Go Forth to Serve

Magazine Issue
Fall 2020

Job Hunting During COVID-19: Tristin Hampshire ’20

With a global pandemic causing wide-spread hiring freezes, April 2020 was “a weird time” to be entering the job market, said recent graduate Tristin Hampshire.

Luckily for Hampshire, her time in the Communication Disorders Department prepared her to handle an uncertain future. Her thesis chair, Doug Peterson, taught her to have a “changing-the-world mentality,” and her “remarkable” cohort, whom Hampshire calls her “best friends,” gave her the support she needed to navigate difficult times.

In addition, patients she met during her externship at the Provo Veterans Center taught her to always look on the bright side. Even as the veterans worked to regain swallowing, speech, and cognition skills, “they were the ones in the room cracking the jokes, lightening up the mood, and putting a smile on your face during therapy,” Hampshire said.

Armed with her education, her work ethic, and her positive attitude, Hampshire landed a job as a speech-language pathologist at South Jordan Elementary School, where she started this fall. Though she is unsure what the school year will look like, thanks to her McKay School education, she realizes that she is capable of great things.

Building Leaders Through Latinos in Action: Jose Enriquez, ’02 & ’12

Growing up in East Los Angeles after emigrating from El Salvador, Jose Enriquez learned how to make the most of what he had and to do what no one around him had done before. “You have to be creative; you have to take different angles,” he said.

Enriquez came to BYU as a full-ride wrestling athlete. He earned his bachelor’s degree in Spanish teaching and began pursuing a master’s in educational leadership. “Having practice in the day and research in the evening together was powerful because you got to see educational leadership in action,” said Enriquez.

After working as an administrator and director of student educational equity in two Utah districts, Enriquez moved to the Utah State Office of Education, where he oversaw Title III, which supports English learners, immigrants, and refugee students. Although Enriquez enjoyed the public school system, he wanted to maximize his potential and impact by helping the younger generation of students do the same: 

“They bring a lot of assets, but there is nothing in the public school system that allows them to showcase those assets.”

In 2001, Enriquez launched Latinos in Action (LIA), a nonprofit organization designed to develop Latino students’ talents and, more important, to use those talents to help others. One of the biggest benefits of LIA is its mentorship program. LIA high schoolers in 13 states visit elementary schools twice a week to tutor and positively influence younger students.

“We could teach students about Latino heroes, but instead we can create our own heroes from within,” said Enriquez. Students learn how to plan service projects, run social activities, create assemblies and parent-teacher conferences, conduct meetings, and organize meeting agendas.

Enriquez credits the Educational Leadership and Foundations Department for his passion for education. “It was a door to the world of education and to really understanding what leadership in education looked like,” he said. This allowed Enriquez to teach leadership skills to others. And the importance of research was also key: “Anyone can be a part of the conversation in academia. You just have to understand it, do the research, and add to it.”

However, his greatest takeaways were relationships—both the ones he made and the ones he has helped others create through LIA. “What is most important are the people in front of you.”

Distance Education Leadership and Distinguished Service Award: Anthony Pina, ’89 & ’91

Anthony Piña credits his mother, Teddi, for his love for online learning. While working on her degree, Teddi continually switched universities due to moves made for her husband’s job. At each new school she had to meet different requirements and take a number of credits to establish residency.

Piña’s mother died of breast cancer in 1996, before she could finish her bachelor’s degree. Six months later, Piña developed his institution’s first online course. “Once I did that, I realized that if my mother had had online courses available to her, she would have been able to finish her degree,” he said. “I pledged from then on that I was going to move my career toward online and distance education, because I did not want anybody else to not be able to meet their goals because of distance or residency requirements.”

At BYU, Piña earned his bachelor’s in Spanish teaching in 1989 and his master’s in educational psychology two years later. He earned a doctorate in education leadership from La Sierra University in 2005 and a second master’s in management from Sullivan University in 2016.

Piña has since developed and taught many online courses and codeveloped several online degree programs, including an online PhD. In 2019 he was awarded the Wagner Award for Distance Education Leadership at the Distance Learning Administration Conference as well as the President’s Award for Distinguished Service to the Association for Educational Communications and Technology. He is the associate provost for teaching and learning for Sullivan University in Louisville, Kentucky, where he oversees online instructional design, curriculum development, and faculty training and does consulting work in online learning for institutions across the country.  

Piña recently coedited his sixth book on educational technology and distance education leadership and has published more than 70 articles and professional publications. He sees technology as “power tools” that help educators build a house of knowledge. “Technology in the hands of a skilled teacher is like a power tool that enables good teachers to do what they do even more effectively,” he said.