Annie Hasting

When Annie Hasting first enrolled in a speech language pathology class as an undergraduate at BYU, she had still not chosen her major.  The decision to pursue a career in this area took some time.  Now, as a speech language pathology graduate student, she admits that the decision to pursue her current path was not immediate.  “I wasn’t sure right away that it was what I wanted to do, but I ended up loving it so much that I decided to major in it,” she recalls.  “I became interested in the field because I wanted to work with children and help others.”

Now as a graduate student in Speech Language Pathology, she is able to meet that objective each day she spends at the BYU Speech Language Pathology Clinic, where she works as a clinician and intake secretary.  She counsels parents who are interested in bringing their children in for speech or language services, familiarizing them with the process. As a student clinician, she also has the opportunity to work with three of her own clients in improving their speech and language skills.

Hasting feels that her time at the clinic has been useful in preparing her for her future career.  “The clinic is a great resource.  It’s wonderful being a grad student here because of the diversity of the group of clients,” she explains.  She appreciates clinical supervisors and directors Lee Robinson, Ann Dorais, Helen Flom, and Carol Moody, and admires them for their attention to the needs of each individual student.

As a student clinician, Hasting has learned about many attributes of a successful speech language pathologist, which include maintaining a sense of humor.  “Of course you need to be competent and do a good job, but it’s also important to be able to make the best of the situation when things don’t go the way you expect them to,” she laughs.  “Children don’t always do what you expect!”

In addition to her clinical work, Hasting is currently developing her thesis project, in which she collaborates with Ron Channell to do syntactic analysis using LARSP, a type of computer software for grammatical analysis.  Her goal is to find out ways in which the software needs to be improved and what aspects of it that should be used with caution.  She also plans to compare the accuracy of the computer program to that of a human completing the same tasks.

Through her thesis research, clinical work, and planned career, Annie Hasting hopes to improve the quality of life for children who have communication disorders by providing them with better communication skills: a gift that will never stop giving.

 

Brenda Fuller

Brenda Fuller has always loved learning about “anything and everything.”  This passion for education, as well as her interest in helping children succeed, brought her to BYU to earn her bachelor’s degree in Elementary Education.

Fuller began her college career at Dixie College, but then began working as a substitute teacher at Sunset View Elementary.  She had her hands full as a working wife and mother of seven, but throughout her years at Sunset View, colleagues encouraged her to return to college and complete her BA in Elementary Education.  “I had become such a part of the school that the students thought of me as a regular teacher, not a substitute,” she recalls. “All my friends who worked at the school wanted me to get my degree.”

Fuller’s husband consistently supported the idea of her completing her college education: “He would always tell me, ‘Brenda, you know you’re supposed to go,’” Fuller laughs.

Now that she has returned to finish, she is able to refer back to her years of experience as a teacher as she progresses in her studies.  Her time at Sunset View made her realize that she enjoys different aspects about teaching every grade from 1st to 6th; she says she would be willing to teach any elementary grade once she graduates.

Fuller’s teaching has also provided her insight as to what attributes make a good and effective teacher.  She believes that above all, a teacher must love his or her students: “If you don’t love the children, you shouldn’t be there,” she asserts.  She also feels it is important for a teacher to love learning and to stay excited about the subject matter.  “You have to love reading, writing, or whatever you’re teaching the kids, because that attitude will get passed on to your students.  If you don’t care about what you’re teaching, your students can always tell.”

Fuller’s interest in helping children extends even beyond her work as a student and mother.  She serves on her district’s scout committee, and has served as a leader at her stake’s girls’ camp for several years.  She even adds that she writes children’s stories as a hobby in her spare time.  “I love writing, painting, sketching, camping--anything interesting.  Mostly I just love to learn,” she says.

 

Marenda Brown

Marenda Brown believes an important part of being a teacher is remaining a student.  “Even when in the position of teaching, one should stay in a mode of learning and getting new ideas.  Don’t be afraid to make improvements,” she says.  After having filled the role of both student and teacher, Marenda has now returned to BYU to complete her master’s degree in Special Education.

When she graduated from BYU in 2001 with her bachelor’s degree in Family Science, Brown decided to fulfill her long-time ambition of completing a study abroad.  As a non-degree-seeking graduate student, she interned at an orphanage in Romania, where she helped care for children with disabilities.  Her experience at that time was a determining factor in her future pursuits: “While I was there, Dr. Betty Ashbaker advised me to consider going into special education.  I knew from the start that it would be the right decision for me,” she recalls.

Since her return from Romania, Brown’s devotion to children has been a focus of her work.  She has emphasized helping those who are at risk for developing internalizing behavior problems such as depression and anxiety, which are less obvious as disorders than externalizing behavior problems such as hitting and yelling.  Brown is concerned that children who are at risk for internalizing behavior problems are not receiving the services they need.

With this issue in mind, Brown chose as her thesis project to study the effects of the Strong Kids Curriculum, a program developed by Dr. Ken Merrell of the University of Oregon.  She worked specifically with 3rd – 5th grade students who were at risk for internalizing behavior problems.  She recently presented the results of her thesis study at a conference for the Council for Children with Behavior Disorders, and will be presenting again at the Teacher Educators for Children with Behavior Disorders conference in Tempe, Arizona this November. 

Brown’s love of education is further reflected in her decision to complete her master’s degree while taking on the responsibilities of a mother.  She and her husband, Sam, welcomed a little girl into their family a week before Brown finished her course work.  Eighteen-month-old Adelyn has since been a source of inspiration:  “My daughter is my motivation to finish what I started.  I want to be a good example for her,” Brown explains. 

 

Angela Lund

Ever since she was a little girl, Angela Lund knew she wanted to be a teacher. She discovered her love of teaching while helping at her mother's day care business: "I enjoyed playing with the kids there, and I always had fun when I was teaching them," she recalls. Now, as an Elementary Education major in the McKay School, Lund is still finding new ways to share her passion for education with others.

During the summer of 2005, her dedication to teaching brought her to the rural Mexican village of Santa Rosa, located near the city of Irapuato, Guanajuato. Lund went with a group of 10 BYU students through the Kennedy Center's Mexico Literacy Program.

When she learned that the Mexican government had a program for adult education, she chose to integrate it into her field study. She went out on her own to recruit and register adult students, then visit them at home to teach them anything they wanted to learn — math, reading, or social studies. She also visited some people who were not registered as students, including one woman who wanted simply to learn how to spell her name.

The children at the local school also benefited from Lund's work. She assisted with teaching them while conducting research on the role of family values in education. Through interviews with the students' parents, she was able to learn how family expectations regarding housework and chores impacted the students' progress in school.

Lund found her experience in Santa Rosa to be both rewarding and unique: "It was fun to serve in a place that was so different," she says. "The village was very rural, so there was no running water, and the school was tiny... But the people there were so happy with what they had."

Lund's educational background made her especially well-qualified to serve the people of Santa Rosa; her parents enrolled her in a Spanish/English bilingual school until the third grade, so she became fluent in both languages at an early age. Her parents are native Spanish speakers, so she was also able to learn Spanish consistently when she was growing up in their Bakersfield, California home.

Although she aspires to use her education and experience to one day teach second grade students, Lund believes that no matter what she is doing, she will always be a teacher: "You can find opportunities to teach all the time," she says, "and if you love learning, your enthusiasm as you teach will help others to love learning as well."

 

Kari O'Grady

Kari O'Grady's dissertation research project is focused on an unusual topic: the role of inspiration in scientific scholarship and discovery.  BYU recently awarded her a $6,000 University Fellowship to support her research, which has already brought her to some interesting conclusions.

    

With the help of Scott Richards of the Department of Counseling Psychology and Special Education, O'Grady sought responses on the subject of inspiration in science from 426 behavioral and natural scientists across the United States.  Respondents were asked to describe how inspiration has played a role in their work and what they think other scientists can do to receive inspiration.

    

"It's good to see that there are a lot of commonalities in ideas across different religions on how inspiration is received," O'Grady says, "It has been rewarding to read the responses from scientists affirming that much of what they learn and discover comes from a Higher Power."

    

O'Grady has been able to work on this project from beginning to end, from designing the survey to analyzing the data.  Funding has come in part from an Eliza R. Snow Grant awarded to Scott Richards, who has worked on the project as co-investigator.

    

All of O'Grady's work thus far has resulted in the collection of intriguing evidence that inspiration still happens constantly today in the field of science.  She notes with enthusiasm that "even Einstein believed in the existence of God."

    

O'Grady is particularly grateful that she has been able to conduct her research in an environment that is so conducive to furthering her dissertation research.  "My experience at BYU has been a very positive one.  It's nice to be able to study a topic dealing with religion and feel so supported," she explains.

    

Perhaps another reason why O'Grady is so passionate about her work is the fact that for her, researching is a hobby; she is always looking for projects to continue her studies.  Her research of Religious and Spiritual Issues in Psychology and Psychotherapy is especially unique because she has chosen to tap into aspects of her personal religious beliefs to aid in her pursuit of knowledge.

    

O'Grady is never one to do anything half-heartedly, and not surprisingly she is aspiring to become a teacher, an occupation that she feels requires a combination of passion for the people one teaches and the subject being taught.  She asserts, "It's when you have passion for what you're doing that magic happens in the classroom."

 

Genevieve Hunter

“I’m not doing anything extraordinary. I just try to get good grades.  I’m just your typical ‘A’ student,” Genevieve Hunter insists.  It becomes obvious, however, that Hunter is anything but ordinary when she discusses her work, education, and goals for the future.

Hunter’s education was far from over when she graduated from BYU with her Bachelor’s degree in Elementary Education in April 2002.  She went on to complete an endorsement for secondary math through Weber State, and has now returned to BYU to get her Special Education license. She is currently completing the summer practicum portion of her degree.

Hunter also plans to further her education after she receives her license.  Under the guidance of Dr. Gordon Gibb, Professor in the Department of Counseling Psychology and Special Education, she is considering a combined Masters/Doctorate program at the University of Utah in Learning and Cognition.  “Dr. Gibb has mentored me a lot as far as what to do with graduate work,” Hunter recalls, “I appreciate how much he has guided me in my career.”

When her education is complete, Hunter hopes to have her own charter or private school designed for teaching children with learning disabilities.  She is already well on her way to achieving that ambition, gaining experience through her work at La Europa, a residential treatment center for adolescent girls with severe emotional and psychological problems.  Hunter runs the schooling portion of their time at the treatment center.  “I’m sort of like a principal over a staff of teachers,” she explains.

Her time at the treatment center and at school has taught Hunter many important lessons about what it takes to be a good educator.  As an undergraduate student, Sister Evanson told her a rule she feels is essential: never destroy the dignity of a child.

“There are a lot of rules in education that need to be changed due to circumstances, but that one is absolute,” Hunter remarks.  She is also grateful for the inspirational words of Dr. Gibb, particularly his idea of “making the invisible visible.”  

Hunter’s passion for education is a quality that is common in her family.  Her mother is a fifth and sixth grade teacher, and three of the four siblings in her family who have already graduated are also teachers.

Building on this background, her experience, and her desire to help disabled children and their families, Hunter is creating an educational foundation for a career devoted to the service of others.

 

Rachel Clinger

According to Rachel Clinger, patience is the most important tool for an educator. “As a teacher, it is always good to be able to take a step back and analyze situations,” she explains.  This knowledge has come as the result of Clinger’s dedicated work toward her goal of becoming a Speech Pathologist.

Now, as a Master’s student, Clinger continues to draw inspiration by reflecting back on her initial reason for entering the field of Speech Pathology: her younger brother.  Having witnessed his struggle with articulation for years, she was impressed when he eventually triumphed over speech.  “I realized the huge impact communication plays in one’s life,” Clinger recalls.  “I realized I wanted to be a Speech Pathologist, not only provide the best treatment for problems associated with language and speech disorders, but to improve my clients’ overall quality of life.”

It is with this purpose in mind that Clinger is now working on the Achievement in Reading and Content Learning (ARC) Literacy Grant.  The project focuses on improving students’ competency in three areas of literacy: fluency, comprehension, and vocabulary. Its aim is to train teachers to integrate reading instruction within all subjects. 

With the help and direction of Communication Disorders professor Dr. Barbara Culatta and ARC project manager Karel Simms, Clinger is seeking to find the reasons for poor reading skills among members of a group of fourth and fifth grade students.  The desired outcome of her research is the development of a literacy instruction program tailored to these students who have fallen behind.

The experience thus far has been a fun and rewarding one for her: “All the research assistants who have worked on the ARC Grant have been fabulous.  We work as a team, look out for one another, and find the humor in the situation when things get a little crazy.”

When she is not devoting time to her studies, Clinger enjoys playing tennis, traveling, reading, and spending time with her fiancée, Mark Burton.  She and Mark both grew up in Ogden, Utah.  She is the oldest of four children, including one sister who attends BYU and two brothers.  Her parents, Neal and Carol Ann Clinger, are both alumni of Brigham Young University.

“I have loved every minute here at BYU, which is why I chose to stay to complete my Master’s,” Clinger says.  Her contributions at the McKay School will doubtless prove that her additional time here has been well spent.

Cheryl Morris

Science and the scientific process have always fascinated Cheryl Morris. She has excelled in math and science but also has an interest in teaching and research.  Morris' interest in educational research was piqued as she was looking at available ORCA mentoring grants and found a research project linking science and literacy.

Cheryl Morris is a junior majoring in Chemistry Education with a minor in Physics. She will graduate from the College of Physical and Mathematical Sciences with an education degree through BYU's campus-wide Educator Preparation Program.

Morris is involved in research being done by Roni Jo Draper and Leigh Smith of the McKay School of Education in the department of Teacher Education.  They're looking at the integration of science and literacy as it exists today in education.

Working with her two mentors, she is analyzing elementary education science methods textbooks in relationship to literacy.  Morris is looking for particular references to literacy, dissecting the references to reading or writing, noting any mention, rationale, descriptions, or examples tied to literacy. Everyone brings research and questions to each meeting. Morris is adding to the body of knowledge being collected by her mentors. This one-year project will be written up for publication and/or presented at a national conference.

Morris has enjoyed the relationship with her mentors and has learned many things from the association with them. "This research has been very worthwhile," she said.  "It has made me aware of things I hadn't noticed before.  It makes sense; reading and literacy are a part of every subject we study. Life is not departmentalized, it is all intertwined." She has learned the importance of learning the basics of science and literacy in the elementary grades, so there is a firm base to build on in the higher grades.

Morris also works in a chemistry research lab but enjoys the hands-on involvement in education and the tie-in of subjects.  Her ideal job would be a chemistry high school teacher where she can teach science and chemistry while integrating a scientific vocabulary, writing skills, and the reading and comprehending of scientific material.  The question she says she will ask her students is, "What does this have to do with life, and why is it important?"

Asked for additional reasons she chose the field of science she said, "I've always been good at math and science, and this is a 'mom career.' I can do something I enjoy and I will always be able to find a job and the schedule will be flexible."

Natalie Bruford

Natalie Bruford, a senior majoring in History Teaching with a minor in ESL from the McKay School of Education, has always been excited to learn about the past. But it wasn't until after her mission in Venezuela that she realized how much she loved to teach as well. Since returning to BYU, Bruford has been able to explore this new interest and bring together both of her passions.

In September, Bruford student taught at Washington D.C.'s Duke Ellington School of Arts. She taught tenth grade Modern and World History. "The students there are a lot different than the students in Utah. Most are very left wing which makes their perspective different and very interesting," Bruford commented.

This was Bruford's first experience in a classroom, and from it she has concluded that she never wants to work anywhere else. "There are these small victories you make with your students." Bruford said, "You might be the only one excited about it, but it's so fulfilling anyway." Bruford believes that a good educator is one that loves either the students or the subject matter, and a truly successful educator loves both.

Currently Bruford is doing her practicum at Timpview High School. She is teaching in an ESL classroom with students from all across the world. Bruford believes the ESL techniques she has learned for different types of assessment have been extremely helpful and that all classrooms could benefit from the methods. "I think that as an educator it is important that you keep adapting, keep changing, and continue to try new things," said Bruford.

Bruford grew up in San Diego, California. When she is not in the classroom she loves to snowboard and watch movies. She also works with a high-end door manufacturer and helps finish and refinish ornate wooden doors. Her favorite type of wood is walnut. "It is really rich looking," said Bruford, "and really heavy too."

Whether it is wood or young minds she is working with, Bruford always tries to maintain a positive and light-hearted attitude. She remembers a professor who once challenged the class to make their students laugh at least once during the day. She has kept this in mind and tries to have an open line of communication with her students. "Your students need to be able to talk to you," said Bruford. "There are things that happen at home, things that happen with friends. They have a life outside of the classroom. If you don't take that into account you aren't treating them like a whole person."  It is this type of respect and understanding that will enable Bruford to be an effective educator for years to come. 

 

Christian Weibell

Christian Weibell's wife taught him how to use a computer mouse when they began dating in 1994. This is an unlikely beginning for a man who went on to earn his undergraduate degree in computer science, worked for Microsoft, and is now a graduate student in the McKay School's Instructional Psychology and Technology department. However, it goes to show we all have to start somewhere.

As Weibell refined his mouse skills as an undergraduate, a language professor urged him to help translate sessions of General Conference using the Vietnamese he had learned on his mission. Weibell obliged and has not missed interpreting a single session of conference since, even when it meant flying from Washington during the years he worked for Microsoft.

Weibell's work as a graduate student has combined his two passions: translating and computer science. With some ORCA grants and the support of professors Stephanie Allen and Michael Bush, Weibell has developed an interpretation-training program for church interpreters. The Church is adopting the program so interpreters can benefit from computer-based instruction conveniently in their own home. The software includes practice for skills such as simultaneous reading, simultaneous interpretation, text translation, and software for managing vocabulary and phrase lists. The software enables the Church to produce more efficient and confident translators.

Weibell, and his wife, Trista and their three children moved back to Utah from Washington so he could work on his interpretation-training program and attend BYU. Weibell only speaks Vietnamese with his children in hopes that they will pick up the language. "My three-year-old has the best accent," Weibell said. "He is still malleable, and I try to keep it a fun thing."

Weibell also enjoys singing, and has sung in Vietnamese in Salt Lake City on different occasions. "When I came to BYU," said Weibell, "I wanted to major in Music Dance Theatre." Weibell has found ways to incorporate all of his interests, and in the future he would even like to explore improving student's second language pronunciation through dramatic performance.

"I have found that anything you do that will have real significance will take real work and real effort. However, an individual can make a useful difference." Weibell works towards graduation in 2007 and continues to develop his translating software; he is putting his words into action and is making a significant difference in his field.

 

Susan Clark

Susan Clark is earning her doctoral degree in Instructional Psychology and Technology in the McKay School of Education. "I've decided why it took me so long to come back to school again," commented Clark. "I was waiting for technology to be ready for me." Well, technology caught up with her, and now Clark is helping others utilize technology that can improve their teaching.

Clark is currently an employee of the Faculty Center, and for the last four years she has been working on "Instructor Resource Pages" with Trav Johnson, also of the Faculty Center. The Instructor Resource Pages are an online source of suggestions, tips, and methods for teachers to use after they receive their course evaluations from students.  "It's a springboard for reflection on their teaching so they know what help to seek," said Clark. The Instructor Resource Pages are projected to be included with each teacher's course evaluations beginning next fall semester.  Clark added, "We wanted to provide the faculty with an immediate resource that has avenues for improvement."

Clark did her undergraduate work at BYU with a degree in elementary education; she then earned her masters degree in instructional technology from USU. Before coming to BYU in 1999 to work in the Center for Instructional Design, Clark worked in the computer lab at Manila Elementary School in Pleasant Grove. She loved working with the students and seeing their enthusiasm for the computers. 

Clark is an Alaskan "sourdough," someone who has lived in Alaska for more than 30 years. She has three daughters and three grandchildren, and this year for Halloween, she made costumes for all of them. Clark hopes to graduate in April with her doctoral degree and ultimately would like to work as a mentor for adults continuing their education.

 

Marci Olsen

Marci Olsen had her choice of graduate schools. But, when she met the faculty in the Counseling Psychology and Special Education department at BYU, she was impressed with how friendly and enthusiastic they were. The faculty's kindness, and the spiritual elements offered, were the determining factors in Olsen's decision to earn her EDS in School Psychology at BYU. And while she studies here, Olsen is bringing positive attention to the department.

Olsen, who did her undergraduate work at Southern Utah University in Psychology, recently had an article published in The Observer, Utah's newsletter for school psychologists. Olsen's article was based on her thesis topic "Bibliotherapy." "My research concluded that bibliotherapy, across the board, is a good resource to use with students and an easy and effective way to get kids to open up," Olsen said.

Olsen's interest in bibliotherapy, helping children through literature, was sparked by a classmate's research of bibliotherapy and grief. For her thesis, Olsen contacted psychologists working in schools from all over Utah. She asked those who used bibliotherapy when working with students to respond and rate its effectiveness in different areas. Olsen found that bibliotherapy helps a great deal with topics such as self-esteem, bullying, divorce, anxiety, and making friends. "Bibliotherapy is an easy way to talk about an issue children wouldn't want to discuss otherwise," commented Olsen.

While studying at SUU, Olsen did an internship with a school psychologist who really loved his job and the students he worked with. This increased Olsen's desire to work as a school psychologist.  While working in the classrooms with groups of students, Olsen has learned that nothing outweighs the importance of caring for those you work with.  Olsen said, "I discovered that the most important thing you can share in a lesson is that you care about the student and you want to get to know them. Then the rest falls into suit." 

Olsen, originally from Taylorsville, Utah, hopes to graduate in April 2007, and would love to work in Utah. She has a twin sister who teaches seventh grade. On occasion they have tried to trick her sister's students. "They knew I wasn't their teacher when I couldn't remember any of their names," laughed Olsen. This semester Olsen will work in a high school setting and she is eager to see what new challenges this age group will offer. However, no matter the age of the student, Olsen believes that when students know someone wants them to achieve they begin to see their own potential.

 

Christopher Clark

When Christopher Clark, a doctoral student in Educational Leadership in the McKay School of Education, was 16, his older sister solicited him to help her practice some Shakespearian lines she needed to memorize. After reading with his sister, Clark became intrigued with the verse he had read. He spent that summer reading the complete works of William Shakespeare.  Since then, Clark's interest in Shakespeare has continued to escalate.

Clark has let his passion for Shakespeare lead him through school. In 2000 he obtained his bachelor's degree from BYU in English. Clark then did his MFA at Exeter in England studying Shakespeare performance. He has also studied with the Globe Theatre in London and the prestigious Steppenwolf Theatre Company in Los Angeles.

Today, Clark is helping others, especially elementary school students, to gain an appreciation for the man he has spent his life studying.  Clark is part of BYU's Young Company Shakespeare Troop. The Troop consists of seven theatre students who take on multiple roles in order to produce an abridged version of popular Shakespearian plays for elementary school students. This year Clark is directing "Hamlet," it is his sixth show.

"We grow up with the notion that Shakespeare is boring, and that's the challenge for us [Young Company Shakespeare Troop]. We have to make it interesting and help kids see Shakespeare as something that can be exciting, and nothing to be afraid of," Clark said.

The actors, costumes and sets all fit in a van they use to travel to elementary schools up and down the Wasatch front. Clark explained, "The students know the play, they have acted it out sometimes, and the teachers have helped the students study the story to make it relevant."

In order to fit time constraints, Clark edits the plays. He also plays some of the characters. This year in "Hamlet" Clark plays the parts of Claudius and the ghost of Hamlet's father. "The kids just love it," he said enthusiastically. 

Clark teaches at BYU and UVSC. This December a play Clark has written called "A Marrying Man" is being performed at UVSC. The play includes scenes from all 37 of Shakespeare's plays. The play explores what would have happened if Shakespeare had been married at the age of 18. Clark will also be directing a production of "Much Ado About Nothing" at the Provo Theatre Company this season.

Clark is involved in all aspects of theatre, he directs, acts, and writes, but his most important role is that of a teacher. As Clark earns his doctoral degree he is exploring ways to help keep arts in the classroom. In the future he would like to help create and facilitate performing arts curriculum for kindergarten through third grade classes. "I am concerned because so many arts programs are being cut, and I want to help combat that," said Clark.

 

Brooke Holmes

Brooke Holmes, a senior from San Diego, majoring in Elementary Education, started her college career as a communications major. However, after working with students in Mexico and Peru, Brooke found that education was where her heart, and her passion lay.

"After seeing the students and their classrooms in Peru, and knowing the potential our schools have in comparison, I wanted to take advantage of the opportunity I have to teach in such fortunate conditions," Brooke said.

Brooke traveled to Peru in 2003 and 2005 to build schools with Hope Project. Through the program Brooke, her family, and others, helped people in remote villages to become more self sufficient. While visiting a classroom in Peru, Brooke was humbled at one teacher's ingenuity. "She made the most of what she had," Brooke reflected. "She constructed and illustrated a giant story book by hand, used bottle caps for math and had to be creative and rely on her own personal resources in order to teach." 

After her own teaching experiences last winter at Grove Crest Elementary in Pleasant Grove, Brooke gleaned even more inspiration and motivation for her future career. "As a teacher I know I need to constantly be learning things and be open to new ideas," Brooke said.

Brooke is applying to do student teaching in Fiji this summer. "I love to travel and I want to incorporate that into my lessons," said Brooke. Ultimately she would like to get her MPA in Public Administration with a non-profit administration emphasis. This semester she is excited to work with a fifth/sixth grade combo class at Westridge Elementary in Provo.

Brooke believes that an educator needs the proper motivation to be successful. She said, "I think you need to have genuine and sincere motivation to be in the classroom teaching the children. If you don't want to be there the kids can sense that."