Alumni Spotlight

What happened to our college classmates after graduation? Did they go into teaching? Where are they living now? Alumni Spotlights is a place to begin connecting again.

Spotlights

Stories on alumni and faculty are featured.

If you are an alumnus and would like to share your story, we need the following:

Full name
Year of graduation (all degrees)
Name of spouse and number of children if it applies
What have you been doing since graduation that you’d like to share?
What have you applied that you learned at the McKay School of Education (or College of Education if you were here before 1996).
Include a high resolution photo of yourself (most digital photos of XX will work or mail an original photo no smaller than a 3X5 to 331 MCKB, Brigham Young University, Provo, UT 84602 ATTN: Shauna Valentine).

Pamela Aoyagi

After 20 years of being an elementary school teacher, Pamela Aoyagi is one of the ten teachers, administrators and volunteer selected for the 2007 Huntsman Award for Excellence in their profession due to their creativity and dedication to their students and education in general. “I have been employed by the Murray School District as a first grade teacher for the past 15 years,” Aoyagi said. “Prior to that, I spent several years at home raising our two boys. Before marrying, I taught first grade in the Granite School District for five years.”

Aoyagi loves teaching children to read. “It opens up the world for them and gives them a sense of empowerment when they can read a book and enjoy learning themselves,” Aoyagi said. “First graders are enthusiastic about learning and are very honest.”

During her time at BYU, Aoyagi had exceptional instructors who were passionate about what they were teaching. “Their enthusiasm, along with a wonderful supervising teacher during my student teaching experience, really set the tone for my own passion for the profession. There is nothing that can replace a dedicated, committed, enthusiastic teacher,” she said.

Born in England, Aoyagi immigrated to the United States and has lived the majority of her life in Utah. She also lived in Wisconsin and in Japan. She is married to Western Aoyagi, also a BYU graduate. Aoyagi enjoys activities with her family. She also likes to read and watch her students participate in after school events such as soccer, baseball, and dance.

Jannine Bowcut

When Jannine Bowcut was 13 years old, her family moved to Provo, Utah, into a ward that bordered on the BYU campus. “ Growing up in the shadow of the Y was a great blessing,” she recalls. She remembers her ward as a rich, primordial soup of knowledge and education. Many members of her ward served in bishoprics and stake presidencies on campus. She rubbed shoulders with administrators and professors of education, religion, physics, English, drama, and music, from whom she learned much. “I took it for granted then, but now I realize what a unique blessing it was.”

“When I graduated from Provo High School in 1969, my dad offered me a choice: He would pay half on a new car or he would pay half of my BYU tuition.” At first Bowcut thought that the right choice was obvious—the CAR! She thought she could have both by working full time while going to college. It didn’t seem to matter that the car was a bright mustard-gold Datsun.

However, what seemed to be the obvious choice changed after prayer, a rereading of her patriarchal blessing, and counsel from her bishop. She came to realize that choosing BYU tuition was really the only choice. ”Looking back I am so thankful I gave up on the immediate gratification in exchange for such a rich, rewarding experience. I loved all my classes at BYU. I am amazed at the strong footings [a BYU education] provided for continued growth. Even with the ever-swinging pendulum of educational philosophies, the things I learned in the College of Education are the things I still build on. What a blessing.”

Bowcut, then Jannine Campbell, started at BYU in 1969; she graduated in elementary education with a minor in special education in 1976. During her BYU years she took off time to serve a mission in Minnesota and Wisconsin, where she first met Elder Bowcut. After her mission she met him again at BYU. Their friendship evolved into romance, and they were married in the Salt Lake Temple.

Bowcut postponed her teaching career to start a family. Three children and seven years later, in 1983, she accepted a teaching position in an elementary school in the Uinta County School District #1 in Evanston, Wyoming. This fall she will begin her 25th year of teaching in that district.

“Whether teaching at home, in my ward callings, or my third graders, my BYU experience laid the foundation to help me be a light unto all I meet. It has brought me closer to my Heavenly Father and Savior, Jesus Christ. It was worth a lot more than a mustard-colored Datsun—which, by the way, got me to and from BYU in style.”

Robert Frank Devine

Robert F. Devine recently shared his excitement about helping teachers and administrators succeed. “I have a passion for supporting teachers and administrators to problem solve how to better help students succeed,” he stated. “The opportunities to touch the future through the lives of young people through the knowledge of their eternal value is very motivating for me.”

As a graduate of BYU, Devine feels his experience at the McKay School provided a base for his career. “My experiences at BYU shaped my attitude and philosophy regarding education and young people.

Devine is currently the executive director of secondary education in the Pocatello/Chubbuck School District. He oversees all staff and operations involved with students between grades 7 and 12 in seven schools. He also oversees the district athletic activities programs, and the directors of special education and professional-technical education. All together, 18 building administrators and over 330 teachers in both alternative and regular education settings are under his charge. Prior to his current assignment, Devine was a small district superintendent for three years, a high school principal for seven years, an assistant principal for five years, and a teacher/coach for 9 years. He also served as a consultant for Idaho State University and is a Nationally Certified Trainer for Effective Schools.

For the remainder of his career, Devine plans to continue contributing to education by paving the way for others to succeed. He is also thinking of pursuing a doctorate degree and then teaching in higher education.

Originally from Oak Harbor, Washington, Devine has lived the past 11 years in Rigby, Idaho. He has been married for 28 years to the former Marilyn Richardson. The Devines are the parents of three sons and two daughters. Robert Devine enjoys fishing, golfing, playing basketball, “snipe hunting” with his children, and being involved with Rotary International.

Ty Scott Robinson

Ty Scott Robinson, a graduate of the McKay school of education, is one of ten teachers to receive the 2007 Huntsman award. Robinson currently teaches geology, earth system science, and AP environmental science and is the department chair of the Science Department at Provo High. In addition he is the President of Utah Science Teacher’s Association (USTA) and an adjunct professor teaching concurrent enrollment geology and environmental science at UVSC.

Robinson has been associated with the public school system for 20 years. “I taught ten years at Spanish Fork Junior High and three years at BYU as an adjunct professor in the David O. McKay School of education,” he said. I just finished my seventh year at Provo High School as an educator.”

Robinson enjoys teaching because it allows him to expand his work within the field of science. “I love being a scientist,” he stated. “I truly enjoy sharing what I have learned with my students. I really like to involve them in current scientific issues and with my research. I like to be involved in theirs as well.” For Robinson, it is truly amazing to see students become turned on to science and learning. “Watching the achievement and intellectual growth of my students is the greatest reward of teaching,” he said. “I enjoy teenagers, and I enjoy the friendships [with] them.”

Robinson also indicated that a desire to make a difference in the lives of students is the most important part of a teacher’s responsibility. “A teacher who is very enthused and knowledgeable about his/her subject area is vital towards the success of the student,” he stated.

As an education student at BYU, Robinson learned the basic skills of being an effective classroom teacher from Hugh Baird, Marvin Tolman, Rich Tolman, and many others who made positive contributions towards his career. “The greatest impact on my teaching career came from my association with the professors of geology at BYU. To the entire geology department, I owe a great dept of gratitude.”

Robinson plans to continue teaching for ten more years, then get a PhD in either education or geology and go into politics. “In politics I would like to give my support to public education and its educators and would like to make positive changes in helping public education.”

Robinson was born in Provo, grew up in Sevier County, and graduated from South Sevier High School in 1977. He and his wife, Jamie, are the parents of six and grandparents of two. Robinson enjoys baseball, anything associated with geology, cooking, being with his family and being a member of the LDS Church.

Gary Seastrand

“Growing up in Orem when it was just a farming community with many orchards and lots of space is quite a different experience than it is now,” Gary Seastrand stated. After graduating from Orem High, Seastrand served a mission in Argentina and returned to BYU afterwards. In 1976, he graduated with his bachelor's in elementary education. In 1979, he received a master's in education from BYU and a doctorate from University of Utah in 1992. His wife Denise also graduated from Orem high, and they are the parents of five boys.

His father was an administrator for Alpine School District and set the bar very high in regards to public service. Following his father’s footstep, Seastrand serves as Assistant Superintendent of Educational Services and Schools for Alpine School District. His interests are drawn to processes that enhance student learning and teaching.

“One of the great blessings in working in education is clearly the marvelous friendships and associations that come from people who want to make a difference,” Seastrand said. “Educators choose this career because they recognize that through their day to day efforts, the world is a better place and the future is guided and shaped. It is a personal pleasure to come to work each day and know that my colleagues are all working hard to change lives.”

Sharing his feelings about his experience with the McKay School, he said: The McKay School of Education has been a great source of knowledge and strength to me in my professional and personal life. The combination of secular and spiritual knowledge has enabled me to view my life's work as a calling from Heaven. The lessons learned at the McKay School of Education have served me well throughout my career. I look at the McKay School of Education as a light on a hill.

Going by his experience gathered from the McKay School and from the years of service in education, Seastrand said, “The most important tool for an educator is one that seems to be innate--that of a positive attitude. When an educator remains positive, there is a greater likelihood that there will be constant learning, a stronger sense of dedication, a healthier commitment to students' learning and development, and a respect and love for others. Give me a faculty and staff with a positive attitude and we will change the world and have fun doing it."

Everett Kelepolo

Born in Hawaii, Everett Kelepolo, principal of Springville Junior High School, lived all over the United States until 11 years ago when he settled in Spanish Fork, Utah. Prior to becoming a principal, Kelepolo coached wrestling and track. He was also head coach at Spanish Fork High School from 1995 to1999.

After graduating from Southern Utah University with a bachelor’s degree in education in 1991, he obtained a master’s degree in teaching from the Grand Canyon University in Phoenix, Arizona in 1999. In 2000 Kelepolo was accepted into the Leadership Preparation Program at BYU and graduated a year latter. Currently he is working on his doctorate in the Executive Educational Leadership Program at the University of Nevada, Las Vegas.

For his doctorate research, Kelepolo is creating an academy to help education practitioners better understand No Child Left Behind. “No Child Left Behind is a great program,” Kelepolo said. “Unfortunately, a lot of education practitioners do not fully understand its concept. It is a tremendous opportunity for me to be involved in No Child Left Behind and help others better understand it.”

Kelepolo enjoys working with and being an advocate for children. He wants to be an instrument in making a positive difference in children’s lives. “When asked what they teach, most teachers say math, English, science, literature and so forth,” Kelepolo explained. “We don’t teach math or English, we teach children. This is the only way we can make a difference in their lives and make it rewarding.”

Kelepolo has received many awards in his career, including Middle School Principal of the Year by the Utah Association of Secondary School Principals in 2007, Sportsmanship Award of the Year by the Wasatch Front Football Official Association in 1999, and Most Respected Teacher Award by the Spanish Fork High School student body in 1997.

Outside of work and school, Kelepolo enjoys wrestling, playing the guitar, and singing with his family.

Sam Ray

As the only one from his family with a college degree, Sam Ray, Provo High School principal, has learned first hand from his siblings what it means to go through life without a college degree. As a result, he is dedicated to ensuring that all his students make it through high school and go on to college.

After his mission in London, Ray joined the military and was sent to Germany, where he served for three years after his training. Upon his return, Ray was stationed in New Mexico, where he served six months. After graduating with a degree in technical education from BYU, Ray moved to Twentynine Palms, California, where he taught for two years.

In 1993Ray was accepted into the Leadership Preparation program (LPP) at BYU. He also worked as an intern principal in the Granite School District. “My experience in the LLP helped me learn how to teach in a more authentic way,” he said. “It helped me understand that the most important thing for an educator is caring about the kids and nothing else.” After completing his LLP in 1994, he was made assistant principal at Provo High School.

In 2000 Ray became principal of Farrer Middle School. At the middle school Ray’s biggest challenge was working with poor students as well as students with language barriers. Despite the setbacks, Ray and his team of teachers conducted research to help them find effective ways to help their students learn.

In 2004 Ray became Provo High School principal, a position in which he currently serves. With a total of 1875 students and about 75 teachers, Ray is once again working hard with a dedicated team and finding new ways to maximize the students’ learning experience.

“We came up with a program that helps us target all students at different levels, Ray said. “First we have the ‘fresh success’ program which focuses on all freshmen struggling with English, math, and the sciences. When they make it through their freshman year, those still struggling in different areas are registered into ‘soph. success,’ where they continue to get all the help they need.”

Students who do not do well in a classroom setting are registered into the Provo Academic Unified Studies Program (PAUS), where they learn hands on by actively participating in various activities outside the classroom.

For hobbies, Ray loves going out to the woods and the mountains. He also loves building houses and has built three. He hopes to build a cabin home where all of his children can return for a vacation some day. Ray also loves to travel in his RV and go boating.

Kerstine Hart

Kerstine Hart

Kerstine Hart (’02) believes that with enthusiasm and the correct application of knowledge, positive changes can happen. This conviction, as well as Hart’s love for children, led her to a career in speech language pathology and to her current position of supervisor and graduate intern mentor for Nebo School District.

Hart was initially interested in the field because she had a son who struggled with speech and language as a child. She observed speech language pathologists who worked with him at Purdue University when her family was living in Indiana and Louisiana State University when they moved to Louisiana. When the family moved to Provo, she returned to BYU in search of additional ways to continue to help her son, eventually earning her bachelor’s and master’s degrees in speech language pathology.

As she continued her education in speech language pathology, Hart found her faculty mentors to be a source of inspiration. Among her supporters were Bonnie Brinton, Dean of Graduate Studies for the university and professor in the Department of Communication Disorders; Martin Fujiki, Professor of Communication Disorders; and Ann Dorais, Hart’s mentor during an internship at Geneva Elementary in Orem. An article based on Hart’s masters’ thesis, titled, “The Relationship Between Social Behavior and Severity of Language Impairment,” coauthored by Drs. Brinton and Fujiki, was recently published in the Journal of Speech, Language, and Hearing Research.

Hart began working for the Nebo School District when she graduated in 2002. Her efforts there have helped children ranging from 3 to 18 years of age improve their communication skills. During the four years she has spent at Nebo, she has found that the most rewarding aspect of her job is getting to know the children and helping them to become better communicators.

Hart also works for Tots Learning to Communicate (TLC), a Nebo District program created to help preschoolers improve their speech. She combines her therapy with literacy skills, utilizing children’s picture books to target some phonological processes.

She includes activities that target the specific phonemes the child is working to improve. Hart also teaches parents how to work, play, and interact with their children to support the therapy. “The method is so successful because we train the parents. It’s not just about reading; it’s about being able to highlight concepts and sounds in the books. The goal is to make speech and language fun.”

Hart also loves spending time with her family. Her husband, Craig, is a professor of Human Development in the School of Family Life, currently an associate dean for the College of Family, Home, and Social Sciences. The Harts have four children and one granddaughter.

Robert Mendenhall

Dr. Robert Mendenhall

When McKay School Distinguished Alumnus Robert Mendenhall began his undergraduate studies at BYU, he thought he was headed for law school; then a job offer during his senior year resulted in a major change of plans. Today, having earned his doctorate from BYU in 2003 in Instructional Psychology and Technology and serving in varied professional capacities, he is the president and CEO of Western Governors University and an advocate of its online, competency-based education methods.

Dr. Mendenhall’s interest in computer teaching began when he accepted a position at BYU’s Computer Teaching Resource Center. “I was fascinated by computer teaching,” he recalls. “I did a lot of research and found that it allows students to learn at their own pace and access material as they need it. I thought, ‘This is the way to learn.’”

In 1980, Mendenhall founded Wicat Systems, Inc., a company that provided computer-based training for corporations and K-12 students. Wicat later merged with Jostens Learning Corporation, where Dr. Mendenhall served as executive vice president.

From 1994 to 1997, Mendenhall was general manager of IBM’s K-12 education division, where he oversaw everything that IBM sold to K-12 schools. His work dealt primarily with a classroom system allowing students to work with computers for much of their instruction.

In 1999, Mendenhall became President and CEO of Western Governors University, which offers online degrees in business, information technology, K-12 teacher education, and health professions. The university caters to working adults who have developed competency through workplace training, but need a degree to advance in their careers. WGU is innovative in that it measures student competency through various assessments instead of a number of credit hours: “Our system measures output rather than input. Once you demonstrate that you have the knowledge and skills, you graduate,” Mendenhall explains.

In addition to creating a new model of higher education, WGU is designed to increase access to education for those who would otherwise have difficulty obtaining it. The majority of WGU students are underserved in some way, being either rural, low income, minority, or first-generation college students.

Dr. Mendenhall hopes that the competency-based education methods used by WGU will be passed on through its K-12 teacher education students: “Our goal is to link competency to the development of classrooms,” he explains. “We want to ensure that teachers develop the best student learning for each individual.”

Dr. Mendenhall and his wife, Kathy, live in Salt Lake City. They have seven children and two grandsons.

The National Council for Accreditation of Teacher Education, the main accreditor for teacher training, has for the first time approved accreditation for an online institution. Western Governors University, a virtual institution, received accreditation from the council. Receiving this specialized accreditation from a prestigious organization like the council [promotes] the university's teacher education program, even among students who are skeptical of the quality of online education. -Dan Carnevale

To read more about virtual teacher training, go to http://chronicle.com/wiredcampus/index.php?id=1685

Kay Novak Healey

Kay Novak Healey

Kay Novak Healey (’68) believes strongly in the importance of communication. For the past 23 years, she has endeavored to help children in public schools improve their communication skills. Her efforts resulted in her recent selection by the Utah Speech Language and Hearing Association for the Rolland J. Van Hattum Award for School Clinician of 2006.

Her ambition to work with handicapped children was fostered at an early age. As the daughter of a pioneer in special education, she quickly came to understand the positive impact such work could have in the lives of others. Her mother had a commitment to helping school districts find students with handicaps and providing programs for them. “Because [my mother] involved me in her work,” Healey recalled, “I was often around children with handicaps… I knew early on that I wanted to work with them.”

After receiving her bachelor’s degree in Speech Language Pathology from BYU, Healey decided to stay home and raise her four children. Fifteen years later, she returned to school to earn her master’s degree from the University of Utah. She said many teachers inspired her throughout her schooling. “I had good professors at BYU, Parley Newman and Gordon Low among many others, as well as my professors at Utah.”

Now, as a speech pathologist and supervisor, Healey is continuing to learn and help others with the knowledge she has gained. She currently spends half of her time on her caseload and the other half working with new speech therapists. She is particularly concerned with the development of new ways to recruit therapists, since there is a nationwide shortage of speech pathologists in schools.

Healey has been involved with a district assistive alternative augmentative team to help non-verbal children. They have worked at finding electronic devices to aid in communication; these devices range from simple, low-tech devices to high-tech dynamic display devices that allow users to choose items from a large selection of pictures. Healey’s objective is to find methods that best allow each individual to build sentences and express his or her needs and wants.

As she works to improve each child’s abilities, Healey recognizes the value of making communication both functional and fun: “I want the kids to see the need to communicate well and have the desire to do so,” she explains, “The most important thing is caring for the children and being enthusiastic about your work.”

Healey’s other interests include learning foreign languages, reading, traveling, enjoying the outdoors with her husband, and spending time with her sixteen grandchildren.

Leslie Butler

Leslie Butler

It was down to two days before school would begin and a replacement math teacher had yet to be found, so Leslie Butler ('91), an English teacher of 8 years, volunteered for the job. “I had always liked math, so I figured I’d give it a try,” she said. She began teaching while taking some math classes at the McKay School of Education, quickly adapting to fit the needs of her students; she has now been a math teacher at Millcreek Jr. High for 8 years. It is this kind of versatility and devotion to teaching that would eventually win her the 2005 Presidential Award for Excellence in Math Teaching — the country's highest honor in her field.

Butler is one of fifty math teachers nationwide to receive this honor. The award is given after an initial selection process at the state level and then recommendation by a panel of distinguished mathematicians and other educators. In addition to a $10,000 grant, Butler was awarded a trip to Washington, D.C., where she accepted a certificate and met with President George W. Bush.

It is hardly surprising to learn that as far back as she can recall, Butler has aspired to becoming a teacher: “When I was in a class at school or in church, I liked to think of different ways I would have taught the lesson,” she remembers.

Her love of teaching and of learning was magnified as she attended BYU. When registering for classes, she would gather opinions from fellow students about the best professors, then sign up for classes with those recommended by friends. As a result, Butler can recall numerous BYU professors who inspired her in her educational pursuits: "I've always loved learning in general," she says, "and I've had so many great teachers." She is also grateful for the influence of favorite high school teacher Kim Burningham as well as friend Mary Jean Wolfe, who worked at her first school.

Now, after having been a teacher at Millcreek Jr. High for the past 13 years, Butler has certainly had a strong positive influence on her own students. Her success as an educator can be attributed not only to her personal love of learning, but also to her concern for her students as individuals: "The most important thing is to really care about the people you teach," she explains. "What I enjoy most about teaching is the kids."

Dr. Annette Ezell Grim

Dr. Annette Ezell Grim

Dr. Annette Ezell Grim’s love of education is a fundamental part of her legacy. Although she has passed away, her life’s work will continue to positively impact the lives of students and educators for many generations to come.

She was awarded her Bachelor of Science degree from the University of Nevada, Reno in 1962 and remained there to earn her Master of Science in Zoology and Mammalian Physiology in 1967. She came to BYU to earn her Doctorate in Educational Administration – Public and Organizational Behavior. She is well-known for her dissertation “Power, Via Machiavellianism, In Educational Decision Making: A Study of Selected Educators, State Officials, and Lobbyists in the 1975 Nevada Legislative Session.”

Dr. Ezell Grim began her remarkable professional career in 1965, starting as a tenured Associate Professor in the Schools of Medical Science, Nursing, and Health Sciences at the University of Nevada, Reno, where she was also instrumental in the development of two television studios that served to facilitate long-distance learning objectives.

From 1974 to 1977, Dr. Ezell Grim served as the Senior Staff Associate for the Western Interstate Commission on Higher Education (WICHE) and as the Senior Consultant for Secondary and Community College Education for the Nevada State Department of Education.

She became Acting Dean and tenured Professor for the School of Medicine at the University of Utah in 1997 and created a doctoral program in Higher Education Administration as well as several graduate programs. She was also involved in the establishment of an Office of Graduate Studies and created an office of Academic Affairs.

Dr. Ezell Grim served thereafter as Department Head and tenured Professor at the College of Human Growth and Development at Pennsylvania State University from 1982 to 1987. She continued in this capacity to teach graduate courses in public policy, theory development, administration, and research methods. Between 1985 and 1987 she was also Dean of the College of Professional Studies and Adjunct Professor of Business Administration at the University of Southern Colorado, where she created a multi-disciplinary undergraduate and graduate college.

Her next role was that of Assistant/Senior Assistant to the President of Towson State University and of Maryland System. She served as a member of the Executive Administration and oversaw the Division of Institutional Research and the NCAA Division I Intercollegiate Athletic Program at the University. She also taught courses in the School of Business and Economics.

She went on to become Associate Dean of Occupational Education and Professor of Business Management at Wor-Wic Community College in Salisbury from 1995-2000. Her work there resulted in the development and creation of several new certificates and higher education programs within the curriculum.

Dr. Ezell Grim’s final achievement in the field of education was her creation and development of an Instructional Television Fixed Service (ITFS) microwave system for distance learning between Wor-Wic Community College, the University of Maryland Eastern Shore, and Salisbury State University.

Among her many noteworthy achievements was her distinguished membership in numerous professional organizations and executive level committees, her exceptional work resulting in her nomination in 1982 by the University of Utah listing of the American Council on Education’s Executive Women’s “Identification Project for Higher Education Administrative Posts in the United States.” She was also nominated for membership and listed in the Directory of Distinguished Americans (since 1981), Who’s Who in America (since 1985), Who’s Who in World Women (since 1972), and Who’s Who in American Women (since 1970).

Dr. Ezell Grim is the author of two books, including “The Drug The Nurse The Patient” (1974) which has been translated into three languages. She also published approximately 30 articles, reports, and professional studies.

Although Dr. Ezell Grim has been nationally recognized for her academic achievements, her accomplishments are not limited to her professional career. She was also a loving wife and mother; she married Dr. John R. Grim III and is the mother of two children, Michael L. Ezell and Rona M. Powers. She is also survived by her husband’s children, Julie Haines and Suzanne Grim, and his grandchildren, Trae Fackler and Garrett and Jillian Haines.

A source of inspiration to all who knew her, Dr. Ezell Grim lived a rich and exemplary life until her death at the age of 65. She enjoyed singing and sharing her love of music, art, and beauty, and was well-known in her community for her involvement in many civic and philanthropic organizations.

Simon Osthed

Simon Osthed

When Simon Östhed decided to change his major from mechanical engineering to special education, everyone was surprised– including him. “People were shocked,” he says with a laugh, “but some things happen for a reason.”

As a sophomore at BYU, Östhed enjoyed studying mechanical engineering but felt a lack of fulfillment as he went about his work. While debating over what he should do, he thought back to the time he felt the happiest: when he was working as a teacher’s aid for a special education class in high school. With that memory as his inspiration, Östhed chose to set his sights on a career in special education.

That decision opened the door to countless memorable experiences, one of which was serving as President of the BYU Student Council for Exceptional Children (SCEC) in 2004-2005. In his capacity as president, Östhed organized fundraisers and service projects such as Labor of Love. One such project, he recalls, was to raise money to purchase Christmas gifts for children with disabilities. Östhed also volunteered at the Special Olympics and Friday’s Kids Respite, sent letters to legislative representatives, and attended Utah CEC meetings. One of the highlights of his presidency was being chosen to share his experiences and ideas at the Utah SCEC Conference in St. George, where he gave a presentation on classroom behavior management.

Östhed’s ties with the CEC, however, did not end after his graduation from BYU in 2005. He went on to become the Utah CEC President from 2005-2006, taking on new responsibilities of planning the Utah SCEC Conference and collaborating with colleges and universities. He served additionally as Student Activities Co-Chair at the 2006 CEC National Conference. Even more opportunities await him in the 2006-2007 school year when he assumes the position of Utah CEC Vice President.

Since receiving his bachelor’s from BYU, Östhed has taught at both Jordan Valley School and South Valley School. He will continue at South Valley School in the fall, teaching at the Jordan School District’s center for transition and vocational training, where he will work with special education students from age 18 to 22. His job will be to prepare them for a successful transition from to the world outside of school by helping their families identify a support system for their future.

Östhed’s numerous achievements during his relatively short time in the field of special education have proven that it’s true: things do happen for a reason. “Being able to be a part of kids’ lives and see them progress and grow is very fulfilling,” he shares. “The most important thing we can have as educators is a love for the children we teach.”

Stan Harward

Stan Harward

“The greatest accomplishment that I can think of would be to truly make a difference in children’s lives,” says Stan Harward, ’75 BYU alumnus and teacher in the McKay School. He is doing just that as he works to prepare high quality teachers who will help children go further on the path to success.

Harward’s current efforts to this end are being invested in the Systematic and Engaging Early Literacy (SEEL) project. The purpose of the project is to help preschool and kindergarten students better learn the basics of how to read. “We try to use playful materials and find ways to teach the children to take advantage of their imagination and curiosity,” Harward explains. “We try to improve their skills with rhyming, alliteration, sound blending, letter names, letter-sound association, decoding, vocabulary development, and story comprehension.” This work is done with paraprofessionals in the classrooms of practicing teachers in Alpine School District preschools as well as kindergartens in Provo schools.

Harward has enjoyed working on the SEEL project for the past year and has is elated with the improvements of children who had previously struggled with their literacy skills. His passion for helping struggling early literacy learners has aided numerous at-risk and ESL students. Harward feels his success has come as the result of considering the individual circumstances of the children he seeks to help.

Much of the initial work and research on the SEEL project has been done by associate dean Dr. Barbara Culatta, the principal investigator; Harward has also collaborated with Kendra Hall and Gary Bingham, both of whom are in the Department of Teacher Education.

Harward’s accomplishments, however, go far beyond his teaching and research work here at Brigham Young University. Over the past ten years, he taught at both Weber State and Utah Valley State College. He has also been the principal of two elementary schools, Cherry Hill Elementary in Orem and Central Elementary in Pleasant Grove, as well as the Director of Literacy in the Alpine School District.

These experiences have taught Harward what matters most in education: “To really make a difference as a teacher, one must have a sincere desire to serve and take an interest in the lives of his or her students,” he explains. “Good teachers seek to use the knowledge they have gained to help others move ahead and become better.”

Harward plans to pass on the knowledge he has gained to students at UVSC next year, as he has recently accepted a position there as an assistant professor. His work in that capacity will allow him to continue to benefit the lives of students and the children they teach.

Trent Kaufman

Kaufman directing students at a high school assembly.

Nine years ago, as a BYU sophomore, Trent Kaufman never imagined that he would find himself at the Harvard Graduate School of Education pursuing a doctorate in education. In fact, back then he was having a hard time imagining himself pursuing anything.

"[In 1997] I scheduled appointments with the business school and the McKay School of Education, with the hope of finally finding a major," said Kaufman, who comes from a long line of successful businessmen. "During my visit with a business school counselor, the average salary of exiting graduates impressed me."

This meeting prompted Kaufman to plan to forego his appointment at McKay School of Education altogether. Fortunately, he decided to call his dad and let him in on his plans before actually skipping the appointment. "I told him that I was going to cancel my appointment at the McKay School and become a businessperson like him," Kaufman recalled. "I expected to hear a sigh of relief. Instead, he seemed disappointed, wondering if I had made the choice because I wanted to follow in his chosen field. He encouraged me to keep my appointment and an open mind."

Kaufman took his father's advice, and ended up choosing education over business not for the financial rewards, but for the personal rewards he expected to find as an educator. According to Kaufman, he has "immersed" himself in public education since that appointment in 1997. Through the Washington Seminar program, he student taught in inner-city Washington D.C. With the help of Dr. Joseph Matthews from the Department of Educational Leadership and Foundations, Kaufman formed a BYU chapter of the Association for Supervision and Curriculum Development. In 2000 when Kaufman graduated from BYU with his teaching credential, he became a social studies teacher at Dublin High School in Northern California.

After teaching for three-and-a-half years, Kaufman earned a master's degree and his administrative credential at the University of California-Berkeley. The next year he was promoted to assistant principal at Dublin High.

"During my tenure as assistant principal, I came to realize how much passion I have for education," Kaufman said. "This passion was born back in my days in Dr. Cliff Mayes' multicultural education class in the McKay building. It is this passion that drove Kaufman to his latest career move; Kaufman went back to school in 2005 to pursue a doctorate in education from the Harvard Graduate School of Education.

While at Harvard, Kaufman has been conducting research on how to best prepare teachers and school leaders to improve public education. He believes that schools need to do a better job of "collaboratively setting measurable goals, consistently measuring with relevant data, and assessing adult as well as student performance."

"My goals and aspirations are to make a major impact on the United States public school system through redesigning the training and credentialing of our teachers and school leaders," Kaufman explained. "By retooling the training process for our schools' professionals, my hope is that our schools can become places that are much more focused on improvement."

Nikki Johnston

A kindergartener hurtles at full speed across the playground and crashes on the asphalt. Clutching her wounded knee, she wails, "Mrs. Johnston, fix my owie!"

A third grader spills an entire bottle of tempera paint on the floor. Since the custodian won't be available until after lunch, Mrs. Johnston cleans up the mess.

A fifth grader stares at his page of fractions, chews his eraser, then stares some more. Finally, he raises his hand. "Mrs. Johnston, I don't get it!"

This is Nikki Johnston's ('90) account of a typical day as the only teacher at Mineral School in Mineral, Washington, a town of 400 in the mountains of Washington State. She started the year with 19 children; by November 2003 her class had shrunk to 12: 4 kindergarteners, 3 third graders, and 5 fifth graders. The principal would visit once a week - weather permitting.

Mineral School was established in the 1880s, when Mineral was a growing town supported by the logging and mining industries. When Johnston started working at Mineral School in 1996, there were two classes: a kindergarten through second grade class and Johnston's third through fifth grade class. Enrollment at the school decreased until a decision had to be made whether to operate with a single classroom or to close the school. Johnston and her aide formulated a plan for operating the school with a single class, which they presented to the community and the school board. The parents favored keeping the school open, with Johnston as its sole teacher. "In Mineral," Johnston, remarked, "most people believe that bigger is not better." She added, "I took on the challenge because it sounded like fun. And it has been fun. [A one-class school is] stressful, but it's never boring."

Johnston devoted much of her energy to adapting lessons so that the same subject material could challenge fifth graders and still be accessible to third graders. Individualization was also necessary. For example, she might have had all the children writing about the same subject, but her expectations would vary according to the children's different levels. Another strategy for dealing with the diversity was to use peer tutoring. With such a small group, Johnston was able to make adaptations less on the basis of grade or age, and more with a focus on individual children's strengths and needs.

Johnston found that she was grateful for her background in Early Childhood Education. "In a setting like this one," she explained, "a teacher can't succeed through simply administering a curriculum - or even six curricula." She feels that the emphasis on child development and assessment and evaluation in the ECE major have helped her to focus on the individual needs and development of each child.

Johnston expressed appreciation for the spiritual side of her BYU education: "I worked in a public school, so I couldn't have scriptures on the wall, but I have them in my heart." She continued, "I saw my children as children of God, and I think my attitude rubbed off on how they treated each other, as well."

Mineral School closed in November 2003, after more than 100 years of continuous operation, due to its decreasing enrollment. "I was starting to see some social gaps between grades that I hadn't seen before," Mrs. Johnston commented. "Academically we weren't doing this group of kids any favors. I couldn't bridge the age gaps any more." The community and the school administration made a joint decision to close the school. According to Johnston, "Everyone hated the idea, but it was the best thing."

The students now attend school 15 miles away at Morton Elementary, where Mrs. Johnston teaches a fifth grade class that includes her former fifth graders from Mineral School.

Shauna Burgon Valentine

Shauna Burgon Valentine made the decision early on in her life to fully immerse herself in every community she lived in. In the years after Valentine's graduation from Brigham Young University in Elementary Education with a minor in Art, many communities have benefited from her resolve. Valentine has worked as an influence for good as a teacher, mentor, illustrator and advocate.

Valentine taught in Utah, and as a newly married 4-5th grade teacher in Durham, North Carolina she was in the middle of the federally court ordered integration in 1969. Always involved with art and decorating, she has illustrated two books. After moving from North Carolina to Nebraska, she served in many LDS church positions including the calling of Director of Public Affairs, a calling that spanned 16 years and included the celebration of the Sesquicentennial of the Mormon Trail and the building of Winter Quarter's Temple. "I worked with many different religious leaders, priests and rabbis, and had the opportunity to defend, explain and promote the Church in friendly and not-so-friendly situations," Valentine said. She continues as the president of the Nebraska Mormon Trail Association and is involved in the celebration of the Sesquicentennial of the Handcart Pioneers this summer.

While raising her family of five, Valentine said she wanted to, "keep involved in church, school, and community activities and teach my kids by example to give service where it is needed." She also wanted to be an advocate for her children so she stayed active in the schools becoming involved in initiatives such as the gifted programs, PTO committees, and appointment to the Governor's Commission on Accountability and Assessment. Valentine served on several library committees, on the board of Family Services, and the Mayor's Round Table.

"I believe women can do everything-they just can't do it all at the same time," said Valentine. However, she seems to have quite the knack for juggling. Currently Valentine is working as an Administrative Assistant in the McKay School of Education. Her projects include, Mentoring, Alliances for the Strength of Youth, and working in the public relations office.

Valentine has been involved in the start-up phases of many organizations; she describes this like being able to embark on an adventure. After helping initiate a mentoring program in Lincoln, Neb., called TeamMates, Valentine found a passion for mentoring. She is excited to use this passion as part of a team working to bring mentoring to Grandview Elementary, a school in Provo. "I've seen what mentoring can do in the life of a young person-and it might be subtle-but it can change lives and wonderful friendships are formed," Valentine commented.

Valentine and her husband, Robert, a professor in Latin American Studies at BYU, live in Highland and are close to their 10 grandchildren. An Orem High graduate, Valentine has come full circle. Still with her is that determination to be a contributing member of her community. Valentine continues to touch the lives of all she meets as she works toward this goal.

Kathy Stott

Kathy Stott graduated in August with her master's in Counseling Psychology from the McKay School of Education. Though she is a recent graduate she is not new to the counseling psychology scene-this is her tenth year working in schools. Stott is currently working as a counselor in the Alpine School District and at the Center for Change in Orem, a clinic for women.

Stott was motivated to become a school counselor when she was a sophomore in high school. It was then that Stott attended a weeklong youth leadership training camp called Anytown located in Arizona, where Stott grew up. A school counselor at the camp impressed her. A few degrees, a mission in Finland, and some years later, and Stott is helping youth and inspiring others as she once was.

Recently a former student of Stott's wrote a paper for the Utah School Counseling Board, which Stott is a member of, acknowledging Stott's influence in her life, she wrote:

"I know that as a teacher I will be able to help my students in the same ways that Ms. Stott helped me. I am often encouraged in what I do today because of Ms. Stott. She gave me strength because she cared about me. I hope to someday emulate her when I am a teacher."

Stott explains that students are her motivation. "When you hear how certain experiences have changed a student's life, it keeps you from getting burned out," Stott said. Stott also believes that more schooling and research will help her find new ways to reach out to students. "It's a great profession, it is changing a lot and developing itself. Counselors are more empowered and there is more structure. There is also a more defined national model. It is really nice to be a part of the change," said Stott.

As Stott works in The Center for Change she gains more insight as to what could help in the schools. "I don't think there is enough attention in junior high schools on eating disorders. More can be done to help students, it can be a part of the P.E. classes," Stott commented. But what many of her experiences have helped Stott to see is that nothing can replace a listening ear. "Listening is the greatest tool, and not just that, but listening with the spirit. That's how you get to the heart of any matter."

Kami Christensen

A wall of beveled glass on the second floor of the McKay building encases the offices of the CFAs, or the Clinical Faculty Associates. Behind these intriguing walls Kami Christensen is working hard.

As a CFA, Kami Christensen acts as a liaison between her student teachers and the Nebo School District-where they are doing their practicum. "Being a CFA has given me perspective," said Kami. "I look to see how I can coach and mentor in a way that will develop the students' teaching experience, it's not about my own agenda."

Kami Christensen is well versed in the "teaching experience." Before coming to BYU to work as a CFA, Kami did her undergraduate work here and graduated with a degree in Elementary Education in 2000. She was hired by Barnett Elementary School in Payson Utah, after working there as a student teacher she taught first grade for five years.

While working at Barnett, Kami attended a seminar hosted by the Utah State Elementary Core Academy. The seminar was a three-day training course on core curriculum where teachers also received specific lessons and activities. A colleague of Kami's was a presenter and submitted Kami's name to become a presenter for first grade teachers the next year. Kami accepted the invitation and has worked with the Utah State Elementary Core Academy for the past two summers. "My biggest interests are curriculum development and management," Kami said. "Management affects instruction and when there is good classroom management the students feel safe with the structure and can learn."

As she works as a CFA, Kami is interested in finding ways to be a mentor and a coach in addition to being an evaluator of her students. "I'm very passionate about teaching and mentoring; mentoring helps others feel successful. It also gives me a chance to see things in a different perspective."

Kami has lived all over the United States, and has always known that she would be a teacher. "I knew even before my freshman year of college," Kami commented. Kami served a mission in Hawaii. She and her husband love spending time with their nieces and nephews. Ultimately Kami would like to teach at the college level. Whether she is teaching or advising, Kami is always looking for ways to develop and to, as she says, sharpen her saw. Kami reflects, "For me, the bottom line is always, is it going to be good for our elementary students?"

Jan Bowcut

For Jan Bowcut, teaching was the only career option. “When your Patriarchal Blessing tells you that you will be a teacher of youth three different times,” the former McKay School graduate said, “wouldn't you find it pretty persuasive?” Fortunately for North Elementary in Evanston, Wyoming, Bowcut was persuaded. She’s spent the last 23 years at North Elementary teaching second and third grade.

Her journey began at BYU in 1969. A Provo High School graduate, Bowcut was already familiar with many BYU faculty members as a freshman. “I lived in a ward on the edge of campus and rubbed shoulders with many of the faculty of BYU each week at church,” Bowcut said. “I already admired them greatly, and felt right at home starting college at BYU.”

Bowcut became engaged to her husband upon returning from her mission, following her junior year. Married the day after finishing her student teaching, Bowcut graduated from BYU in 1976 with a degree in elementary education and a minor in special education. However, she decided not to begin her teaching career right away. Instead, she raised three children before accepting a position to teach second grade at North Elementary in 1983. Bowcut spent the next six years teaching second grade, but then made the switch to third grade.

“After going on a field trip with my son [a third-grader at the time], I knew that third grade was where I wanted to be,” Bowcut explained. “I've been here ever since.” Bowcut said she loves third grade because the kids are going from learning to read to reading to learn. “A whole new world opens up to them,” she said. “Learning multiplication and division gives them the framework for all the math they will use throughout their lives. They love learning cursive and becoming good little writers.”

Bowcut said although it has been 30 years since she graduated from the McKay School, she still has goals to be a better teacher. “What a thrilling ride it has been,” she said. “The time in my life I spent teaching – whether in my own home, a school classroom or a church classroom – will have been the most important and significant time of my life.”

When her teaching career is over, Bowcut plans to retire to a life of gardening, grandchildren, crafts, and maybe a mission with her husband.

Vaughn Thacker

“I always knew I would be an elementary school principal,” said Vaughn Thacker, former McKay School student. “The thing that surprises me, as I look back, is the career path I followed to get here.”

The career path Thacker mentioned almost never happened. “When I returned from the Italy North Mission in 1973, I was uncertain about what to pursue,” Thacker explained. “I took some classes in architecture and considered a degree in construction from BYU. However, my girlfriend (now wife) encouraged me to check out elementary education.”

The college arranged for him to visit a class, and Thacker became “hooked”. He went on to earn a bachelor’s degree in Elementary Education and a master’s degree in Education Administration from BYU. “I remember both my undergraduate work and masters degree work [at BYU] with fondness and appreciate the staff and the expertise and professionalism they shared,” Thacker said. After graduating from BYU in 1976, he became a second grade teacher in Evanston, Wyoming. Twenty-nine years and several educational positions later, Thacker was hired this summer as the principal of Wernert Elementary in Toledo, Ohio.

“My goal has always been to be an elementary school principal,” Thacker said. “However, my career always seemed to go a different direction.” When he and his family were in Evanston, Thacker spent 10 years teaching elementary school. He served as assistant principal for one local middle school before becoming the principal of another in Evanston. After 15 years in Wyoming, Thacker was ready to make a major change.

“During the 1990-1991 school year I decided it was time to pursue a doctorate,” Thacker said. “I decided to attend Bowling Green State University in Bowling Green, Ohio as I was offered a graduate assistantship.” In August 1994 Thacker graduated and became an interim elementary principal, and then an interim curriculum director for two districts in northwest Ohio. Next, Thacker worked as an elementary assistant principal and district curriculum director at Marion Local School District in Maria Stein, Ohio.

In 1997 he became the principal of the high school at Marion Local. Four years later, Thacker left Marion Local to become a school improvement consultant for The Lucas County Educational Service Center. This summer Thacker accepted his position at Wernert Elementary. “After 29 years of moving around in education, I feel as if I have finally landed,” Thacker said. “Every experience I have had has been for my benefit and has made me a better elementary principal.”

He continued, “Teaching children while they are so young and impressionable is truly an awesome responsibility. I want every child to be the best that they can be. I believe that every child is gifted and that it is the responsibility of a teacher to help each child identify [their gifts] and use them wisely. The principal is the key element in creating a building climate that fosters student achievement and personal growth.”

Raised in Orem, Thacker is a graduate of Orem High School. He has spent 14 years of his career all over the state of Ohio, which he said has been an “interesting experience” as his five children have graduated from four different high schools in Ohio. Thacker said he is grateful for where his travels have taken him. “I am feeling very good about where I am right now,” he said, “and I’m looking forward to the challenges that are before me.”

Corie Ann Scarbrough

"The McKay School of Education provided a strong teaching foundation for me," said Corie Ann Scarbrough, McKay School graduate. "The Early Childhood program is designed to help you become the best teacher you can. The professors were outstanding as they taught me many hands-on teaching skills. I learned the importance of assessment, classroom discipline, developmentally appropriate practice, effective lesson planning and so much more."

Just three years into her teaching career, Scarbrough is already receiving accolades for her valuable contributions to the field of education. "I recently received a teaching award from Riverton City for my efforts with the 'I Can Read' tutoring program and for establishing an off-track reading camp," Scarbrough said. "I Can Read" is a program in which tutors work one-on-one with struggling readers twice a week. Scarbrough's reading camp is designed to bring students back to school while they are off-track to sharpen their reading and writing skills. "I also planned 'Super Literacy Friday,'" Scarbrough said. "I had 20 presenters from Jordan District and BYU teach a variety of reading and writing classes. Students came to school with their parents and participated in four different classes. We had more than 400 people attend."

It should come as no surprise that Scarbrough has had an immediate affect on her students' learning. After all, she became a teacher so she could "make a difference in the world." "I love working with children and watching their knowledge grow," she said. Scarbrough taught second grade after she earned a degree in Early Childhood Education from BYU. For the last two years she's been a literacy facilitator for kindergarten through third grade at Southland Elementary in Riverton, Utah.

"I have had the opportunity to work with small groups of children who are reading below or above grade level," Scarbrough said. "Each day is exciting and challenging. I am grateful for the opportunities I have had so far in my career."

Scarbrough plans to continue teaching and developing curriculum. She also has aspirations to earn a master's degree in reading. Originally from Sandy, Utah, Scarborough has been married to her husband Jared for three-and-a-half years. Her hobbies include traveling, good books, and spending time with family and friends. She believes the most important tools for an educator are "to be enthusiastic, organized, to love children, and to be able to deliver individualized instruction."

Eldon McMurray

Eldon McMurray hasn’t been up to much since graduating from BYU with a degree in Education in 1984. Unless you count as “being up to much” teaching for 15 years at public schools and seven years at UVSC, co-authoring the 11th edition of Becoming a Master Student (the best-selling college experience textbook), and presenting at the National Master Student Conferences in New Orleans in February 2005. Oh, and if you call “being up to much” delivering the keynote address at the National Fall Energizer Conference in October 2004, as well as picking up the Huntsman Award for Excellence in Education in 1993, the Faculty Excellence Award in 2003 for the UVSC School of General Academics, and a master’s degree from BYU in Educational Leadership. In that case, Eldon McMurray has been up to quite a lot.

To illustrate the secret to his success, McMurray makes a simple analogy. “In real estate,” McMurray begins, “the saying is ‘location, location, location.’ In education I would say it is ‘learning, learning, learning.’ We must teach students to discover their genius and become their own best teacher. The teaching pedagogy will follow.” Don’t, however, mistake his insight for a pat on the back for a job well done. Ask him what he’s most proud of and none of the aforementioned accomplishments and awards are worthy of even a breath. “My greatest accomplishment,” said the man who originally came to BYU in 1978 to play football, “is marrying Diane Alexander.”

With regard to his other achievements, McMurray speaks highly of his BYU education, especially the role it has played in his success as an educator. “My experience at BYU has been simply incredible,” McMurray said. “I just keep coming back for more. There is no way I could be serving in the roles I am without the instruction and mentoring relationships I have formed at the McKay School of Education.”

Currently pulling double-duty as a McKay doctoral student and UVSC’s Academic Director of the Faculty Center for Teaching Excellence, McMurray added, “At UVSC, I teach professors how to improve the quality of the learning experience for their students by applying the strategies I learned from my professors at BYU.”

In addition to his position at UVSC, McMurray serves as the Faculty Advisor for both Houghton-Mifflin and the 11th Edition of Becoming a Master Student. These responsibilities enable him to consult with thousands of professors worldwide to teach students how to succeed in college. Being able to do this is especially gratifying to McMurray. “My career goal is to teach teachers,” he explained, “and I am doing it both nationally and internationally.”

In his 22 years as an educator, McMurray said that he has gained an “eternal awareness of his students.” In other words, he has come to realize that he teaches his brothers and sisters. “The most important thing is not what you teach, but who you teach,” McMurray said. He believes that if all educators come to this awareness, “then the passion and courage it takes to teach becomes a deeply spiritual experience.”

Originally from Oregon, McMurray and his wife, Diane, have lived in Utah County for the last 27 years. They have five children and six grandchildren. Besides being an avid scout leader (he received the Silver Beaver Award in 1998) and golf aficionado (he is a member of the PGA players club), McMurray says his favorite thing to do is be a grandfather. McMurray will graduate with a doctorate in Teacher Education in December 2005.

MSE