.” He described the village of Gozler in his journal. We 

found it on our map of Denizli province and then searched for 

Gozler on Google Earth. The satellite revealed that Gozler was 

deserted and in ruins. We were curious about what happened, 

and so set off with my Fulbright partner 

and her family one weekend to find out 

what happened to Gozler. 

The roads to out-of-the-way Gozler are 

not well marked. We were glad to 

have native speakers with us, as we 

puzzled over which fork in the road we 

should take. We stopped for gas and 

decided to stop at the pide 

(pronounced “pee-dah”) restaurant next 

door for lunch. As luck would have it, 

the pide cook and owner of the 

restaurant were also interested in “stones with writing.” He had 

grown up in old Gozler and could guide us to the ruins. To do 

this, he closed the restaurant and drove with us to his home to 

show us his collection of interesting ancient stones, some with 

Greek inscriptions. Then on we went to inspect the ruins of 

Gozler. Now that’s hospitality! The rest of this story can be found 

at http://web.mac.com/aliwake. 

Talking Research 

There is, of course, an academic side to being a Fulbright Senior 

Scholar. In my case, I had a partner from Turkey. Asiye Ivrendi 

was a co-recipient of our 2008-09 Fulbright award. Asiye and I 

had kept in touch since her ODU graduation in 1997 with an 

M.Ed. in early childhood education. She went on to finish her 

Ph.D. at Penn State and began teaching at Pamukkale University 

in 2004. Asiye joined me at ODU during the fall semester where 

we co-taught a Ph.D. class, Early Childhood Around the Globe, 

20

and conducted research at the Child Development Center. This 

spring it was my turn to join her at Pamukkale University in 

Denizli, Turkey, to teach Integrating Math in the Early Childhood 

Curriculum and continue our investigation of the play choices 

made by kindergarten children begun at ODU. We recorded the 

play choices made by 44 children in two public kindergarten 

classes. We also collected parent survey information, conducted 

sociograms of favorite and least favorite play partners of the 

children, administered an instrument using Piagetian tasks to 

assess the number concepts of the children, as well as two tests of 

self-regulation. 

The first correlations clearly find that gender and age are 

statistically significant factors in play choices. Girls were 

significantly more likely to choose non-physical knowledge play 

(drawing, writing, pretend play, puppet play, reading) than were 

the boys. Boys were significantly more likely to choose physical 

knowledge (Legos, Space Links, marble tracks) than non-physical 

knowledge activities. Younger boys were more likely to choose 

physical knowledge activities than were the older boys. There 

was no such age pattern with the choices the girls made. There 

were some 

surprises 

such as the 

least 

favorite girl 

playmates 

were more 

likely to play 

with physical knowledge activities than 

were the more popular girls. Some boys most likely to be in 

transition or “unengaged” in play were among the highest 

scorers in the math concept test. We have just begun to examine 

this rich collection of data. We have plans to present aspects of 

this investigation at the Progressive Education Network and the 

Association for Constructivist Teaching, Virginia Education 

Research Association annual conferences this fall. 

Alice Wakefield begins her 23rd year teaching in the Early Childhood Program at 

Old Dominion University this fall. She spent spring 2009 in Denizli, Turkey, as a 

Fulbright Senior Scholar. More of her Fulbright semester in Turkey is described 

on her blog and is available at http://web.mac.com/aliwake. 



21


Counseling professor is elected leader of a regional association 

Danica Hays, associate professor 

of counseling, was elected 

president-elect of the Southern 

Association for Counselor Education 

and Supervision (SACES) this spring 

at the annual meeting held in 

Houston. 

“I am excited to have the 

opportunity to be a leader of the 

strongest and most successful regional division of the Association 

for Counselor Education and Supervision,” said Hays. “It is 

humbling to follow in the footsteps of notable scholars (and 

mentors) in counselor education. I plan to represent Old 

Dominion University well at this level of responsibility.” 

SACES is the largest of the five regions of the Association for 

Counselor Education and Supervision (ACES), which is the 

national organization for faculty members in counseling in the 

United States. In addition, Hays was given the award for 

Outstanding Pre-Tenure Counselor Educator at the meeting. 

Hays previously worked as a co-chair of the SACES graduate 

student committee in 2004 and currently serves as co-chair of the 

Multicultural Interest Network. Within this network, Hays has 

facilitated several “Day of Learning” events, which addressed 

multicultural issues in counselor preparation and practice at 

regional and national conferences, and co-led the development 

of best practice guidelines for recruitment and retention of faculty 

and students of color. In addition, Hays has served on two ACES 

national task forces. 

As president-elect, Hays hopes to support current counseling 

practitioners, while encouraging the development of future 

counselors. 

Hays, who also coordinates the ODU counseling program student 

research team, said, “research and scholarship are at the heart 

of ethical clinical practice, and as president, I plan to encourage 

additional funding for research for counselor educators, 

supervisors and graduate students. 

“I will carry my value of student mentorship to this role. Since 

graduate students are the future of counselor education and 

clinical supervision, it is imperative that they are encouraged to 

participate in SACES and have a sense of belonging,” added 

Hays. 

Mathematics educator named University Teacher of the Year 

Sueanne McKinney, assistant professor of mathematics 

education, was recognized as the William C. Lowry 2009 

University Teacher of the Year by the Virginia Council of Teachers 

of Mathematics (VCTM) at its annual meeting this past spring. 

McKinney was nominated by Charlene Fleener, department chair 

of Teaching and Learning, and later received two supporting 

letters from William Graves, dean of the Darden College of 

Education, and Daniel Dickerson, assistant professor of science 

education. McKinney said she was extremely honored by the 

recognition. 

In her letter of nomination, Dr. Fleener said, “Dr. McKinney is 

recognized by students and faculty alike for her expertise and 

rich experience as an urban mathematics educator in both 

university and public school classrooms. [Her] strong teaching 

methodologies, use of technology, innovative use of strategies 

across a variety of teaching venues, her excellent community 

outreach, spirit of collaboration, and resounding endorsement by 

her students make her a deserving 

candidate.” 

Dean Graves added, “Dr. McKinney 

contributes many hours of 

mathematics education service pro 

bono to children from impoverished 

backgrounds. I frequently receive 

telephone calls and e-mails from 

curriculum leaders in schools where 

she and her students volunteer. They 

all express gratitude for Dr. 

McKinney’s leadership and 

contributions to the education of their young boys and girls.” 

Founded in 1973, VCTM provides its members the opportunity to 

exchange ideas and advance the field of mathematics education 

in Virginia, and supports its members through professional 

development and other resources. 

22

University lecturer receives grant for digital media curriculum, 

Wikipedia style 

Jennifer Kidd, a lecturer of educational curriculum and 

instruction at ODU, is one of 19 winners of the 2009 Digital 

Media and Learning Competition. 

The John D. and Catherine T. MacArthur Foundation, which 

sponsored the competition, has awarded Kidd $88,000 for her 

project using Wikipedia-style templates to transform instructional 

environments. 

Other grants were awarded for projects such as an online 

platform for 200 classrooms worldwide to analyze and share 

information about the declining global fish population, and a 

project that acquires low-cost laptops to help indigenous children 

in Mexico learn by producing and sharing their own media 

creations. 

Kidd’s project, known as WITTIE, uses a wiki application and a 

suite of teacher-friendly template tools that help teachers move to 

a student-centric approach to learning. Using WITTIE, students 

choose the content, write the texts and serve as primary 

evaluators of the texts they create, becoming designers of their 

own educational environments. 

WITTIE will be piloted using two 

different case examples - a studentauthored 

textbook in a higher 

education course, and the 

construction of a multimedia 

collaborative text on communities, 

written by K-12 students around the 

world. 

The $2 million global digital media 

and learning innovation contest is 

administered by the Humanities, 

Arts, Science and Technology Advanced Collaboratory, a virtual 

network of learning institutions. 

The competition is part of the MacArthur Foundation‘s $50 

million digital media and learning initiative, which helps 

determine how digital technologies are changing the way young 

people learn, play, socialize, and participate in life. 

Detailed information about the winning projects, including Kidd’s, 

is available at www.dmlcompetition.net. 

Eminent professor quoted in national 

media 

Nina Brown, professor and eminent scholar of counseling at ODU, was 

featured in a column in the Washington Times to tap her specialized 

expertise on narcissism. In the article, Brown explained that narcissism is a 

serious personality disorder that can lead to destructive relationships if not 

properly managed. She offered several coping strategies for those in 

relationships with narcissistic individuals and provided some insight as to 

why such individuals behave as they do. 

Also, Brown was featured in the summer issue of the publication Reporter, a suicide prevention newsletter 

for southeastern Pennsylvania. In the article, Brown provided several helpful tips on how individuals can 

appropriately manage their emotions, especially those who often sympathize and carry the emotional 

weight of others. One suggestion she offers is for people to use their imagination to create an emotional 

barrier. 



23


Latest Awards Push T-TAC Funding Over $20 Million 

Recent grants totaling $2.5 million from the Virginia Department 

of Education (VDOE) have pushed Old Dominion’s Training and 

Technical Assistance Center over $20 million in total funding just 

as T-TAC was celebrating its 30th birthday. 

The longest-running, external-grant-supported project at ODU, this 

program of the Darden College of Education aims to give every 

child in eastern Virginia – regardless of disability – an 

opportunity to receive a high-quality education. 

The evolution of ODU T-TAC, particularly how it has grown in 

scope and sophistication, reflects the sea change that has 

occurred in education strategies for schoolchildren since the late 

1970s. 

“In the early days, a special education teacher would call T-TAC 

for assistance and we’d send somebody out to the school to 

provide training or technical support to help that one teacher with 

that one child,” said Stephen Tonelson, professor of early 

childhood education, who is one of the principal investigators for 

the VDOE grants. “Now the training and other assistance that we 

offer are more likely to be beneficial to all of the students in a 

school.” 

Robert Gable, a professor of special education, is the other 

principal investigator. He is director, as well, of a statewide T- 

TAC initiative called Effective Schoolwide Discipline. What he 

has seen in his more than a dozen years of ODU T-TAC 

leadership, he said, is a “disassembly of the two-box system” in 

which special education has been in one box and general 

education in another. 

Statistics for the nation show that around 12 percent of children 

can be expected to have special needs in school. There was a 

time when most of these students were segregated from the 

general education population. More recently, inclusion policies 

are distributing most of the children with special needs into 

general education classrooms. 

Because T-TAC has a mandate to offer training and technical 

support to any teacher of students with disabilities, almost all 

teachers now are eligible for the help. “It is particularly satisfying 

to recognize now that our training and support services ultimately 

benefit all students,” said ODU T-TAC director Kerry Lambert. 

Lambert, who became the center’s director in 1995 just after she 

received her Ph.D. at ODU in urban educational leadership, has 

been affiliated with the center since 1980. 

24

Gail Dickinson named new editor of 

Library Media Connection magazine 

Gail Dickinson, associate professor of library science at ODU, has been named the 

new editor in chief of Library Media Connection (LMC) magazine, the premier 

magazine written by K-12 library professionals for library professionals, effective with 

the January/February 2009 issue. 

Dickinson is very active professionally and serves as the representative from the 

American Library Association to the National Council for the Accreditation of Teacher 

Education (NCATE). She has also published extensively on National Board for 

Professional Teaching Standards certification for school library media and is active in the American Association of 

School Librarians (AASL). Dickinson is past co-chair of the AASL Learning Standards Task Force, and is the current 

chair of the Educator of Library Media Specialists Section of AASL. 

LMC offers over 1,500 unbiased, insightful peer reviews a year; reproducible hand-outs; and practical advice 

written by expert colleagues in school library management. 

Collaboration and mutual support are hallmarks of new counseling 

department 

Ted Remley is no stranger to the counseling profession. He has 

been a pioneer in the field of counseling for much of his career. 

He is a fellow of the American Counseling Association (ACA) as 

a result of his extensive service and scholarship contributions. 

Remley came to Old Dominion as the Batten Endowed Chair in 

Counseling and rather than focusing solely on his own research, 

he has used his time here to serve the University, first as graduate 

program director and now as the chair of the new Department of 

Counseling and Human Services. But even this is not new to 

Remley, who previously was department chair at Mississippi State 

University and the University of New Orleans. 

Remley also served as executive director of the ACA from 1990- 

94 and remains active in the organization. When asked what 

excites him most about this new role at ODU, he noted that he 

looks forward to organizing the department so that faculty and 

students can collaborate and support each other. 

In describing his vision for the department, Remley discussed the 

importance of aiding human services graduates to establish 

sound careers in their field and how he intends to make the 

counseling program at ODU one of the best in the country. 

Remley makes clear his commitment to giving his all to ensure the 

department and the academic 

programs’ success. Dean Graves 

notes, “We are pleased to have 

Dr. Remley serving in this role for 

the college. I am confident he will 

achieve his goals to develop and 

maintain national recognition for 

the department’s programs.” 

The program has garnered much 

success over the past two years. 

Amanda Healey, a counseling doctoral student, said that guided 

by Dr. Remley and through the efforts of the counseling professors 

at ODU, the master’s and doctoral level counseling programs are 

receiving national attention and becoming increasingly 

competitive. With a new faculty member and 43 new full and 

part-time graduate students this year, the faculty, staff and current 

students of the program have earned a distinction of 

demonstrating excellent service around the globe. Recognitions 

of outstanding scholarship are exhibited by the numerous awards 

faculty and students from ODU receive at ACA conferences and 

workshops. The program is on its way to enjoying a strong, 

active and dynamic future. 



25


Department chair discusses community colleges and 

the economy in Greece 

Ted Raspiller, interim chair of the 

educational foundations and 

leadership department of the 

Darden College of Education, 

along with Craig Herndon, director 

of career services of the Virginia 

Community College System 

(VCCS), shared the impact of 

community colleges on economic 

development at the 2nd 

International Conference on 

Educational Economics, which took place in Athens, Greece, this 

past academic year. 

Raspiller’s presentation, titled “The Role of Community Colleges in 

Creating Human Capital Among Underserved Populations,” 

focused on the effect of community colleges on the economic 

development of Virginia. Raspiller and Herndon, who were two 

of only four Americans present at the conference, illustrated how 

the creation of community colleges advanced human capital 

across Virginia and led to the state’s economic transformation 

after the late 1960s. 

According to Raspiller’s research, produced with Herndon, Monty 

Sullivan and Marcia Harrington of VCCS, Virginia is comprised 

of 23 low-tuition institutions that meet the needs of citizens and 

workers across many regions of the state. In addition, Virginia 

was recognized as the “Best State for Business” by Forbes 

magazine in 2006 and 2007. 

Raspiller, who noted that Athens did not have two-year higher 

education institutions, said he was excited to talk with students 

about the role higher education plays in Greece. 

“This experience has allowed me to come back and enhance 

what I teach in the Community College Finance course and the 

Community College Leadership course, now that I know more 

about the international perspective of higher education in 

Greece,” said Raspiller, who had never visited Athens before. 

Raspiller said one of the most remarkable moments of his trip was 

a compliment made by the conference chair, who said, “You two 

had the most positive presentation in the conference and it gave 

us hope that education can play a role in developing 

economies.” 

The Darden College of Education applauds its nationally and 

globally recognized faculty members and students and hopes 

their work will continue to show the important role education 

plays in the economic development of populations across the 

world. 

ODU professor becomes new assistant 

editor of educational magazine 

Karen Crum, assistant professor of educational leadership, was named the 

assistant editor for Educational Planning, the journal of the International Society for 

Educational Planning, in fall 2008. Prior to this, she served on the editorial board of 

the journal. 

The society’s mission is to improve education through the application of planning 

processes. Through conferences and publications, the society fosters the professional 

knowledge and interests of educational planners and promotes the interchange of 

ideas within the planning community. Members work in governmental agencies, schools and higher education. 

Educational Planning is a peer-reviewed journal published quarterly and circulates in more than 20 countries. 

Theoretical, empirical, and application papers are encouraged. Membership in the society includes a 

subscription to the journal. 

26

Higher Education professor wins highest 

award in student affairs association 

Dennis Gregory, associate professor of educational leadership, received the 

Melvene Draheim Hardee Award from the Southern Association for College Student 

Affairs (SACSA), recognizing his contributions to student personnel work. SACSA is 

a regional association whose mission is to support practitioners, educators, and 

students engaged in the student affairs profession. 

Gregory said he was humbled and honored to receive the award. “First of all, I am 

honored since this is the highest award given to a member of the Southern 

Association for College Student Affairs. I am humbled that my colleagues believe my service over time to the 

student affairs profession merits such an award. I am also humbled to be in the company of past recipients such 

as my mentor Annette Gibbs and other national leaders of student affairs and faculty members who are from the 

South. 

“It is wonderful that my career has allowed me to be mentored by such wonderful leaders, to share their work in 

our profession, to allow me to contribute to our profession, and to work with the many talented students and 

young professionals with whom I have had the pleasure of associating over the years. I hope that my teaching 

will allow me to continue this service.” 

Gupta selected as ETS Visiting Scholar 

Abha Gupta, an associate professor of reading education, was selected by 

the Educational Testing Service (ETS) as a Visiting Scholar during a four-week 

summer program. Dr. Gupta is one of approximately 20 visiting scholars from 

around the country chosen for the summer program. Gupta provided her 

academic expertise, writing and reviewing test questions and materials and 

offering recommendations on test fairness issues. After returning from the 

summer program, participants may continue to serve as links between ETS 

and the academic community by serving on advisory committees and as 

policy or research consultants, contributing test questions, reviewing test 

content, and collaborating on projects. 

ETS is the world’s dominant educational measurement institution and a leader in educational research. In 

addition to its standardized test products, ETS supports education and professional development for all 

people worldwide. 

Each year, ETS selects approximately 20 Visiting Scholars who represent a mix of schools (e.g., public 

university, private college, community college), geographical background, educational discipline, gender 

and ethnicity.Gupta was honored to be selected and looks forward to sharing her knowledge and expertise 

to aid the ETS in the future. 



27


New center suite dedicated in honor of Katharine Kersey 

In June 2009, the director’s suite in the Lions Child Study Center was named in honor of 

Katharine Kersey, professor of early childhood education. 

The Katharine C. Kersey Director’s Suite was sponsored by over 60 individuals. Donations 

and pledges surpassed the goal and totaled over $50,000. 

At the dedication ceremony, President John Broderick, Dean William Graves, and 

colleagues Carol DeRolf, Steve Tonelson, and Cleteus Smith reflected on the impact Kersey’s 

leadership and support has had on the Darden College of Education Child Study and Child 

Development Centers. 

To unveil the new suite, Kersey and her husband pulled down a tapestry of a rainbowcovered 

garden of flowers, painted by the children of the center. The new director’s suite 

has a meeting room, receptionist desk and two offices. 

The Child Development Center/Child Study Center was established in 1967 by Kersey, and in 1997, the center was 

expanded and reopened its doors to children ages 5 and above. 

28

Emphasis shifts to increase qualified 

special education teachers in Virginia 

In partnership with the Interdisciplinary 

Studies department of the Batten College 

of Arts and Letters, the Darden College of 

Education has enhanced the special 

education emphasis of its undergraduate 

teacher preparation program to address 

the immediate need for more special 

education teachers in Virginia. 

The special education emphasis will now 

allow undergraduate students to become 

licensed to teach special education (K-12) 

after four years and will also allow 

students to become highly qualified to 

teach secondary English in special 

education. 

Cheryl Baker, graduate program 

director for special education; Elizabeth 

Esinhart, director of interdisciplinary 

studies; and Leigh Butler, director of 

teacher education services, were 

instrumental in acceptance of the new 

curriculum by the Virginia Department of 

Education. They believe the new emphasis 

will provide an increased pool of welltrained 

and well-qualified teachers who 

will be effective in teaching special 

education students. 

“These two new [bachelor of science] with 

licensure [curriculums] will fill a dire need 

that the Commonwealth has for welltrained 

special education teachers,” said 

Esinhart. 

Dean Graves said the change to the 

special education emphasis demonstrates 

how ODU responds to the needs of school 

districts of the region. 

The curriculum changes will be effective 

this fall for students entering the teacher 

preparation program. In addition, current 

students in the program will be able to 

adopt the new curriculum and the teacher 

preparation program will be offered to 

ODU students through distance learning. 

Raver-Lampman serves on special education review committee 

Sharon Raver-Lampman, professor of special education, is serving on the Special Education Peer 

Review Committee under the Council for International Exchange of Scholars (CIES). This committee 

assists CIES by reviewing candidates for the Fulbright Scholar Program. 

“Peer review panelists donate substantial time to reading and evaluating applications and I am very 

grateful that Dr. Raver-Lampman was able to perform this service,” said Gary Gaffield, deputy 

executive director for CIES. “The continuing involvement of faculty members in the merit review 

process, along with the support of their home institutions, is critically important to the Fulbright Scholar 

program, and significantly contributes to our ability to advance the program’s goals.” 

In collaboration with institutions of higher education, professional associations, and CIES board 

members, CIES develops review committees that reflect disciplinary, geographic, institutional, and 

individual diversity. Peer review committee members are asked to evaluate applications and recommend candidates for further 

consideration in over 140 countries around the globe. The presidentially appointed J. William Fulbright Foreign Scholarship Board then 

approves the final selection of U.S. Fulbright scholar candidates. 



29


The college connects with 

Young Audiences of Virginia 

Teaching artists and members of the Young Audiences of 

Virginia visited the ODU Lions Child Study Center in early 

spring 2009 to participate in a day of fun-filled activities, 

including crafts and music, with the faculty and staff of the 

center. Founded in 1955, Young Audiences of Virginia is a 

nonprofit organization that provides teaching tools to 

educators of all levels and programming for students of all 

ages. Noted as the largest arts-in-education organization in 

Virginia, YAV has over 130 professional artists and 

volunteers serving Virginia. This beneficial partnership aids 

the college in teacher training and preparation. 

Young Audiences of Virginia visits ODU Child Study Center (l-r): 

YAV teaching artist Mary Knish, ODU Child Study Center staff 

Christy Charlton, and YAV staff member, Rob McAdams, practice call 

and response techniques during a drumming and rhythm session. 

Young Audiences of Virginia visits ODU Child Study 

Center (l-r): ODU Child Study Center staff Heather 

Powers and Christy John with YAV teaching artists 

Katherine Devine and Michele Russo. 

Young Audiences of Virginia visits ODU Child Study Center (l-r): ODU 

Child Study Center staff Lauren Florin and Heather Powers, and 

ODU Education graduate students learn how to create a simply torn 

paper collage. 

30

outstanding alumni 

Norfolk teacher, ODU alumna receives No Child Left Behind award 

By Corey W. Boone 

Shameka Hardy ‘05, who studied 

applied mathematics and secondary 

education at ODU, was honored with the 

U.S. Department of Education’s 2008 No 

Child Left Behind American Star of 

Teaching award in fall 2008 for her 

service as a ninth grade Algebra I and 

transition teacher at Booker T. 

Washington High School in Norfolk. She 

is one of 51 educators from across the 

nation who received this special recognition for raising student 

achievement, increasing opportunities for students and using 

innovative classroom strategies to educate her students. 

Hardy discussed her surprise award presentation, teaching 

techniques and her experiences at ODU in an interview with 

Darden College of Education master’s degree student and 

summer intern, Corey Boone: 

Boone: How did you feel when you won the award 

Hardy: I was absolutely surprised. Mrs. Cynthia J. Watson [the 

high school principal at the time], told me I was to give a 

presentation on our Freshman Academy to the state 

superintendent. As you can imagine, I was nervous. I was 

standing on stage and began to realize that [the speakers] were 

not talking about what I had on my program. Then, Rogers 

Johnson of the U.S. Department of Education said that I was the 

American Star of Teaching for the state of Virginia. All I could do 

was cry. I feel that so many of my colleagues are doing the same 

things I am doing with my students and the fact that they chose 

me was overwhelming. I had only been teaching for three years 

at the time I won and had no idea that I had been nominated. 

I feel my students deserve the credit for the award. They are the 

ones who took the tests, they are the ones that come to school, 

and they are the ones who make even the worst day seem like 

sunshine and rainbows. I couldn't do it without my students 

making me laugh, even when I want to cry or scream. 

“All of the things that made me who I am 

today took place on [ODU’s] campus. 

I am forever grateful to ODU.” 

Boone: What are some of the things you have done differently 

as a teacher that sets you apart from the rest 

Hardy: Let me be honest. In high school, I failed mathematics 

every single year. (Yes, me!) I had teachers who couldn't relate to 

me and the way they presented the information did not spark a 

fire in me. Don't get me wrong, they are wonderful teachers and I 

thank them every day because they made me the teacher that I 

am, but some of them were so boring. So, I build a relationship 

with each student to find out what interests them and try to 

incorporate that into my lessons, whether it is music, sports, 

games, fashion, shopping, career goals, nature, whatever it takes 

to pique their interest. I also try to do a lot of hands-on activities 

and incorporate projects where students have to present their 

topics to the class and defend their ideas. We are always 

questioning how things are done, why they are done that way, 

and if we can improve upon what has already been done. I try to 

teach them to create their own meaning from the content I teach 

and always question the process. 

Boone: Describe how your education at ODU helped you in 

being an effective teacher. 

Hardy: Though the education and mathematics courses did a 

wonderful job of preparing me for the content and delivery of 

instruction, my real education came from the relationships I built 

with professors and students at ODU. Leigh Butler, director of the 

teacher education services and advising in the Darden College of 

Education, took the time to talk to me whenever I needed a 

shoulder to lean on and continues to support me to this day. 

Without her, I would not be where I am today. 

William Graves, dean of the Darden College of Education, always 

remembered my name and told me how proud he was of me every 

time he saw me in the halls or at a conference. John Adams, 

professor of mathematics and statistics, taught me that as long as 

you are passionate about what you are teaching, even the toughest 

courses (Math in Nature) can become the passion of your students. 

I use some of the sections of his books to answer the age-old 

question “How does this relate to the real world” and have taught 

my students how to look for real rainbows, find double rainbows, 

and look for sun dogs on plane rides. These are lessons that 

cannot be learned in a classroom or from a textbook and these are 

the same lessons that I teach my students every day. ODU created 

a community – no, a family -- for me, and for that I am forever 

grateful. 



31


Atlanta bank executive credits DCOE in her success 

By Sharon Schiff 

Take one quick glance at Marie Gooding’s resume and her 

current job description and you might never know that she has a 

background in education. However, even as the senior vice 

president and corporate engagement officer for the Federal 

Reserve Bank of Atlanta, this Darden College of Education ’77 

alumna still credits her knowledge base in curriculum design, 

classroom management, and lesson planning as vital skills in her 

current post. 

On a day-to-day basis, Gooding’s job duties include working on 

ethical governance, corporate citizenship and human resources, 

to name a few. While Gooding’s work is tied to the corporate 

sector and financial industry, she continues to see a tangible 

connection between her educational background and her work. 

“I have often reflected that teaching was my best management 

experience,” she said. 

Gooding draws a sharp parallel between the students she taught at 

the start of her professional career and her colleagues today. For 

her, working with people requires a certain set of skills which she 

was able to acquire and hone while earning her bachelor of 

science in secondary education for mathematics. Her work as a 

teacher further cultivated these 

specialized skills. “As a teacher, 

you try to help students achieve 

their best,” she stated. “Students 

also bring a variety of personal 

issues to school each day, and teachers 

must help them cope with those issues. As a manager, you are 

doing the same thing with adults.” 

Gooding also sees her training in lesson planning as another 

valuable tool. “Curriculum planning and design equates to 

developing a business plan and executing on objectives,” she said. 

“The language may be different, but the elements are the same.” 

The career path for Gooding has been unconventional, in a way, 

with a lot of interesting turns, but she is glad for it. “The route 

might seem odd to some,” she said. “But it has been a wonderful 

journey so far.” 

The key for Gooding is finding passion in her work. “The trick is to 

find out what makes you happy, then find a job in which you can 

leverage your strengths,” she said. Gooding has done just that. 

Darden College celebrates American Education Week 2008 

By Sharon Schiff 

It’s not every day that those who dedicate themselves to providing American children access to quality education get recognized for 

their commitment, but the Darden College of Education devotes a week to doing just that. The college has jump-started a tradition of 

highlighting the achievements of educators who have gone above and beyond their duties during American Education Week, a 

nationwide celebration spearheaded by the National Education Association (NEA). At Old Dominion University, the celebration invites 

distinguished lecturers to campus, puts a spotlight on the accomplishments of our alumni through the Darden College Alumni Fellow 

Awards ceremony and closes with a commemorative dinner. 

The Darden College of Education Fellows program recognizes one alumnus or alumna from each academic department for their 

outstanding efforts. The fellows were nominated by their respective academic departments and selected by the department chairs and 

the Old Dominion University Alumni Association. For their extraordinary accomplishments, Richard Arnold, Mark Block, Diane 

Bristow, Milton Liverman and Thomas Smigiel were named as the 2008 Darden College of Education Alumni Fellows. As part 

of the program, these graduates returned to their alma mater in the fall, shared their life experiences and provided inspiration to 

students and faculty alike. 

In addition to the fellows, the Darden College hosted two guest lecturers, Dr. Milton Chen, executive director of the George Lucas 

Educational Foundation, and Dr. Mark Bauerlein, professor at Emory University and author of “The Dumbest Generation: How the 

Digital Age Stupefies Young Americans and Jeopardizes Our Future,” to share insights with the campus community. 

ODU will hold campus-wide events to celebrate American Education Week 2009 on November 19. In addition to the announcement 

of the fellows, the Darden College of Education has invited guest lecturer, Dr. Michael Kimmel. Dr. Kimmel will discuss his new book, 

“Guyland: The Perilous World Where Boys Become Men.” 

32

The Class of 2008-09 Darden Fellows 

Richard Arnold has extensive experience with the development 

and delivery of anti-terrorism training including cyber security, 

explosive incident investigation, counter-terror, VIP protection and 

other related topics for U.S. government organizations. His efforts 

include developing new training organizations like the U.S. 

Coast Guard’s Performance Technology Center Yorktown and 

UNITECH’s Federal and International Division. He also shares his 

expertise with college students as an adjunct faculty member at 

ODU where he teaches training and instructor development 

courses for the STEM Education and Professional Studies 

department. Richard received his bachelor of science from the 

U.S. Coast Guard Academy in 1982 and a master’s degree in 

education, training and technology from ODU in 1996. Richard 

is the 2008-09 fellow representing the Department of STEM 

Education and Professional Studies. 

Mark Block was responsible for dreaming up the idea for the 

heralded one-to-one match race between Donovan Bailey and 

Michael Johnson, the biggest payday in track and field history. 

He is recognized by his peers as a great deal-maker and 

negotiator. Mark put together what is today the best shoe 

contract in history for any track and field athlete coming out of 

college. Today, he continues to do work for Olympic champion 

Donovan Bailey, and at last count in 2008, completed three 

deals for Bailey consisting of two marketing and one 

broadcasting agreement. Mark received his bachelor of science 

in sport management from ODU in 1987 and a master’s degree 

in education from East Tennessee State in 1989. Mark is the 

2008-09Fellow representing the Department of Human 

Movement Sciences. 

Diane Bristow’s eclectic litigation track record, as either lead 

counsel or co-counsel, has been on behalf of some of the nation’s 

largest and most recognized entities in their respective classes of 

operation. The most common element among her multi-area 

litigation practice is her consistency and outstanding level of 

success. With her diverse background in the health care arena, 

and distinguished academic career prior to practicing law, Diane 

has become a sought-out board member, writer and speaker on 

many timely issues of the day. Diane received her bachelor of 

science from ODU in 1978 and graduated from Southwestern 

University School of Law in 1999. Prior to entering the field of 

law, Diane had extensive experience in the disability area, as a 

licensed speech-language pathologist, in both private and 

university practice. Diane is the 2008-09 fellow representing the 

Department of Communication Disorders and Special Education 

this year. 

Milton Liverman has served as superintendent of Suffolk Public 

Schools since 2000. He received a bachelor’s degree in 

mathematics from Elizabeth City State University. After teaching 

several years in Suffolk, Va., he earned a master’s degree in 

educational leadership and supervision from ODU. Milton 

earned his doctoral degree in education from Virginia Tech. 

Milton is involved with a number of professional organizations, 

including the governing board of the American Association of 

School Administrators and the Virginia Association of School 

Superintendents. Milton is representing the Department of 

Educational Foundations and Leadership as the 2008-09 alumni 

fellow. 

Tommy Smigiel began teaching earth science at his other 

alma mater, Norview High School in Norfolk, just months after 

graduating from ODU in 2000. During his first few years, he 

helped the school achieve a sharp increase in its Virginia 

Standards of Learning pass rate. He also was an inspiration to 

hundreds of students as he taught a class on leadership to at-risk 

teens. In 2008, Tommy was named the Virginia Teacher of the 

Year and became one of four finalists for the 2008 National 

Teacher of the Year out of 3 million teachers. Tommy has served 

as an East Ocean View Civic League vice president and is 

currently assistant principal at Granby High. Tommy is the 2008- 

09 fellow representing the Department of Teaching and Learning. 



33


ODU alumna is featured as middle school ‘reformer’ 

Tamara Cooper ’01, ‘03, principal of C. Alton Lindsay 

Middle School in Hampton, Va., was recently featured in the 

Daily Press newspaper. Cooper, who graduated from ODU with 

a master’s degree in English technical writing and an educational 

specialist degree in K-12 administration, reformed the once-tough 

middle school with the help of the entire community, since her 

start in fall 2007. 

“Transforming Lindsay Middle School was a team effort,” said 

Cooper. “The team of teachers, central office staff, 

superintendent, directors, administrators, students, parents, and 

community members were the key to reorganizing our middle 

school.” 

According to the Daily Press, Lindsay Middle School had a 

reputation of disruptive students, low test scores, a poorly kept 

building and high teacher turnover. Under Cooper’s leadership, 

however, the school experienced a major turnaround. Now, 

Lindsay Middle is accredited for the first time since 2004, having 

74 percent of its students pass the Standards of Learning math 

tests. In addition, the school has new landscaping and fresh 

paint, retained 90 percent of its 66 teachers, and increased 

parental and community involvement. 

Cooper said the school used data, surveys, grants and the help 

of local universities, community organizations and teaching 

coaches to make changes in the educational curriculum, cultural 

climate, and professional and academic development of teachers 

and learners at Lindsay Middle. “We used the transparency of 

data to reiterate the need for change - a host of data was 

presented, including 21st century skills, SOL data, economic 

trends, high school graduation trends and the importance of the 

middle school philosophy,” said Cooper. 

“We also enhanced student learning through constant 

realignment of students based on benchmark data and common 

assessment data and offered Saturday School opportunities for 

remediation, as well as tutoring during PE and elective classes,” 

Cooper added. 

Teachers were also able to develop new strategies and improve 

their curriculum and instruction. According to Cooper, the central 

office of the Hampton City Public Schools offered math coaches 

to assist teachers in methodology and strategy planning, and 

math tutors to support the school’s math department. In addition, 

several teachers also received the Middle School Teacher Corps 

grant, which allowed them to create a database of best practice 

lessons and common assessments for instructions and programs. 

Cooper said that changing the school climate was a critical 

factor in reforming the Hampton school. The administrative team 

created a comprehensive school wide discipline plan and 

mentoring program to focus on the strengths of students,” noted 

Cooper. “A site council was formed to empower teachers, 

students, and parents to become a part of the decision-making 

process.” In addition, membership to the school’s PTA increased 

through incentives and positive reinforcement, implemented by 

Cooper. 

In describing her growth as a leader, Cooper credits her 

education at ODU for her success as an educational reformist 

and motivator. 

“Old Dominion University prepared me for the world of 

education through real-world scenarios/solutions, exposure to 

groundbreaking strategies, the belief in teamwork, and through 

reiterating the importance of sound judgment and diversity,” said 

Cooper. “ODU changed my life. It showed me how to be a part 

of the collective and still be an individual.” 

She said she began to understand leadership styles, educational 

trends, pragmatic solutions and how to make sound decisions 

from the K-12 Administration program at the Darden College of 


From her education and experience as a leader, she was able to 

recognize that inspiring the students with care, encouragement 

and kind words was “the most important transformation piece of 

our school.” 

“I am a firm believer that there is a direct correlation between 

student achievement and student apathy. More often than not, a 

student's attitude toward learning is made manifest in test scores, 

attendance, discipline, teacher turnover rates, and community 

outcomes,” explained Cooper. 

“To effect change, a leader must understand that it is our privilege to 

educate tomorrow's leaders, not our obligation.” 

34

giving back 

Alumnus starts lectureship to promote health and wellness 

Warren Stewart ‘75, was looking for a way to say thank you to his alma mater for 

the positive experiences he had while obtaining his master’s degree in education. 

Warren sat down with Jennifer Priest, major gifts officer for the college, and Bob Spina, 

chair of the department of Human Movement Sciences, in late 2008 and developed the 

idea for the Warren A. Stewart Lectureship in Senior Wellness. The lectureship will 

emphasize the importance of wellness and prevention efforts, including changes in 

personal behavior such as diet and exercise, for all ages. Stewart sees a connection to 

this issue of health and wellness, as a result of his life experiences, from four different 

angles:-policy, personnel, personal and passion. 

The inaugural event was held April 22, 2009. The featured speaker was Capt. Marlene 

DeMaio, an orthopedic surgeon at the Naval Medical Center in Portsmouth, Va. Dr. 

DeMaio spoke about “Combating Aging in the Military: An Orthopedic Surgery Approach through Exercise.” 

Warren has dealt with the issue of aging and health both professionally and personally. He was state coordinator for 

history and government in the Virginia Department of Education in the mid-1980s. During this time, he worked at the K-12 

level helping policy makers and students understand the importance of health and wellness through physical education. 

In the 1990s, Warren was superintendent of schools in Central Virginia. In this role, he saw how a lack of exercise 

affected his employees’ health and wellness. He set an agenda to encourage exercise for employees. “Exercise directly 

impacts the quality of life for employees and indirectly impacts health care costs,” Warren shared. 

At age 35, Warren’s father died from a heart attack. In the mid-1990s, Warren saw his mother’s health decline, which 

brought the issue of health and wellness home for him. Not long after Warren’s mother passed, an old martial arts injury 

resurfaced in Warren’s life as his carotid artery closed, forcing him to retire as superintendent of schools. Warren survived 

a quadruple bypass; his physicians stated that the only reason the artery closure did not kill him was because of his lifestyle 

prior to the illness, which always included diet, exercise and a daily aspirin. At this point, health and wellness took on a 

new meaning for the 61-year-old Norfolk resident. “The importance of wellness catapulted from what I understood in my 

head to what I now know in my heart,” said Warren. 

Now Warren shares his passion as state president for the American Association of Retired Persons (AARP), whose major 

policy agenda includes the importance of wellness and health care reform. Through AARP, people are educated on what 

they can do personally to improve the quality of their lives. 

Warren plans to continue helping Old Dominion University and the Darden College of Education in meeting the needs of 

the community. The lectureship is just one way in which he has agreed to help. Warren notes that in the future he would 

like to see an annual wellness walk started on campus. “Before, I used to do good things with a good heart, and now I 

can do many more things with an even better heart. I’m grateful for that,” said Warren. “ODU’s partnership allows me to 

expand doing good things from my heart,” he added. 

Warren’s generosity has made the Warren A. Stewart Lectureship a reality that is sure to have a positive impact on the 

community. “Because of the kind gift of Dr. Stewart,” Spina said, “the message of health and wellness is able to reach so 

many throughout the university community and beyond.” 



35

giving back 

Scholarships help shape the lives of our students 

As a result of the generous donations of alumni and friends of the 

college, the Darden College of Education is able to award 11 

scholarships each academic year to deserving students. These 

scholarships are based on varying criteria that the donors specify 

when they make the donation. The following is the current list of 

scholarships available to DCOE students annually. 

The Sarah E. Armstrong Education Scholarship 

Endowment was established in 2002 in honor of the deceased 

donor, Sarah E. Armstrong. The recipient must be a full-time 

student who has been accepted into the College of Education 

and has an overall cumulative 3.2 grade point average. 

The Linda Z. Bamforth Scholarship in Early Childhood 

Education was established by Ms. Linda Bamforth to aid a 

student in the Early Childhood (PreK-3) Program of the Darden 

College of Education. The recipient must be a graduate student 

with a 3.5 GPA or better with a demonstrated love for children 

and dedication to early childhood education as evidenced by the 

applicant’s last performance appraisal or student teaching 

evaluation. 

The Coca-Cola Scholars Endowed Scholarship Fund was 

established by the Coca-Cola Foundation. The scholarship 

recipient must be enrolled in a financial aid-eligible program 

leading to teacher certification, licensure and/or enhancement. 

Consideration will be given to all students studying at rural 

Virginia Teletechnet sites who have a minimum of 58 credit hours 

with a 3.00 cumulative grade point average. The recipient must 

also demonstrate financial need. 

The John Albert Gay Scholarship is made possible by an 

endowment given by Dr. and Mrs. R. A. Gay. This scholarship 

assists a graduate student majoring in special education. 

Preference is given to those specializing in the area of the 

emotionally disturbed child. The recipient must demonstrate 

financial need. 

The Peggy Woofter Hull Scholarship is made possible by 

an endowment given by Marie D. Woofter in memory of her 

daughter, Peggy. It is awarded to a full-time doctoral student in 

education. Students are nominated by their graduate program 

director and are selected by the Office of the Dean of the Darden 

College of Education. The recipient must demonstrate need. 

memory of her brother. This scholarship assists a full-time 

graduate student in education. Preference is given to a student 

studying in the area of special education. 

The J. Frank Sellew Memorial Scholarship in Education 

was established by the friends and family of Dr. Sellew. The 

recipient must have a GPA of 3.0 and major in any teacher 

education program. The recipient must also meet all teacher 

education admission standards established by their program of 

study and the Darden College of Education. 

The Peggy Ashford Scott Memorial Endowed 

Scholarship was established by Simpson Ashford to assist a 

full-time undergraduate student majoring in elementary education. 

The student must have a grade point average of 3.0 or higher 

and a demonstrated financial need. 

The Dr. A. Rufus and Sara Tonelson Scholarship in 

Special Education was established by Dr. Stephen W. and 

Dr. Louis O. Tonelson in memory of their parents whose lives 

were dedicated to the education of students. Students must be 

accepted into the Darden College of Education’s special 

education program, enrolled full time, and have a minimum 

3.0 GPA. 

The Melvin H. Williams Scholarship for Exercise 

Science was established by Melvin H. Williams to assist a 

student in the exercise science program in the Department of 

Human Movement Sciences. The recipient must be a rising senior, 

enrolled full-time, and have at least a 3.0 cumulative GPA. 

These scholarships help students achieve their educational goals 

and in many cases change their lives and circumstances. The 

college has received several letters of thanks from students 

sharing how a scholarship has helped the student fulfill his or her 

career aspirations. One student noted that receiving a DCOE 

scholarship was an “unforeseen gift of generosity.” She further 

thanked the donor of her award for “believing in {her} enough to 

invest in {her} education at ODU.” Another student wrote to their 

donor: “You are an inspiration to me and I hope that I can one 

day change someone’s life like you have for me.” Remarks like 

these are clear indications that the donations of our alumni and 

friends for student scholarships are a welcomed and appreciated 

gift. 

The Frank Hill Knecht Memorial Scholarship is made 

possible by an endowment given by Lena Rosa K. Conley, an 

alumna and retired staff member of Old Dominion University, in 

36


Adding Value to 

the lives of our 

students 

Congratulations 

to the Counseling 

Graduate Program 

on being named the # 1 

program in the country by 

winning the 2009 Robert Frank 

Outstanding Education Program Award!

IED00 


120 Education Building 

Norfolk, VA 23529 

NONPROFIT ORG. 

U.S. POSTAGE 

PAID 

NORFOLK, VA 

PERMIT NO 49

ADDING - Darden College of Education - Old Dominion University

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