Amanda Shuman

Math teachers…rebellious? Those words don’t often go together in our minds, but Amanda Shuman remembers her math teachers as rebels who kept the class engaged with their lively teaching style. Since she took to math naturally and found herself two or three grade levels ahead of her classmates, she decided to pursue math as a career. After receiving a master’s degree in mathematics at WMU, she is living in Washington D.C. as a Math for America DC (MƒA DC) fellow. She will be following a five-year program in which college graduates and working professionals commit to teaching math in public secondary schools. All fellows are mathematically talented individuals who are new to teaching.

a photo of Amanda Shuman
Amanda Shuman

During the first year of the fellowship, MƒA DC fellows receive a full scholarship to the American University in Washington D.C. Tuition and fees for the degree, a Master’s in Teaching in Secondary Education: Mathematics, are completely covered. Fellows receive a living stipend for the training year. Fellows will have pre-service professional development and mentoring as well as extensive student teaching experience during the training year. Development and training continue through the training year.
During years two through five, MƒA DC fellows will teach in a Washington D.C. public or public charter school at the secondary level. Fellows will receive a stipend in addition to a regular full-time teacher’s salary in the city. Besides the stipend and salary, mentoring, coaching and support services are available for fellows. They are expected to participate in ongoing, interactive, professional development activities as well.
Amanda hails from Montrose, Michigan and completed her undergraduate work at Aquinas College in Grand Rapids, Michigan. She always found herself drawn to mathematics and she gathered experience in teaching math by tutoring at her high school during her junior and senior years. She was a teaching assistant for the Department of Mathematics at WMU and part of her duties there included tutoring in the math lab. As a TA, she taught math to non-math majors. Finite and Pre-Calculus were also within the scope of her teaching experience. One thing she wants to do in her career is encourage young women and girls to a love of math. She found the lack of women in math classes and in university settings disheartening, and she wants to increase visibility for women in mathematics.
Studying at WMU, a large, diverse university, was very different from her undergraduate work at Aquinas. Here at Western in a male dominated profession, she felt somewhat isolated. She knew that if she wanted to advance her position in life she would have to do it on her own, and she did so by working out her problems in “self-study.” Diving into something she enjoyed, mathematics, provided an antidote to the inevitable difficult issues that came up during her graduate study at WMU. She was unable to participate much in campus life, as she lived in Grand Rapids and commuted to school in Kalamazoo. She notes that public transportation in Washington, D.C. is more comprehensive than anything available in this area of Michigan, though the cost of living in the city is much higher.
Amanda counts several professors and graduate assistants as major influences on her. She notes that Dr. Steven Culver, then chair of the math department, and Dan Sievewright and Shelley Speiss, both now holding the Ph.D., were greatly encouraging. She also singled out for praise two “amazing teachers who kept me going.” The first was Dr. Jay Wood. “He is an extraordinary professor who was willing to work with me to catch up with the other students and was always patient with me. He answered even the most mundane questions and constantly encouraged me to continue working hard.” The second teacher who bolstered Amanda’s confidence was Dr. Melinda Koelling, with whom she worked on complex analysis. Amanda had not had much success in complex analysis in her previous classes, but Dr. Keolling gave her the guidance to understand concepts she had not previously grasped. Dr. Koelling’s presence at math club and other departmental events was motivating, as well.
Amanda earned no less than 18 scholarships and just as many non-cash awards during her undergraduate work at Aquinas, and at Western was involved as a member of the Teaching Assistants Union and of Pi Mu Epsilon, an honorary national mathematics society promoting scholarly activity in mathematics. Now, as a Math for America Fellow, she will be using her talents to further mathematics education in K-12 settings. The Graduate College at Western Michigan University is proud to call her one of our own, and wishes her great success in her future endeavors.

Did you know? – Professional Email Etiquette in 12 Easy Steps

Professional Email Etiquette in 12 Easy Steps

1. Address Email Recipients by Name

2. Write a Definitive Subject Heading

3. Identify Yourself and State Your Intentions Briefly

4. Attach Documents

5. Say “Thank You”

6. Include a Valediction or Complimentary Close

7. Use a Formal Signature and a Professional Email Address

8. Check Grammar, Mechanics, Tone

9. Review Your Email Before Sending

10. Acknowledge Receipt Within 48 Hours

11. When Necessary, Make a Phone Call instead

12. Never Send An Email When You are Angry or Upset

Dean’s Message

The signs of spring are finally around us here in Michigan, trees are budding, flowers are blooming and graduation is on the thoughts of many. In fact, Western Michigan University conferred degrees to 2727 students on April 27 and over 600 of those who received their degree were graduate students. We are so proud of our graduates and know that they will have successful futures.

Other signs of spring at universities usually include fewer undergraduate students on campus as well as a time of intense study for graduate students. For graduate students it is a time to conduct research, to engage in creative work, to build the professional portfolio or to write the thesis or dissertation. It is also a time when funding opportunities for graduate students are most limited. Thus within the Graduate College we are committed to fundraising for scholarships for our graduate students that help sustain the legacy of WMU as a top research institution. Consider helping us in that endeavor and make a donation to the Graduate College today.

Susan R. Stapleton, Ph.D.

Dean, Graduate College
A photo of Dr. Susan Stapleton, Dean of the Graduate College

Did you know?

The Office of Military and Veterans Affairs at WMU provides Veterans, Service Members, and family members of Veterans with guidance and mentorship in a variety of areas. These include, but are not limited to, academic support, benefit support, answers to questions regarding WMU or the VA, and the Western Michigan University community. The military offers a variety of VA educational benefits. Western Michigan University accepts the Post-9/11 GI Bill, the Montgomery GI Bill, and the Yellow Ribbon Program. If you or someone you know is interested in details about the costs of attending Western, or how to initiate benefits, please contact Western Michigan University’s Veterans Affairs Representative Brenda Hamlyn at 3210 Siebert Administration Building, by e-mail at brenda.hamlyn@wmich.edu or by phone at (269) 387-4115. Western also accepts a mini GI bill, which covers tuition for an initial semester of enrollment. This makes it easier for a veteran to transition quickly from active service to student life. WMU recognizes veterans and their families as Michigan residents so they can take advantage of in-state tuition rates. The Office of Military and Veterans Affairs at WMU is an active campus support program and advocacy office for helping veterans and active-duty National Guard members transition in and out of academic life. The director is Tracey Quada; she can be reached at military-affairs@wmich.edu or at (269) 387-4444. Office hours are 9 a.m. to five p.m. Monday through Friday in 1260 Ellsworth Hall.

Dr. Julien Kouamé Ph.D. – Evaluation, Measurement and Research

A photo of Dr. Julien Kouamé and his mother Eugenie Adon Brou

On November 7, 2012, Julien Kouamé defended his dissertation. On April 27, 2013, Dr. Kouamé was hooded by his committee chair, Dr. Brooks Applegate, at the Spring 2013 commencement ceremony at University Auditorium. Congratulations to Julien Kouamé upon completion of his Ph.D. in Evaluation, Measurement and Research. The members of his committee are Dr. Brooks Applegate, Professor of Evaluation, Measurement and Research in the Educational Leadership, Research and Technology Department in the College of Education and Human Development, WMU, Dr. Marianne Di Pierro, Director, Graduate Center for Research and Retention, Graduate College, WMU and Dr. Michael Bamberger, Independent Evaluation Consultant and faculty member at the Foundation for Advanced Studies on International Development. Dr. Kouamé’s dissertation is titled, “Design in Evaluation: Adequacy and Validity of Health Evaluation in the Context of Developing Countries.”
This research looks at International Health Intervention Evaluations (IHIE) by investigating the level of rigor in a sample of IHIEs to determine the ramifications of poorly conducted IHIEs, which can put the health of recipients of the intervention at risk. Since very few IHEIs meet globally established minimum criteria for sound methodology, this is an important area of research. The study also delineates the institutional policies and procedures that govern the evaluations. The research seeks to answer four questions: (1) What are policies, guidelines, and requirements for program evaluation and evaluation reports posed by international donors for evaluators? (2) What are the common types of research designs used to evaluate international health interventions? (3) What are common components and contents of reports from evaluations of international health interventions? (4) What is the level of rigor of those designs used to evaluate international health interventions?
The findings from exploration of these research questions reveals that there is quite a bit of variability and flexibility among the seven organizational evaluation policies and guidelines governing the evaluation of IHIEs. Very few of the interventions use strong evaluation designs to address the impact of each program. The evaluation reports also reflect the extent of the information required for reporting as stipulated by their specific policies and guidelines. This information is often not enough to assess if the purpose of the intervention has been achieved, which compromises the transparency of the evaluation report. Though this study examines a limited number of evaluation reports, its implications suggest that international funding bodies need explicit policies and procedures to guide both program evaluation design and evaluation reporting. Greater attention to evaluation design and the components of the written evaluation report are needed to properly represent program impacts. Coupling more rigorous evaluation designs can fully address program impact and more systematic and comprehensive reporting will provide greater transparency, an important element for international funding bodies.
Julien Kouamé worked for several years for the Graduate Center for Research and Retention as a research assistant to Dr. Marianne DiPierro, director of the center. Before beginning his doctoral studies at WMU in 2006, Julien received a Master’s in Public Health from Emory University in 2004 and worked for the Centers for Disease Control in Atlanta from 2004-2006. He earned a Bachelor of Arts in Interpersonal/Organizational Communication in May 2001 from Manchester College in North Manchester, Indiana. In June 1999 he earned a Bachelor’s of Science in Communication and Marketing from EST Loko, Abidjan, Ivory Coast, from whence he hails. He is the first person from his village to earn a degree and is the pride of his 86 year-old-mother, Eugenie Adon Brou. She flew all the way from Ivory Coast alone to be at Julien’s graduation. His father died when he was young and she worked hard as a farmer and midwife to find the money to send him to school, which is not free in his country. Finally she ran out of money and Julien had to drop out. He volunteered with some Peace Corps staffers in his village and became so close with them that they paid his tuition so he could finish high school. He qualified to go to college, but again did not have the tuition. Finally his mentors in the Peace Corps arranged for him to come to the United States to go to Manchester University in Indiana.
Now, twelve years later, Julien has a Ph.D. and works as a research manager at the Johnson Center for Philanthropy at Grand Valley State University. There he gathers, analyzes, interprets and shares national and local data through partnerships with nonprofit and neighborhood groups in an effort to assist local and regional nonprofit leaders with decision-making, grant writing, and program evaluation. We congratulate Julien and acknowledge all his hard work and the long journey he has taken to get where he is today, with the help and encouragement of his mother, who is now back home in Ivory Coast.

Carson Leftwich

A photo of Carson Leftwich

Carson Leftwich is the first person you see when you come into the Graduate College. As Office Associate, she works the front desk, among her many roles. She spends quite a bit of time on the phone, answering questions, guiding prospective graduate students through the admissions process, and referring calls to the respective departmental graduate advisors. Carson is an editor and writer who produces the Graduate College’s articles for the “Prism” newsletter and the “Graduate Standard.” She guides two fellowships, the Thurgood Marshall and the Alliance for Graduate Education and the Professoriate (AGEP) through the application and award process. She also handles the calendar of Tony Dennis, Director of Graduate Student Research and Retention, making sure he gets to and from his recruiting events across the country. When he has a schedule conflict she stands in for him at recruiting events. She assists with the Graduate Research and Creative Scholars and Graduate Teaching Effectiveness awards in the Spring and coordinates the AGEP Dissertation Writing Retreat in May. It is difficult to pin her down to one job category as she wears many hats since coming to the Graduate College in June, 2008. Carson has her B.A. in History from Western and an M.A. in History from WMU as well. She taught part-time at Western for 13 years after getting her Master’s. She is currently working on a certificate program in Higher Education and Student Affairs (HESA) in the Department of Educational Leadership, Research and Technology. She and her husband, Kirk, have two grown children and enjoy spending time at Lake Michigan, socializing with friends, antiquing, traveling up north to the Leelanau Peninsula, and attending vintage Volkswagen events.

The Hilltop Review

The Hilltop Review: A Journal of Western Michigan University Graduate Student Research

A photo showing five different issues of the Hilltop Review

The Graduate Student Advisory Committee publishes a journal of student writing and artwork. “The Hilltop Review: A Journal of Western Michigan University Graduate Student Research” is a peer-reviewed journal. It is intended to be an interdisciplinary journal which provides a venue for sharing the scholarly and creative activities of graduate students from all disciplines at Western Michigan University. It offers a sampling of original and significant findings. Published in hard cover twice a year since 2009, and electronically since 1995, the journal will be issuing its Spring 2013 volume soon. This issue will include articles “An Explanatory Ethnography of the Gendered Communicative Behaviors of Bouncers,” by Nathan M. Swords; “Youths’ Access to Public Space: An Application of Bernard’s Cycle of Juvenile Justice” by Amanda Smith; “Feminist Research Ethics, Informed Consent, and Potential Harms,” by Melinda McCormick; “Bureaucracy and Income Disparity in America,” by Daniel Dougherty; and artwork by students Matt Klepac and Tess Erskine. A short note from the editor precedes the scholarly works. Josh Berkenpas, doctoral student in Political Science, had the tough but rewarding role of editor for two years; for 2013 we have a new editor, Tim Bauer, a doctoral student in Sociology. Tim has served on the Editorial Board of The Hilltop Review since Fall 2011, and continues to work closely with that board to produce the journal. The board includes graduate students, members of the faculty, and officers of the Graduate Student Advisory Council (GSAC), which sponsors its publication. Tim issues the call for submissions, solicits reviewers, sends the reviewed articles back to the authors for changes, then formats the finished document and sends it to the printer. Copies are distributed to the Graduate Studies Council, the Editorial Board of The Hilltop Review and to current graduate student members of GSAC. Copies of each issue are also sent to the Archives and Regional History Collection at WMU for reference now and in the future. You can see archived copies online at http://scholarworks.wmich.edu/hilltopreview/. The Spring 2013 issue is the first to consider poetry, or what Tim calls “written art.” We look forward to reading the upcoming issue of this outstanding effort by all the contributing WMU graduate students.

Rome, Kalymnos, Kalamazoo: Coming Full Circle

For Stasia Lopez, a student in WMU’s Master’s program in Higher Education and Student Affairs (HESA), her university experience has taken her on unexpected paths, with surprising rewards. Stasia began her undergraduate study at Robert Morris University (Pittsburgh, PA), studying Business Administration with a concentration in Hospitality and Tourism Management. But a desire to break out of familiar places led her to study abroad, first visiting her extended family’s home in Greece and then journeying to Rome, hoping to trace her own roots in both countries. At the start of her trip, Stasia chose not to call or contact her extended family; from Greece, she simply hopped on a boat for the twelve-hour journey to the island of Kalymnos, her ancestral home. Miraculously, after wandering through streets and finding her maiden name (Diamantis, Greek for “diamond”) plastered everywhere, she located her relatives within mere hours of getting off the boat. Beginning a life-changing and vastly rewarding experience, Stasia continued her pilgrimage, arriving in Italy days later. While taking Italian language and culture classes at the American University in Rome, Stasia made Italian friends who helped her to discover much more about the city and its hidden treasures – off-the-beaten-path cafes, shops, and nearly forgotten landmarks and spaces, as well as new Italian friends and families – than she would have discovered among her enclave of American peers. From learning to think and speak in another language to navigating an ancient city, Stasia recalls that there was never a dormant moment for her… she felt completely alive, captivated, and challenged the entire time.

a photo of Stasia Lopez

When Stasia returned stateside in 2008, she found a seismic shift had occurred in her life, with her goals and outlook completely changed. She observes that “when you can foster relationships with anyone, especially international friends, who can tell you about differences in culture, perceptions, and perspectives… it breaks you out of thinking that your home is the only way to live and you see a wider swath of the world, or the world from another viewpoint.” This experience also changed her career path; when Stasia returned, she turned down a marketing internship to intern in the Study Abroad Office at her alma mater. Her experiences abroad and in that office blossomed into an advocacy and love for education that she continues in her work as a graduate student at WMU.

As a graduate assistant in Career & Student Employment Services (CSES), Stasia plans a variety of programming at WMU. In fall 2012, she helped to open the Career Zone in Ellsworth Hall, which offers individualized drop-in and group advising. According to Stasia, “the career advising offered by CSES helps all students in what they can do with their majors, writing their cover letters and resumes, and also provides one-on-one career counseling with our doctoral students. Additionally, we also help students in planning for jobs and internships and have assessment resources to help match students with careers and internships.” Stasia finds that some of her most rewarding work comes in advising first-generation college students. As a first-generation college graduate herself, Stasia understands the importance and difficulty of balancing work, school, and life, and completing a degree program quickly, issues of special concern to this group of students. After completing one of her program internships in the TRIO Student Success Program at WMU, which primarily works with first-generation students, she realized more than ever how much she loves academic advising, especially first-generation and exploratory advising students.

Stasia also finds that her work for the Career Zone and CSES dovetails beautifully with her coursework. For each student in the HESA program, the curriculum is very broad-based and leadership focused. Stasia has taken a diverse array of courses encompassing higher education and student affairs from student development to diversity and equity. Through her work as an advisor, she is able to combine the theory learned in class with experience in the field. In a course on student development, for example, Stasia regularly gets to work with students and see them develop throughout their degree programs. In any given semester, she may encourage students to reflect on their study abroad programs, or listen to international students’ perspectives on American education and how they’re settling here, or help students to find their passions, choose majors, and locate resources to help them land internships or determine their career paths. Through it all, Stasia sees her work as a career advisor and her coursework in the HESA program as inextricably linked, creating a truly experiential learning experience for her. “Experiential learning,” says Stasia, “is how we learn, grow, and gain qualifications for careers.”

Hoping to pursue a career in Study Abroad herself, Stasia has advocated that this life-changing experience be available for students of all backgrounds. In 2009, she created a Facebook group called the International Cultures Group to inform a global audience about the benefits of international study and perspectives. From the start, she posted serious statistics about international cultures and Study Abroad programs alongside fun posts about foreign food, world holidays, and mini-celebrations. Her audience on the site grew to almost 400 and, last year, Stasia was nominated by GoAbroad (one of the leading websites concerning study / intern / volunteer / work abroad) for its 2012 Innovation Award for the site she created. Not content to rest on her laurels, Stasia has continued her advocacy as a writer for sites like Wandering Educators and Go Overseas; she has also attended several regional NAFSA (Association of International Educators) conferences and has applied for grants to attend many of them, the first with her work for the online resource AbroadScout.

Stasia currently balances these activities with her coursework in HESA, her work in CSES, and four internships, one of which involves creating a series of workshops on re-entry for all WMU students returning from their study abroad experiences. While she feels she has found her voice and purpose in advocating for international study, she sees her life coming full-circle in her work. The first of her family to graduate from college, she was also the first to make it back to their ancestral home. Finding that her life changed and her eyes opened by this experience of traveling abroad, she now helps other students to navigate the life-changing and eye-opening experiences of higher education, and advocates the importance of new perspectives and adventures for all of her peers at WMU and beyond.

The Career Zone, located across from the writing center on the first floor of Ellsworth Hall, is open Monday thru Friday 12-5pm. All students are welcome to receive drop-in advising on resumes, cover letters, interviewing tips, to find out what they can do with their majors, and more! For more information call: 269-387-2745

From the WMU HESA program website: “The master’s degree concentration in higher education and student affairs (HESA) is designed to prepare students for entry and mid-level professional positions in colleges, community colleges, and universities. Typically, these positions include administrative roles in admissions, academic advising, residence life, student activities, financial aid, career services, and offices designed to support and retain historically underserved student populations (e.g., multicultural affairs, LGBT Services, services for students with disabilities, women’s centers, veteran and military services, offices for foster care youth, etc.)”

Graduate College Welcomes Faculty Fellows

The Graduate College appointed two Faculty Fellows at the beginning of Spring 2013. They will be in the position until the end of Fall 2013. Each of them brings their own set of skills to the job, and each has unique responsibilities tied to their job description. Dr. Jon Adams, an associate professor in the Department of English, has the focus area in student and faculty engagement and success. He is working with Academic Affairs, college deans, graduate program directors and chairs and the Office of Faculty Development and the Office of Student Affairs.
A photo of Graduate Faculty Fellows, Dr. Louann Bierlien Palmer, and Dr. Jon Adams
When asked what led him to apply for the position, he specified his excitement over the new direction Dean Susan Stapleton has been taking the Graduate College and her determination that the Graduate College be a part of every conversation. Dr. Adams is especially interested in the aspects of his position that include student and faculty engagement and success. His whole career has been informed by his wish to see students succeed and this position gives him a chance to be a part of that success individually and institutionally. Besides the engagement piece, it is a professional development opportunity as well.
If he could narrow his position to one point, it would be student engagement. Studies show that student engagement is one major predictor of retention and the Graduate College is serious about not only recruitment but retention. Dr. Adams will work with the Graduate College Ambassadors, a group of twelve grad students from each college who represent Graduate College interests across the campus. He will also interact with the Graduate Student Advisory Committee (GSAC). This is a flourishing registered student organization that advocates for graduate education and graduate students. GSAC represents graduate students at Western Student Advisory council meetings and funds activities proposed by graduate student groups.
During Spring 2013 and Summer I and II 2013 Dr. Adams will be working on an online orientation program for graduate students who cannot attend on-campus orientation. Students who are off-campus need training for teaching assistant and graduate assistant positions as much as on-campus students, and this online training can be expanded to offer supplemental orientation activities and alternative types of training.
His work as a Graduate Faculty Fellow has taught him a great deal about Western’s history and current administrative and personnel climate. Talking with constituents from all over campus, including deans and associate deans as well as graduate students, has given him knowledge about the people who make Western happen. This helps him know how to help them in his function as faculty fellow.
Dr. Adams studies representations of war and masculinity in American literature and culture. He teaches upper level, graduate and special topics classes in American Literature and upper-division and graduate courses in Literary Theory and the Novel. He received the WMU Distinguished Teaching Award in 2012 and serves on the Graduate Studies Council and as the Director of Graduate Studies in English. He received his Ph.D. from University of California-Riverside.
Dr. Louann Bierlein Palmer is a professor in the Department of Educational Leadership, Research and Technology whose Faculty Fellow position includes a focus area on graduate admissions and enrollment. She will work with Academic Affairs, the University Student Enrollment Management Committee, Extended University Programs, admissions, college deans and the graduate program chairs, directors and academic units.
She earned her Ed.D. in Educational Administration from Northern Arizona University. Dr. Bierlein Palmer teaches EDLD courses in the areas of School Community Relations and Cultural Competency, Policy Development and Analysis, and Leadership Theory. Her research interests include a broad array of K-12 and higher education reform and policy issues, and she often uses survey research and case study analyses. Prior to joining WMU, Dr. Bierlein Palmer served in various policy research and leadership roles, including the Governor’s Office in Louisiana, and state and university policy centers in Louisiana and Arizona. She is also considered a national expert on quality charter school laws and authorizing policies.
Because her area of interest is in leadership and policy analysis and reform, she applied for this position to use this opportunity to become involved at the systems level at WMU. Most of her students are working professionals, so the faculty fellow position allows her to reengage in the practical leadership aspects of higher education. She is working on streamlining policies and procedures to stretch limited resources farther.
One of Dr. Bierlein Palmer’s goals is to establish more regular communication with graduate advisors, especially on issues relating to admissions and recruitment. Currently she is also working on a merged version of the Graduate Catalog with the Graduate Advising Handbook to create a document which more accurately reflects the needs of advisors and other users. The new Graduate Catalog will be more user-friendly and up-to-date. She is also working with Graduate College staff and University Relations on creating a new Graduate College brochure to use for recruiting purposes. In addition to making changes to the interior of the current brochure, including the listings of programs to make it easier for recruiters to use, she is creating one page handout templates that each department or program can use to customize the information provided.
Dr. Bierlein Palmer states, “It is a privilege to work with Dr. Stapleton and others in the Graduate College, and to work on the larger goal of promoting high quality graduate education within WMU…As a systems thinker, I treasure learning more about the many pieces needed to support the broader university.”

Dr. Amy Gullickson, Ph.D. in Interdisciplinary Evaluation

Dr. Amy Gullickson received her Ph.D. in Interdisciplinary Evaluation (IDPE) in December, 2010. Following her graduation she worked in the College of Education and Human Development as the Senior Research Associate to the Dean and served as a graduate faculty member for the college’s Educational Leadership, Research and Technology department. In November 2012 she moved to Australia to take a tenure track position as Senior Lecturer at the Center for Program Evaluation at the University of Melbourne.

A photo of Dr. Amy Gullickson

As a professional evaluator, Amy’s job is to help organizations understand the effects of their actions. She serves as independent observer, reviewing context, activities, and results. She then gives reports on what they are doing right or wrong and recommendations on how they might improve. She gained experience doing evaluation in a variety of settings throughout her PhD program, including four months in Southeast Asia over four years as a team member on the Heifer International Impact evaluation. Through Heifer International, people in developing countries receive gifts of animals, from ducks to pigs to bees, learn how to raise and care for them, and then pass on the gift of animals and training to another family. As she talked to farmers, government officials, and non-governmental organizations, she learned valuable lessons about working with people from different cultures and languages on an evaluation project.
Also during her PhD work, Amy was fortunate to study at The Evaluation Center with several of the field’s foundational thinkers: Dr. Daniel Stufflebeam, Dr. Michael Scriven, and Dr. James Sanders (who served on her dissertation committee). Her dissertation, “Mainstreaming Evaluation: Four Case Studies of Systematic Evaluation Integrated into Organizational Culture and Practices,” explored evaluative practices in National Science Foundation-funded Advanced Technological Education centers. Due to the interdisciplinary nature of the IDPE, she found one of her biggest challenges was to put together a dissertation committee. Dr. Nick Andreadis, Dean of Lee Honors College served as her committee chair, with committee members Dr. Sanders, and Dr. Chris Coryn, Assistant Professor in Education, Measurement and Research and Director of the IDPE program.
As Senior Research Associate to the Dean of the College of Education and Human Development, Amy interviewed all faculty and staff to understand the culture and practice of the various departments with regard to evaluation. She then debriefed the various departments with her findings in order to help them move forward with creating systems to collect evaluative data for strategic planning, continuous improvement, and to provide evidence of their impact. Her data analysis has also been used to inform college level strategic planning.
When asked what she had gained from the Graduate College, Amy stated that she was grateful to receive two travel grants, which she used to attend the American Evaluation Association Annual Conference. In addition, she participated in a dissertation writing workshop sponsored by the Graduate College. She encourages all graduate students to take advantage of the dissertation formatting workshops sponsored by the Graduate College and run by Jennifer Holm, Coordinator of Theses and Dissertations. Amy states that she did not attend one of the formatting workshops, usually offered several times in the Fall and Spring semesters, and wishes she had!