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SOUTH DAKOTA STATE UNIVERSITY ducation Human Sciences & E Fall 2009

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Magazine for Education and Human Sciences 09

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Page 1: EHS publication

SOUTH DAKOTA STATE UNIVERSITY

ducationHuman Sciences

&E

Fall 2009

Page 2: EHS publication

COVER

Brad Pfeifle, vice president of sports

medicine and rehabilitation services

at the Orthopedic Institute, oversees

Dan Schmidt, an SDSU football player

rehabilitating from a knee surgery. In

addition to administrative duties,

Pfeifle ’86/’88 still sees ten patients

a day at the Sioux Falls practice.

Page 30.

President of South Dakota State University:

David L. Chicoine

Editor:

Dave Graves

Design & Layout:

Virginia Coudron

Writers & Photographers:

Dave Graves, Dana Hess, Kyle Johnson,

Eric Landwehr, Cindy Rickeman

Publications Editor:

Andrea Kieckhefer

This publication is published by

the Office of University Relations,

South Dakota State University, Brookings, S.D.

57007-1498.

11,500 copies• Education & Human Sciences • Printed at no cost

to the State • EH160 10/09

On July 1, 2009, the former College of Education and Counseling, the former College

of Family and Consumer Sciences, and the Department of Health, Physical

Education and Recreation joined to form the new College of Education

and Human Sciences. In May, I was asked to provide the leadership for the

first year of transition as the interim dean.

As I write this letter, two and one-half months into the new structure,

an amazing amount of progress has been made but many decisions remain

ahead for this year of transition. I hope this magazine will provide you with

an idea of the breadth of activities that make up this college.

The new College consists of seven departments and a program area

offering fifteen undergraduate majors, and master of education, master of

science, and doctor of philosophy degrees to 2,300 students.

The former College of Education and Counseling has the largest graduate

enrollment of any College. The staff includes about seventy faculty and 150 total

employees. We are currently in the process of determining if there are new areas or

programs that we should be considering with our broader range of expertise.

We are looking for productive new collaborations in research and

service/outreach. Are there efforts that would be more effective if they were

combined instead of being maintained separately? There are interesting and exciting

opportunities.

It is also a time for us to reassess our traditions and activities. We want to

maintain those that are most significant to you, our alums and friends. In so doing,

we will need to redefine how some of those are delivered as we incorporate the larger

number of participants. For example does a banquet become a formal reception or

does a hooding take on a new dimension?

As I have led the discussions on campus, I have been extremely pleased with the

openness of the faculty to new ideas and new approaches to on going issues. I have

also appreciated the opportunity to meet many of you and hear your comments.

Please continue to share your insights and concerns, and we will continue to use all

information available to achieve an even more productive organizational structure.

David HilderbrandInterim Dean

Welcome to the College of

Education & Human Sciences

Page 3: EHS publication

SOUTH DAKOTA STATE UNIVERSITY

ducationHuman Sciences

&E

FEATURES2 New College brings together common educational interests

3 Experienced management team leads new College

4 Dietetics grads above the crowd in landing national internships

5 Food science majors emboldened by their training

6 Hospitality management gives students good career options

8 Teaching: lifelong journey with formal stop at State

10 Student-teacher experience in Houston shatters expectations

12 Human development majors motivated by desire to help

people

14 Interior design program prepares students in many settings

16 Apparel merchandising grads find right fit at The Limited

18 Consumer affairs degree opens door to diverse work worlds

20 Family and consumer sciences education grads find sunny

job outlook

22 Educational leadership’s versatility a big plus for its students

24 Counseling program grads find jobs in varied fields

26 Agricultural education program thriving, growing

27 Career and technical education program marked by flexibility

28 Aviation degree opens up managerial careers

30 Athletic training opportunities extend beyond locker rooms

32 West River counseling grad returns to teach in the program

33 West River educational leadership program overcomes

mileposts

34 Nutritional science meets students’ professional quests

36 Food science grad student’s research battles world hunger

38 Extension effort takes nutrition program into schools

40 Sports science majors can opt for applied or clinical focus

41 HPER grad Vogel researches athletes’ life after college sports

42 New labs in NFA give big boost to food, nutrition programs

44 Rec sports majors develop skills by working with American

Indians

45 Physical education teachers fight childhood obesity

46 Health promotion major finds career dream with Huskers

47 Extension research promises benefit to state food industry

DEPARTMENTS48 Faculty News

50 Alumni News

52 Development Director Staff vision reflected in new

playground, food lab

53 Dean’s Club

A child’s handprints leave a permanent mark in the

concrete at the new playground at Fishback Center for

Early Childhood Education July 28. Also in July, two

longtime hands at SDSU—the College of Education

and Counseling and the College of Family and

Consumer Sciences have come together to leave a

permanent mark on campus. See story Page 2.

SDSU 1

Page 4: EHS publication

2 SDSU

Areduction in the number of collegesat SDSU, from eight to seven,doesn’t equate into a lessening ofthe institution’s academic integrity.

The College of Education and Counselingand the College of Family and ConsumerSciences, separate colleges for many years,plus the Department of Health, PhysicalEducation and Recreation from the College ofArts and Sciences, are now one entity.

The two colleges and the departmentjoined to form the College of Educationand Human Sciences effective July 1, 2009.The new College boasts the largestgraduate enrollment of any college oncampus with about 500 graduate studentsand 2,300 total students.

With fifteen undergraduate majors andtwelve graduate degree tracks, the mergerbrings together seven departments:

• Counseling and human resource development.

• Educational leadership.• Teacher education.• Design, merchandising and consumer

sciences.• Human development.• Nutrition, food science and hospitality.• Health, physical education, and

recreation.

Efficient use of resources

Whether it’s through cognitive skillsdeveloped in early childhood, kindergartenthrough grade twelve or adult education;aesthetics interests through apparelmerchandising and interior design; or helpingdevelop lifelong habits of wellness throughnutrition and health, physical education, andrecreation, administrators say the new Collegewill better educate students through a single,coordinated college.

“The primary purpose of the new Collegeis to bring together different disciplines toincrease interaction and to really buildstronger programs,” explains Interim DeanDavid Hilderbrand.

“It (one college) will be more efficient,” headds. “We can use our resources more

effectively and build better collaboration in allacademic areas of the College.”

Efficiency means courses delivered by onecollege will be incorporated into programs ofthe other college. Most noticeably, though, isthe number of departments will be reduced tofive or four, which, according to Hilderbrand,means some administrative dollars could berolled into support for expanded instruction,scholarship, and service by faculty.

“It will give us the opportunity to usesome dollars in different ways,” he says.“Faculty from the two colleges may findthemselves in the same department in thenew College. The new departments willhave more faculty because there will befewer departments.”

New departments coming

All existing departments, like nutrition andfood science, and health, physical educationand recreation will be restructured, observesHilderbrand, who notes it’s conceivable thatsome departments may keep their name insome form.

As an example, Hilderbrand points tohuman development in the College of Familyand Consumer Sciences, and counseling inthe College of Education and Counseling.

“Counseling and human developmenthave a natural, common bond,” he says. “Wemay have a new department whose namecould have a form of both titles in it, but wedon’t know yet. As we study the inter-relationships this year we may find otherconnections that are stronger.”

Whatever the case, Hilderbrand indicateseverything will be settled by January 1, 2010.

“One of my responsibilities is to makerecommendations by the end of the calendaryear on the names and structures of the newdepartments,” he says. “The currentdepartments will be in existence until the endof this academic year.”

Sam Gingerich, the Board of Regents’ chiefacademic officer, says, “This new structurepositions SDSU very well to respond to stateworkforce development needs in the broaderfields of education and human sciences.”

Kyle Johnson

College

brings together common educational interests

New College

Nursing and Fine Arts Building

Wenona Hall

Southeast entrance of HPER

Page 5: EHS publication

SDSU 3

The leadership of SDSU’s newestCollege has been entrusted to aveteran management team.Guiding the College of

Education and Human Sciences during itsfirst year are Interim Dean DavidHilderbrand and Assistant Deans JaneHegland and Jay Trenhaile.

According to Hilderbrand, “My goal asinterim dean is to assist in creating anacademic and operational environment thatstrengthens the academic programs, elevatesour scholarly production, enhances ourservice contributions, and createsopportunities for the growth of new ideasand activities in each of these areas.”

Hilderbrand’s new role is the latest in athirty-five-year career at SDSU. He retired in2005 as the dean of the Graduate School andSponsored Programs, administering severalspecial projects and teaching chemistry parttime since then.

During his career he also served as headof the Department of Chemistry andBiochemistry, director of international

programs, and director of SDSU programsin Sioux Falls.

One of Hegland’s main areas of concernwill be outreach. In that role, Hegland willwork to create a new identity for theCollege and address the College’s spaceneeds. Hegland will continue herleadership role in the campuswide effort onsustainability, focusing on engaging thenew College in that endeavor.

Hegland served as the acting dean of theCollege of Family and Consumer Sciences lastyear and she has been the head of theDepartment of Design, Merchandising, andConsumer Sciences since 2001.

Trenhaile’s focus will be on academics,providing leadership for center orinstitute creation, new programdevelopment, and accreditation.

Trenhaile has been the head of theDepartment of Counseling and HumanResource Development since 2002.

According to Hilderbrand, a nationalsearch will be conducted for a new dean andone or two assistant deans.

Dana Hess

Experienced management team leads

new College

Department heads for new College listed

Professor Jane E. Hegland is assistant dean of

the College of Education and Human Sciences and

head of the Department of Design, Merchandising,

and Consumer Sciences. Hegland joined SDSU in

July 2001 as department head. She has a

doctorate from the University of Minnesota, 1995;

a master of arts from the University of Minnesota,

1991, and a bachelor of arts from St. Olaf College,

1985.

Professor Lonell Moeller is head of the

Department of Teacher Education. With SDSU

since 1991, he received his doctorate from Iowa

State University, 1981; a master of education

degree, 1976; and a bachelor of science degree

from SDSU, 1970.

Assistant Professor Bernadette Olson is acting

head of the Department of Health, Physical

Education and Recreation. She has been with

SDSU since 1993. She earned a doctorate in

education at the University of South Dakota, 2005;

a master’s in education at the University of

Virginia, 1993; and a bachelor of science degree

at the University of Delaware, 1988.

Assistant Professor Ken Rassmussen is head of

the Department of Educational Leadership. With

SDSU since 1991, he earned his doctorate, 1979,

and his master of science degree, 1972, from the

University of Nebraska. He received a bachelor of

science degree from Dana College in 1968.

Professor Andrew Stremmel is head of the

Department of Human Development. He joined

SDSU in August 2004 as department head. He has

a doctorate, 1989, and his master of science,

1981, from Purdue University and a bachelor of

arts from Pennsylvania State University, 1978.

Professor Jay Trenhaile is assistant dean of the

College of Education and Human Sciences and

head of the Department of Counseling and Human

Resource Development. He has been with SDSU

since 1999. Trenhaile has a doctorate in education

from the University of South Dakota, 1996; master

of science degrees from SDSU, 1993, and Kansas

State University, 1989; and a bachelor of science

from Dakota State University, 1986.

Professor Chunyang (CY) Wang is head of the

Department of Nutrition, Food Science, and

Hospitality. He joined SDSU in 1993 and became

department head in 2002. He has a doctorate,

1993, and his master of science degree, 1989,

from Iowa State University. He earned a bachelor

of science degree from Shenyang Agricultural

University, Shenyang, China, 1985.

Interim Dean David Hilderbrand is flanked by Assistant Deans Jane Hegland and Jay Trenhaile.

Page 6: EHS publication

4 SDSU

When it comes to landing thehighly competitiveinternships they need tobecome registered dietitians,

SDSU dietetics grads stand head andshoulders above the crowd.

“The national acceptance rate is fiftypercent and ours is in the nineties,” saysKendra Kattelmann, program director.“South Dakota State graduates do very well.Of this year’s ten graduates, nine wereaccepted into internship programs. The onewho was not is going into graduate school.

“One got a one-year active dutyinternship with the Air Force. They chooseonly two nationwide, and we got one.”

“Two got ten- to twelve-monthinternships at the University of WisconsinHospitals and Clinics at Madison. They takesix, and they took two of ours. To me, that’spretty competitive.”

State has a didactic program in dietetics,meaning that outside of lab experiencesthrough partnerships with local medicalinstitutions where students work with or

observe accredited practitioners whovolunteer their time, the program is mainlya classroom experience.

Graduates earn bachelor of sciencedegrees in nutrition and food sciences. Theyalso receive a verification statement, makingthem eligible to apply for an internship, asupervised practice experience, at anaccredited program.

An internship is not required at thispoint. Grads can go to work as foodservicedirectors at large companies or as foodinspectors, for example; but most choose togo on. After their internships are completed,grads can take the national registrationexam and practice as registered dietitians.

Megan Dobesh, a May 2009 grad, is oneof those chosen by the University ofWisconsin Hospitals and Clinics, where herinternship began in August and will endafter forty-eight weeks.

Dobesh thinks SDSU grads are sosuccessful at landing internships becausethey’re such well-rounded students.

“A lot of the internships want anoverall, well-balanced individual,”Dobesh says. “They want to see that youare capable of going into any area ofdietetics that you want.”

Dobesh foresees herself one dayowning her own consulting business,where she might implement after-schoolprograms in the schools, or teach peoplewith diabetes how to shop, or provideone-on-one counseling for peoplewanting to lose weight.

On the way, she’s soaking up all theexperience she can.

“After my internship, I’ll start aclinical aspect in a hospital, in thepediatric or maternity area,” she says, “toget basic knowledge.”

All through her college career, Dobeshsays, she felt that the dietetics faculty—Kattelmann in the clinical area, Lee Franz infoodservice, and Suzanne Stluka incommunity nutrition— was constantlygrooming students for success.

“Kendra, as advisor, told us, ‘You needthis grade point average, you need this workexperience,’” Dobesh relates. “She told mewhat I needed to do to be successful in theend. She gave me the bottom line, rightfrom the start.

“At the same time, she wasn’t holdingour hand, making sure we were doing it. Shedoes a good middle line.”

The one area Dobesh doesn’t foreseeherself working in is foodservice. Even so,she aced the course, thanks, she says, to itsardent professor.

“I still excelled because Dr. Franz was sopassionate about it,” she says. “There wassuch a balance from all the professors. Thewhole program is very strong in all aspects.”

That can make all the difference, even tosomeone who has always done well inschool.

“I tried even harder than I ever had,”Dobesh says. “I wanted this, I loved this.”

Cindy Rickeman

Instruction

DIETETICS

Dietetics grads above

the crowd in landing national internships

Megan Dobesh, left, is pictured with Fran Kittell, her preceptor from the renal rotation of her internship, in

front of a patient’s dialysis machine at Wisconsin Dialysis in Fitchburg, Wisconsin. Dobesh, a May SDSU

graduate, is in the midst of a forty-eight-week internship in Wisconsin.

Page 7: EHS publication

SDSU 5

Padmanaban Krishnan is a scientistand a problem solver. That’s justwhat he wants his students to be.Krishnan, the coordinator of the

food science program, says, “Food science isactually a problem-solving career.”

The problems may lie in the small detailsof a technique of food processing or theycan be as fundamental as setting standardsfor food safety. “Our students useknowledge of science to solve thoseproblems,” Krishnan says. “We do it verywell. We’re doing it on a daily basis.”

Krishnan offers the example of two foodscience students who took on the project ofhelping a Sioux Falls company developnutrition labels for the prepared food it sellsin convenience stores. The company was sohappy with the students’ work that itdonated a $500 scholarship.

“Our students do well at the nationallevel, also,” Krishnan says, noting that in2009 two students received national awards.

Sowmya Arra received first prize and a$1,000 cash award for her poster on the noveluse of distillers grains in unleavened flatbreads at the Institute of Food Technologiesmeeting in Anaheim, California.

Another doctoral student in food science,Julie Darly, received third place and $1,400at a new food product developmentcompetition held by the AmericanAssociation of Cereal ChemistsInternational. Her project on thedevelopment of high-fiber Asian instantsteamed noodles using South Dakota white

wheat was well received by the food industryand Krishnan reports responding tonumerous inquiries about it.

The food science program regularly hasten undergraduates and fifteen to twentygraduate students. For a relatively smallprogram, it has graduates spread across thenation and the world—Krishnan notes twograds who have worked in Rome and Korea.

The program’s graduates are holdingdown jobs in quality control and researchand development in some of the biggest foodcompanies like Cargill, Pillsbury, Schwan’s,General Mills, and Solae.

It’s not uncommon for students to majorin food science after trying another majorlike biology or pharmacy. “They hear aboutus and learn about the wonderful careers,”Krishnan says.

A former student with one of thosecareers is Anne Sherod ’99, the director offood safety, microbiology, and incidentmanagement at Schwan’s in Marshall,Minnesota. Sherod’s wide range of duties

include leading a team thatperforms sampling and testing ofingredients and finished products,collaborating on good practices to be used insix microbiology labs, and serving as aresource on the company’s food safety plan.

Sherod says that problem solving atSchwan’s is a group effort.

“I would not take credit alone for solvingproblems,” Sherod says. “There is always ateam of people, even if it’s only one personbouncing ideas off another.”

After more than five years with Schwan’sand a master’s degree from Michigan State,Sherod says that the food science program atSDSU is just what the industry needs.

“I believe the strong science base andnutrition courses emphasize what is neededin the marketplace for food scientists to gointo product development/food technology,food engineering, and food safety orquality,” Sherod says.

It’s no surprise to Krishnan when one ofhis students is successful after graduation.

According to Krishnan, “They’re kindof emboldened to think that they can solveany problem.”

Dana HessAbove: Food Science Program Coordinator Padmanaban

Krishnan looks on as master’s degree student Sowmya

Arra, left, and doctoral student Julie Darly, right, test the

“chew profile” of various foods by using the Mixolab,

which analyzes food texture.

Left: Master’s degree student Sowmya Arra measures

the color quality of various peppers using a

spectroscopic color meter.

Inset: Anne Sherod, a 1999 food science graduate.

scienceFood

majors emboldened by their training

Page 8: EHS publication

6 SDSU

Of the more than 200 majors andminors at SDSU, there are few thatcan match hospitalitymanagement’s vast array of

employment opportunities.Although perhaps not as well known as

some, it is a well-rounded and excitingprogram—one that those in the knowgreatly appreciate.

The hospitality management programprovides graduates with a bachelor ofscience degree and preparation to enter adynamic career.

Students take enough business coursesto earn a business minor and a wide rangeof hospitality industry specific courses inmarketing, law, lodging, foodservice,meeting planning, cost controls, leisuretravel, and tourism.

Graduates can enter career paths in hotels,foodservice, resorts, travel, tourism, andsupport organizations like convention andvisitors’ bureaus or tourism departments.

A case in point is Josh Halverson.Graduating in May 2008, the Sioux City, Iowa,native plans to become a hotel manager.

“The major is great because it deals withall aspects of the hospitality industry, and itdoes an amazing job getting studentsprepared for their futures,” cites Halverson,who managed the Super 8 in Brookingsfrom April to December 2008. “If you wantto manage a hotel, restaurant, be a gourmetchef, or whatever type of job in the

industry, the program prepares you for it inmany different ways.

“There are classes that teach you how ahotel or restaurant literally works,” he adds.“The major is so well represented that mostemployers in Brookings and in the industrywill hire you to get you some experience.”

Classes meet job roles

Indeed, the program is uniquely positioned toutilize the connection between technicalknowledge about products of the hospitalityindustry and management skills.

“The program prepared me in manydifferent ways, professionally andpractically,” notes Halverson. “There aremany classes that went right along withjobs I’ve had managing hotels.”

The curriculum has courses that aidgraduates who may find employment in areasoutside their major. For example, Halverson iscurrently honing his human relations skills asthe human resources and safety coordinatorfor Provincial Production Dies in Madison.

“There is a human resources class in themajor because when you go into the hotelbusiness you need that expertise in order todeal with your employees the best waypossible,” he points out. “It gives me betterinterviewing skills and more confidence indealing with many different situations.”

Scholarships available

In recent years, Regency Hotel Managementof Sioux Falls has been a major supporter of

the hospitality management program byannually awarding scholarships.

During the 2009 spring semester, sixstudents each received a $1,000 Regencyscholarship to help meet expenses for tworequired internships.

“With more than fifty hotels in multiplestates, we are always looking for well-educatedand trained hospitality professionals whohave a passion for our business,” says GregSchjodt, president and chief executive officerof Regency Hotel Management.

Accreditation on the way

Assistant Professor Bruce Dickinson calls theera “exciting times” for a hospitalitymanagement program that is taking action toexecute aspects of its strategic plan.

In order to earn national accreditationfrom the Accreditation Commission forPrograms in Hospitality Administration, theprogram has:

• developed a new mission;• enhanced its curriculum; • is fostering relationships with industry; and • is involving students in the hospitality

business all over South Dakota, includingattendance at the Governor’s Conference ontourism each year.

“With continued support of ourleadership on campus, we may beable to start the formalapplication for accreditation assoon as next summer,” says

ManagementHospitality

gives students good career options

HOSPITALITY MANAGEMENT

Page 9: EHS publication

Dickinson, who reports more good newsgreeted faculty and students when the fallsemester opened.

New faculty, new facility in use

Hae Jin Yoon, who earned a doctorate inhospitality management from The OhioState University, joined the Department ofNutrition, Food Science, and Hospitality.

“Her enthusiasm and expertise willcompliment the program,” says Dickinson.“She will be an integral part of our synergyand collaboration with other programs.”

In addition, the Faye Tyler Wade FoodLaboratory was dedicated September 11.

“We are looking forward to using thatfantastic resource,” adds Dickinson. “It’sanother example of good things happeningfor our hospitality management program.”

Kyle Johnson

Opposite page, left: Dietetics students Emily Hunt, left, and Megan

Brandlee serve guests at the dedication of the Faye Tyler Wade Food Lab

in NFA 429 September 11. The $340,000 project remodeled a facility

that had been in use since the building opened in 1969.

Opposite page, right: Recently retired provost Carol Peterson, seated at

right, chats with donor Dorothy (Meyer) Travnicek ’57 during the

dedication reception.

Below: With three different ceiling heights, accent lighting, and a central

circular soffit, the new food lab allows a single space to function

differently depending on the occasion and use.

Inset, above right: Graduate Josh Halverson.

Inset, below right: New faculty member Hae Jin Yoon.

SDSU 7

Page 10: EHS publication

8 SDSU

Teaching:lifelong journey with formal stop at State

In the overall development of a teacher,Andrew Stremmel and company knowthe four years they have with a studentis a relatively short phase.

So they make every minute count.“Teaching is a lifelong journey,” says

Stremmel, head of the Department ofHuman Development. “It begins the firsttime a child enters a classroom in preschoolor kindergarten or first grade, and itcontinues to the day one retires and stepsout of the classroom.”

Along the way, those who enroll atState—for what Stremmel terms “the moreformal part of the journey”—learn thatteaching is an ever-changing world ofwonder, discovery, and opportunity.

“You can choose to be a mirror thatreflects the way things are or a window thatopens up to new possibilities,” Stremmelsays. “We teach to transform. We conveymore than just subject matter, but ways tosee the world, ways to help kids care aboutthe world and others who live in the world.

“It’s an inquiry process. Teachers arenot just people who transmit otherpeople’s knowledge to children, theygenerate new knowledge. So essentially,teaching is research.”

Stremmel considers one of thedepartment’s major strengths the FishbackCenter for Early Childhood Education oncampus, which includes kindergarten andpreschool classes. Every early childhoodeducation student has an opportunity tostudent teach there.

“It’s where theory and practice cometogether,” Stremmel says. “The lab school isa place where new ideas and questions aboutteaching and learning can be tested. It’s aplace where students can learn with childrenabout what it means to be a teacher.”

Carrie Benson says her lab experiencewas “a beautiful opportunity for me. Itook my classroom experiences andapplied them right away.”

Benson earned two degrees from State—her bachelor’s in early childhood education(certification birth to age eight) in 2005 andher master’s in family and consumersciences with a specialization of child andfamily studies and emphasis in earlychildhood education in May 2009.

She is currently employed by thedepartment, working half time for the SDSUpreschool, where she is a toddler lab mentorteacher, and half time for the Family

“You can choose to be a mirror

that reflects the way things are or

a window that opens up to new

possibilities.”

Andrew Stremmel,

head, Department of Human

Development

EARLY CHILDHOOD EDUCATION

Page 11: EHS publication

SDSU 9

Resource Network, where she is atraining specialist for child careproviders.

Paying it forward

The nurturing atmosphere she thrived inas a student continues to surround hertoday as a professional.

“The faculty take a personal interestin who you are,” Benson says. “Theytake the time to get to know you. Youform relationships. We are all herebecause we love children. We all havesomething to offer, whether a studentor faculty. What you have to say isimportant and valued. It’s a beautifulcommunity that’s formed. They’vestrengthened my passion, definitely. I’msurrounded by people who help megrow and become better.”

Benson carries that forward to herown students, whether it’s thepreschoolers enrolled at the center or thecollege students she mentors.

Each classroom displays photos ofeach child’s family members and theclassroom teachers’ families. A specialspot in the hallway, labeled Our HomeTeams, is plastered with photos of thefaculties’ families.

“This is one way it’s apparent wevalue families, a sense ofcommunication, and relationships,”she explains, “with each other, withthe children, with the families. Wehave a philosophy that supports thisand that is inspiring.”

Proof of value

Documentation—displayed aslaminated sheets of words and picturesillustrating how each project cametogether—is everywhere.

“Documentation is a process oftelling a story,” Stremmel says, “ofmaking children’s learning and theirrelationships with others visible.”

“It tells the children we value whatthey do,” Benson adds. “Every Friday,one classroom brings a form ofdocumentation of something occurringin their classroom. All the classroomsmeet in collaboration with facultymembers and have discussions aboutwhat they see, what the children arelearning, where they can go next. Wevalue the perspective of everyone here.”

They also collaborate with facultythroughout campus, from music tophysical education to the art museum,where, for example, last fall the childrensaw the light paintings of artist StevenKnapp. Their reproductions hang in thepreschool’s Light and Shadow Room.

“Children’s capability should beacknowledged,” Benson says. “Mypassion is to show people how amazingthey really are.

“We don’t look at children doingworksheets as learning. Playing andengaging in inquiry and studying theworld around them, that’s learning. Theworld is their classroom.”

And their playground—which makesevery visitor want to be a kid again andwhich everyone had a say in—features apond and streams, a rolling hill,miniature buildings, and many naturallearning environments.

The playground was designedthrough collaboration with children,preschool families and teachers, faculty,landscape design students, and the finalarchitect, Lyle Pudwell.

“It’s an honor to be part of theprogram and the faculty because ofthe way they view children. We value

so much what they have to say andoffer,” Benson says.

That, too, is simply part of thedepartment’s philosophy.

“Whenever one has a voice, ideallyeveryone is represented,” Stremmel says.“In a democratic classroom, everyone islistened to and ideas are respected.Decisions made include the ideas of thechildren.”

The place to be

With more than 220 majors and somefifty-five graduates a year—and that’s onthe rise—early childhood education isthe College’s largest major. It includesthree specializations: birth to age 5, birthto age 8 (leading to K-3 certification, andthe cooperative elementary educationprogram for students who want to becertified beyond third grade; and twoendorsements: kindergarten and earlychildhood special education.

“Anyone from South Dakota or theNorthern Plains region who wants tobecome a teacher ought to considerSouth Dakota State,” Stremmel says.“This is the place to be.”

And though they may not earn six-digit incomes, they reap rewards thelikes of which few other professionscan match.

“From the market standpoint, therewill always be a need for teachers,”Stremmel says. “They’re not always paidthe best, but in many ways, teachers arethe richest people.

“We may forget the subject orcontent we’ve been taught, but we’llalways remember a teacher who caredor who motivated us or whoencouraged us—who thought we hadsomething to offer.”

Cindy Rickeman

Opposite: Chris Drew, an owner of

Clark Drew Construction, helps an

SDSU preschool students get a chance

to put her handprints in fresh concrete

July 28. The concrete was poured for

the new playground for the Fishback

Center for Early Childhood Education.

Center and right: Preschoolers play in

the new outdoor learning laboratory.

Page 12: EHS publication

10 SDSU

One day in September there was cheering atthe school where Sarah Fish teaches. Itwasn’t the echo from a pep rally or anovation for a gridiron victory. It was

shouts of joy and congratulations for, surprisingly,academic achievement.

That day the Aldine Independent School District,located in a suburb of Houston, Texas, won the $1million Broad Prize for Urban Education.

Teachers could cheer because their emphasis onacademics was gaining national recognition.

Students could cheer because the prize money wasdesignated for scholarships for graduating seniors.

Fish could cheer because her decision to studentteach and then take a job at the Aldine School Districtwas vindicated once again as the right choice for her.

Fish ’07 first went to Eisenhower High School inthe Texas school district as a student teacher in thefall of 2006. Like other budding teachers, Fish admitsshe didn’t know what to expect from the studentteaching experience. In her heart, she also didn’texpect to be a teacher.

However, what she found in Texas changed her life.The Aldine School District has a reputation for

changing expectations. At a sprawling school districtwhere 84 percent of the students qualify for free orreduced lunches, it would be easy to expect excusesabout the academic performance of students. At Aldine,the emphasis is on academic achievement, as evidencedby the school district’s selection as a finalist four of thelast six years for the Broad Prize.

That emphasis on academics is part of the reasonwhy the Texas school district is associated with SDSU.

“They approached us about being involved,” saysTeacher Education Department Head Lonell Moeller.“They researched our program and felt that we had thequality they were looking for.”

The Aldine School District only accepts studentteachers from schools it has deemed as “universitypartners.” There are thirty-two partners and onlytwenty-one exist outside of the state of Texas. In SouthDakota, Aldine has two partners—State and theUniversity of South Dakota.

“It’s not like just anyone can call them and say theywant to participate,” Moeller says.

Fish’s participation started as a student teacher inthe Agriculture Science Department atEisenhower High School. She taughtstudents in grades nine through twelve insubjects like world agriculture, floral design,and agricultural mechanics.

That sounds like a normal enough studentteaching experience, but, as Fish found out, the AldineSchool District has a way of shattering expectations.

“I expected that the agriculture program would notbe as strong as a more rural school,” Fish recalls. “I didnot expect them to have the supervised agriculturalprojects associated with involvement in FFA.”

Fish found that FFA is alive and well in the AldineSchool District where school barns house thestudents’ animal projects and a school districtlivestock show garners generous community supportfor its sale of champions.

“In a seemingly declining economy and a timewhen kids get more bad press than good, our urbankids are involved in something positive andsuccessful and even making a little money with thesale of their projects,” Fish says.

Something else Fish didn’t expect from her studentteaching experience was falling in love with the studentsand with teaching. Originally from Menomonie,Wisconsin, Fish admits she didn’t know what to expectfrom a large urban school where her white skin was farfrom the norm.

“I am part of the minority in my classroom,”according to Fish. “The students have very differentlifestyles and environments than I did as a student andthe consequences associated with ‘socioeconomicallydisadvantaged’ are beyond the obvious.”

Getting that urban experience is an important onefor young teachers from SDSU according to Moeller,explaining that the population of the Aldine SchoolDistrict is 96 percent nonwhite, “which is a totallydifferent environment than most of our students haveexperienced,” Moeller says.

TEACHER EDUCATION

Texas school,student-teacher experience shatters expectations

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SDSU 11

The Aldine School District’s penchant forshattering expectation has been a goodexperience for student teachers from SDSU.

What really helps our students is learning that thecultural differences do not mean that teaching is goingto be a struggle,” Moeller says. “It helps change yourmind about diversity.”

And it helped Fish change her mind about becoming ateacher.

After her student teaching experience in Texas, Fish wasconsidering a job offer in Wisconsin when a position as anag teacher opened in the Aldine School District. It was easyto choose Aldine, according to Fish, because she wasfamiliar with the district, its policies, and the teachers withwhom she would be working. But there was more thanfamiliarity driving her choice.

“Above all, I truly felt led to teach the kids at Aldine,” Fishsays. “Daily I am reminded of the small influences and lessonsthat I can give my students that make such a difference in theirlives. These kids do not live with the same consistencies andconveniences in their lives as I do and because of theselimitations have a hard time seeing the opportunities that lie in

frontof them.”

In Fish’sclassroom there are

all manner of lessons inagriculture to be

learned, but she hopesstudents take away morethan just what’s offered tothem in her lesson plan.

“My students will notnecessarily remember all ofthe breeds of beef cattle

when they leave my class, orthe parts of a plant,” Fish says.“But if they have more of a reason to come to school, realizethat someone is on their side and willing to help them, or go onto something bigger and better when they do finish school, thatis what makes every day worth it for me.”

Dana Hess

Sarah Fish’s students took part in the calf scramble at the Houston Livestock

Show and Rodeo. A student who catches a calf is awarded a certificate for a

heifer that must be exhibited the following year. With Fish, left, are calf catcher

Ashley Leza, center, and the sponsor of her heifer certificate.

Sarah Fish was surprised to find a thriving Future Farmers of America program

at an urban Houston, Texas, school. Here Fish, center, and two of her students

display their finery for FFA T-shirt Spirit Day during National FFA Week.

Page 14: EHS publication

Asked what they want to do with their lives,many college students will reply, “I want tohelp people.” Finding the best way to dothat can be a mystery. Some students look

at a major in sociology. Others contemplatestudying psychology.

For more than 120 SDSU students, the bestanswer for learning how to help people is offered by themajor in human development and family studies.

According to Assistant Professor Sally Gillman,students come to the major because they have aninterest not just in helping people, but also inproviding firsthand care.

“They want to do the direct service,” Gillman says.“They want to interact with people one-on-one. That’swhat the draw is to our major.”

Helping people key concern for human development majors

HUMAN DEVELOPMENT AND FAMILY STUDIES

12 SDSU

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SDSU 13

With their degrees, students havegone on to jobs as far ranging as childprotection advocate, youth caseworker,after school program director, or homehealth-care coordinator.

It’s all from a family perspective

Students will get to those positions througha course of study that, according to Gillman,takes a different approach than psychologyor sociology. The unit of analysis for humandevelopment majors is the individualdeveloping in the context of a family. Inaddition, Human Development and FamilyStudies considers the entire lifespan,studying human development andinteraction from birth to death.

The course of study also takes an“ecological” approach, Gillman says, as itlooks at the social systems that affect theindividual and the family. The ecologicalapproach includes studying the influence ofcultural values, government policies,educational opportunities, and theavailability of good employment ondeveloping humans.

“We look at the resources that areavailable and the barriers to getting thoseresources,” Gillman says.

To ensure that students have the skillsthey need to help people, each one goesthrough a practicum of about 320 hoursusually conducted the semester beforegraduation. The practicum allows studentsto take their skills and knowledge to theworkplace. Practicums have taken place asfar away as Ireland and just across town atthe Brookings Boys and Girls Club.

“Each time they are exploring how touse their skills in a professional setting,”Gillman says of the students’ practicumexperience, which also includes keeping ajournal, researching their new employer,and participating in the research to enhancethe job they are doing for that employer.

“That combination shows them theinner workings of a potential employer,”Gillman says.

Research and application

Another feature of the humandevelopment and family studies major is afocus on research and applying what they

have learned. This includes developingeducational programs for families,assisting students with doing and beingexcited about the research process, andusing their knowledge and skills to debatetwenty-first century social issues from adiversity of perspectives.

“In this way, students must integrate allthat they have learned in their numerousclasses and then show us what they can do,”Gillman says. “These HDFS challenges reallycapture content knowledge of developmentand the skills that they’ve developed tounderstand families as dynamic systems.”

Phillips pursues passion to help

One student who’s happy to have developedthose skills is Tammy Phillips ’07 whocredits her Family Theory class with helpingher toward greater understanding of thesubject in her graduate school studies.

Phillips is in the final year of a three-yeargraduate program at Erickson Institute ofChild Development in Chicago, where sheplans to graduate in May and then sit forher Child Life Specialist certification.Phillips also serves as a nanny to twoyoungsters while she’s in school and has aninternship at Maryville Crisis Nursery.

It was her practicum experience thattaught Phillips she wanted to work withchildren. In the practicum, she spent asummer working with children who werephysically and sexually abused.

“Now I have turned this passion to helpinto a path toward helping children copewith medical procedures, physical injury ordeformity, and even their own sibling’sdeath,” Phillips says.

Phillips’ career path is one of many thatare open to human development and familystudies majors who want to have directcontact with people.

“They need to be creative in their jobsearch because there’s a lot more things theycan do than they can’t do,” Gillman says.

From human development to zoo educator

Stephanie Arne ’05 is living proof of thebenefits of a creative job search. Arneparlayed her interest in wildlife and herhuman development major into an unpaidinternship with the Education Department

at the Henry Doorly Zoo in Omaha. Afterher two-month internship she was hired asthe zoo’s education outreach coordinator.

“I was conducting meetings andtrainings with my staff, designing andcreating programs, selling the programsthat suited my customers’ needs,organizing a program schedule, andteaching the public about wildlife andwildlife conservation,” Arne says. “All ofthis, except the actual animal information,was learned through my degree.”

After stints as a camp director withCamp Adventure Youth Services and as aneducator at the Honolulu Zoo, Arne landedher dream job as an educator at the SanDiego Zoo.

At the San Diego Zoo, Arne conductsVIP tours, backstage shows, outreachprograms, and day camps and sleepoverprograms for children.

“I knew this degree was about helpingpeople in many different shapes and forms,but I didn’t realize how you can make ityour own,” Arne says. “I love working fornonprofits, and I love helping people andanimals. I feel I have a purpose even if I justsave one animal or change the life of oneperson while I’m on this earth.”

After achieving her career goal ofworking for the best zoo in the world,Arne’s new goal is to continue working inher current field, but continuing thatwork in Africa.

Arne visited West Africa with Gillmanand other students during the springbreak of 2005.

“The experience I had with the Africanpeople changed my life,” Arne says. “Iwould love to give others the sameopportunity, and I want to impact theAfrican kids the same way I was impactedby them almost five years ago.”

Dana Hess

Stephanie Arne ’05 says she has her dream job at the

San Diego Zoo where she’s shown with a beluga whale.

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14 SDSU

Inquiring about hiring an interiordecorator probably wouldn’t getyou very far unless you reallymeant to say interior designer.

If the latter is the case, yourconstruction/renovation project will bein excellent shape.

“Often times, we are thought of asdecorators, like, ‘oh, must be a fun job,you get to pick out colors,’” says LindaNussbaumer, professor of interiordesign within the Department ofDesign, Merchandising, and ConsumerSciences. “We need to know muchmore than that.”

Although not directly referred to asinterior design, its concepts were part ofthe original domestic science programat State more than a hundred years agowhen instruction centered aroundwomen’s roles in feeding, clothing, andmaking their family comfortable.

Domestic science was the precursorto home economics, which was theprecursor to modern-day family andconsumer sciences. And, just like

domestic science transformed into adepartment and later a college, variousprogram entities evolved as well andbecame a major in their own right.

A case in point: interior design.Officially created in 1973, the

interior design program boasts abouteighty students and was accredited inFebruary 2007 by the Council forInterior Design Accreditation.

“It’s a popular major with steadygrowth,” says Assistant Dean JaneHegland. “During the last eight years, ithas really grown and flourished and hasbecome an excellent program.”

A well-rounded field

The program prepares students innumerous areas of interior design suchas programming, space planning,concept development, lighting andacoustics, building systems integrationand detailing, building codes,professional practices, materials andspecifications, and sustainable design.

Although interior design hasbecome closely aligned witharchitecture, Nussbaumer indicates thatthose in the profession shouldn’t becalled interior architects.

“We need to be able to understandwhat architects do,” she says. “Forinstance, we need to know whatmaterials meet certain standards whenit comes to fire and building codes.”

Graduates can work for architecturalfirms, office systems firms, an interiordesign firm that focuses solely on theinterior, or a kitchen and bathroomdesign firm. They can also be employedas sales representatives for companieslike Mohawk Carpeting, ArmstrongFlooring, and furniture manufacturers.

Whatever the setting, designersnever work in isolation, according toAngela McKillip, project designer forKoch Hazard Architects in Sioux Falls,and an adjunct professor for the 2009-10 school year at SDSU.

“Collaboration is found at the coreof every successful program,” says

program

prepares

students

in many

settings

designInterior

INTERIOR DESIGN

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SDSU 15

McKillip, who earned her interior designdegree at State in 2005 and a master ofarchitecture degree from the University ofMinnesota in 2008.

“Whether an interior designer, architect,engineer, or landscape architect, it’simportant that each individual on a designteam has a base knowledge andunderstanding of the parameterssurrounding a project in its entirety, fromsite orientation to ergonomics,” she adds.

Not like TV shows

The biggest misconception of interiordesigners, according to Hegland, comes fromshows on television networks like HGTV.

“Viewers watch people pick out colors,window treatments, and flooring,” she says.“That’s all part of it, but it’s really aboutdesigning for safety, aesthetic appeal, and tomake sure rooms function properly.”

Fallacies regarding the interior designprofession are unfortunate, says McKillip,who served as an assistant professor of

interiordesign last year whileworking for Koch Hazard.

“While programs like HGTV are certainlyentertaining, most do not accurately portraythe profession,” she says. “Interior designersare trained in much more than color theoryand finish selection.”

Additionally, interior designers havebeen on the forefront when it comes togoing green and adhering to goodsustainability practices.

“The interior design program has beencarrying that torch for a while now,”Hegland points out. “We are working withindustry to develop lower levels of toxicgases from materials used in buildingconstruction. That’s the theme we aredeveloping in our program’s sustainabilityefforts.”

Indeed, it’s all part of a grander themethat speaks to a diverse program, citesMcKillip, who notes that successful interiordesigners develop spaces through an

understandingof social, economic, andenvironmental components.

“That fundamental basis is a driving forcein my own projects whether in the scope ofarchitecture or interior design,” she says.

“In short, the interior designprogram provides a rigorous andrewarding experience for students,” addsMcKillip. “It opened my eyes to a worldof creative problem solving, innovation,and hard work.”

Kyle Johnson

Angela McKillip, project designer for Koch Hazard

Architects in Sioux Falls and an adjunct professor, works

with Dave Leiferman in her Interior Design Studio I class.

Creation of major: 1973.

Program accreditation: February 2007.

Students enrolled in major: eighty.

Number of faculty: four.

Job opportunities: architectural firms;

office systems firms; interior design

firms; kitchen/bath firms; sales

representatives for carpeting and

furniture companies; retail outlets.

Page 18: EHS publication

find right fit at Fashion lovers

THE LIMITED

APPAREL MERCHANDISING

16 SDSU

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Fashion—America’s love for flare, fit, andfunctionality drives a $150-billion industry from100,000 stores and that’s not counting Internetshopping and twenty-four-hour Fashion TV.

A love for fashion does more than draw people into thepages of Glamour magazine and the shopping mall. It alsodraws students into the apparel merchandising program atSDSU. That’s the case for Loni (Carmichael) Landsmanand Michelle Fargen, a pair of 2005 graduates.

“I love fashion; I love to shop,” says Fargen, whobegan her college years as a marketing major atSouthwest Minnesota State.

But she didn’t like it there, and when her brother, aState student, showed her the SDSU catalog describing theapparel merchandising program, Fargen was hooked.Within three years of graduating, she has moved up tomanager of The Limited in the Empire Mall.

Her comanager is Landsman, who also is a fan offashion and the upbeat pace associated with the industry.

The apparel merchandising program draws sixtymajors, graduating an average of a dozen students per yearfrom the program, which requires forty-eight-credit hourswithin the major. The academics require coursework inapparel industry production, wholesaling and retailing, andconsumer purchases and use of apparel.

Internships vital for job preparation

In addition, there is a seven-week (280-hour) full-timepracticum compatible with a student’s career goals.

Both Fargen and Landsman consider their internship asthe most instrumental aspect of their schooling inpreparing them for their careers. The program requiresstudents to complete goals, such as handling orientation ofnew employees, during the internship.

Fargen noted that she didn’t need to go throughcorporate training when she became comanager because “Ihad learned it all from my internship.”

Landsman had her internship with Old Navy atBrooklyn Center in the Twin Cities. “They were greatabout showing me all aspects of store operations—selling teams, [store] set-ups, and signage changes thathappen every day. You learn to interact and developmanagement skills,” she says.

Also high on her list were class trips to fashion retailersin Chicago and New York arranged by Associate ProfessorsSusan Strickler and Nancy Lyons.

Career grows at The Limited

Fargen also was planning to leave South Dakota for herinternship, but the Flandreau native was already working atThe Limited. Her manager offered her a promotion to saleslead and “she really needed help during the holidayseason,” says Fargen. So she spent fall 2004 as a paid intern.

In May she marked her fifth anniversary with TheLimited, all but one year in Sioux Falls. She comanaged astore in the Twin Cities for a year.

Her current position as manager began in summer2008, when she moved up from comanager. That left avacancy at comanager and Fargen recommended hercollege friend—Landsman, who was in her third year ofmanagement with The Icing by Claire’s in Sioux Falls.

Goals reached as customers satisfied

Both say they have been able to maintain their socialcamaraderie while working as the management team of a$1.6-million operation.

Sales goals set by the corporate office drive the efforts ofFargen, Landsman, and assistant manager Trisha Miiller, aDecember 2007 apparel merchandising major, as well asthe store’s fourteen part-time employees. That includesarranging displays to fit within the 8,500-square-foot store.

“We’re changing our visual displays as often as once aday [based on corporate direction] and making them fit inour store,” Landsman says.

In 2008, the store ranked twentieth out of 219 Limitedstores nationwide. In the first two quarterly rankings thisyear, the Sioux Falls store has come in at tenth and eighth.

While both say they enjoy the challenge of meetingthose duties, the real satisfaction of the job comes incustomer service. “People come in and have no idea whatthey need. They walk out with a suit for an interview or anoutfit for the wedding,” Fargen says.

Plus there is the fashion lover’s top fringe benefit. “Ilove my [employee] discount. When people go into mycloset they’re amazed,” she adds.

Dave Graves

SDSU graduates fill the management posts at The Limited, a women's clothing

store in the Empire Mall in Sioux Falls. Pictured, from left, are Trisha Miiller

'07, assistant manager; Loni Landsman '05, comanager, and Michelle

Fargen '05, manager.

SDSU 17

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18 SDSU

CONSUMER AFFAIRS

Designer degree opens door

to diversework world

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SDSU 19

When Katy Heiberger was afreshman undeclared, shestumbled upon consumer

affairs while thumbing through theundergraduate catalog.

Today she oversees the entire productionof that catalog, a healthy inch thick in itshard copy alone.

When Jennifer Lichty graduated in2000, there was no Performing Arts Centerand The Union was a mere shadow of itscurrent self.

Today she is in charge of both of thosebuildings and every single event hostedthere.

Though both work on campus, their jobsare as diverse as the consumer affairs degreethey earned there.

Other than when she was coordinatingthe training on the new digital catalogsystem she incorporated two years ago,Heiberger ’04 conducts most of her businessvia phone and computer from her office onsecond floor admin.

Contrarily, you’re more likely to findtable skirts and carpet cleaner in Lichty’soffice than you are to find her. Between hertwo buildings and the custodial and studentstaff she oversees, she’s pretty much inconstant motion.

And both are glad they chose to designtheir majors from State’s consumer affairsprogram, because their diverse degreeallows them a unique amount of flexibilityin the work world.

“Now I run a building,” Lichty says. “Icould go into real estate and use those sameskills. I could be an entrepreneur.

“At first, I had some frustration with thedegree because I didn’t know how to sell it. Ihad this great, broad degree—jack-of-all-trades, master of none. Then I realized it wasabout the skill sets. That’s the hidden gem inthis degree program.”

And the very reason the program hasgrown to 186 majors in May 2009 from fourstudents when the program started around1990, according to Assistant ProfessorKathryn Morrison, one of the threeconsumer affairs faculty members.

“The major is very broad in that ithappens wherever consumers and themarketplace interact,” Morrison says.“That can occur in many sectors—public,private, government.

“Throughout their college career, ourstudents will take forty-one major-requiredand twenty-one elective courses. We pull in alot of courses from economics, business, andhospitality. It really is a designer degree;students choose from many courses to buildthe career they want.”

Designed to sell

There are eight set core courses allstudents take and five courses in each ofthe two emphases:

Consumer services management, whichleads to jobs in hospitality, human resources,consumer protection, sales and marketing,community development, recreation andleisure, consumer research and/or education,and customer service; and

Family financial management, whosegraduates find careers in financialplanning or management or as financialcounselors, insurance representatives,mortgage bankers, and loan officers. Ifvery ambitious, Morrison says, they canbecome financial analysts.

Morrison received two degrees fromState, her bachelor’s in consumer affairs in2002, and her master’s in health, physicaleducation, and recreation in 2004. Shebecame Dr. Morrison just months ago, onAugust 8, when Iowa State awarded her adoctorate in family and consumer scienceeducation with a specialization in familyfinancial planning.

She would have chosen a financialemphasis at State had State had one then.

“Emphases came in the last few years tomeet student needs,” she says. “Studentswere saying they needed to know moreabout financial management, so we createdmore classes and the two emphases.”

State also offers a graduate program infamily financial planning. Students can earntheir master’s or their certificate through theGreat Plains IDEA Consortium. Twelve arecurrently enrolled through SDSU in thisonline program.

Students can complete their entireconsumer affairs major through UniversityCenter in Sioux Falls. Morrison taught therefor one year before moving to the Brookingscampus a year ago.

Skill sets

In her intro to consumer affairs class,Morrison brings in guest speakers fromevery field.

“They talk about their responsibilities,what to expect, start-up salary, likes anddislikes of the field, advancement, the joboutlook, etc.,” Morrison says.

Every spring, before they go off to theirrespective internships, all consumer affairsmajors create a portfolio that showcasestheir skills, abilities, and qualifications.

“I tell students to be brave selling thoseskills,” Lichty says. “If you’re a nurse or adoctor, a prospective employer will look atyour resume and know you’re a nurse or adoctor. But consumer affairs—you have toreally sell yourself on the skills you’ve gotbecause they don’t know what it is.”

In her not-quite ten years out of school,Lichty has worked for Daktronics, where shealso interned, for the Brookings Chamber ofCommerce, where the pace was no match forher preferred speed, and for VeraSun, wherethe biggest event she orchestrated was anethanol plant grand opening that includedfood, a concert by a Nashville recordingartist, and a speech by then Senator BarackObama, who had just announced hiscandidacy for president.

When VeraSun decided to move itscorporate headquarters to Sioux Falls, sheapplied for two jobs in Brookings.

“I wanted to stay in town,” she says. “Ihad a husband and a 6-year-old daughter,and I had gotten attached to thecommunity. I felt like it was too much toofast for our family.”

She got the job at SDSU one day beforeshe would have signed a purchase agreementon a house in Sioux Falls.

“It was perfect timing,” Lichty says.And a perfect fit, despite the fact that,

during college, she never imagined herselfin such a position.

“I never considered a student affairscareer path,” Lichty says. “I wanted a job incorporate sales or marketing or nonprofitmanagement. I’ve done those two things.

“There’s nothing in this job I can’t love. Ithrive in the pace. I get real nervous if I’mgetting my to-do list finished. And I have theopportunity to mentor students, to trainthem for the work world, to give themleadership experience. That’s really fun. Ihadn’t had that in my other jobs.”

Cindy Rickeman

Consumer affairs graduates Jennifer Lichty ’00 (above)

manages The Union on campus while Katy Heiberger ’04 is

a registration officer with SDSU Academic Affairs.

Page 22: EHS publication

20 SDSU

Deb DeBates knows she could not onlyeasily attain a 100 percent jobplacement for her graduates, she couldplace twice as many if she had them.

The job market for family and consumersciences education majors is quite healthyright now, thanks to a changing field andfewer graduates.

“There’s a nationwide shortage,” says DeBates’74/’93/’99, an associate professor. “In the 1980s,there was a strong emphasis on math and science,so career and technical enrollment was low. And,for awhile, people weren’t going into teaching.”

Changes in the field itself have necessitated acomplete rewrite to the coursework high schoolteachers use as well as the curriculum followed bythe schools that educate those future teachers.

FCS programs today focus on career clusters.In South Dakota, three clusters are emphasized:human services, education and training, andhospitality and tourism.

They teach personal finance, humandevelopment across the lifespan, and culinary artsas it pertains to hospitality and tourism.

And they integrate technology wherever theycan “because that’s the method of learning thatfits today’s youth,” DeBates says.

“Programs offered in the twenty-first centuryare nothing like the programs offered fifty yearsago, or even twenty years ago.”

Stephanie Gelderman ’03 is living proof. Of allthe lesson plans she prepared for her first yearteaching family and consumer sciences at ParkstonHigh School, not one has to do with chocolatemousse or set-in sleeves.

They have everything to do with goal setting,career options, and improving one’s community.

“I plug in guest speakers whenever I can,”Gelderman says. “People of value are everywhere.

It’s nice to show kids that and create a sense ofhometown community pride.”

Gelderman has been absolutely sure of hercareer goals since she was a student at Sioux ValleyHigh School in Volga.

“We had a phenomenal FCCLA (Family,Career, and Community Leaders of America)program and a great advisor,” she says. “I saw theway that program changed the lives of students. Iwanted to do that.”

Close and comfy

She chose State’s College of Family and ConsumerSciences because she knew Julie Bell ’70/’76 as thestate FCCLA advisor even before she spent a dayshadowing the professor. She also liked the sizeand friendliness of the College.

“As a freshman, it’s intimidating to have somany students, you feel nobody has time for you,”Gelderman says. “At SDSU, that’s not the case. Youget to know the professors a little bit. There was areally great group of girls I went through with andwe keep in touch. It’s great having that supportsystem of your peers.”

When Gelderman earned her degree in 2003,she taught at Dakota Middle School in Rapid Cityfor two years, then at Rio High School inWisconsin for a year.

When her husband, Jared, a 2002 agengineering alum with the Natural Resource andConservation Services, got a job in South Dakota,it was a dream come true.

“When we had children, we wanted to movecloser to our family,” Gelderman says.

They moved to Mitchell, where, during a two-year stint as a stay-at-home mom, Geldermanoffered her assistance to Colleen Globke ’93, thenthe Parkston FCS teacher. Globke gladly acceptedGelderman’s help as an evaluator/judge with theParkston chapter FCCLA.

Job outlook Job outlook sunny for FCS ed grads

FAMILY AND CONSUMER SCIENCES EDUCATION

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SDSU 21

A familiar fit

When Globke, also an alum, left teaching towork full time for her home-based agency,All About U Adoptions, Gelderman was anatural as the new teacher.

“With a small school district, I havethe students in middle school and highschool,” she says. “I love seeing themgrow and develop.”

That’s the very reason people go into thefield, DeBates says. “Because they love kids,want to make a difference, and feel like theycontributed to the growth of young people.”

The majority of grads, which numbereight to ten a year, become middle or highschool teachers of family and consumersciences. But there are other options.

“Some recent grads have becomeExtension educators,” DeBates says. “We’vehad an after-school program coordinator, acurriculum writer on a national level, anactivity director at a nursing home. Moregrads are becoming administrators,principals, and counselors; they teach for afew years and then want to move up thecareer ladder. But most end up in education,which is why they chose the major.”

DeBates taught for seventeen years inCanton before returning to SDSU in 1991 asa grad student and accepting a tenure trackposition ten years ago.

“Teaching is a recession-proof job, forthe most part,” DeBates says. “We alwaysneed good teachers.

“Teaching is theprofession that creates all others—engineers, neurosurgeons, microbiologists.If we didn’t have teachers, we wouldn’t haveany of those professions.”

Cindy Rickeman

Stephanie Gelderman poses with her Parkston FCCLA

students while touring Studio B in Nashville, Tennessee,

where they attended the FCCLA National Leadership

Conference this summer. Pictured, from left, are

Gelderman, Erica Herrold, Karisa Murtha, and Krista

Radke.

Page 24: EHS publication

22 SDSU

EDUCATION LEADERSHIP

leadership’s Educational

Among the many positives that can besaid of the Educational LeadershipDepartment, flexibility is one of thedescriptions heard most often.

“I met with Dr. (Ken) Rasmussen to learnmore about the program and determine if Iwould be able to continue working in Brazil whilecompleting the program,” says Nancy Maag, amiddle school counselor in Sao Paulo, Brazil.

“I feel that the educational leadershipprogram at SDSU was willing to work with meand help me to be successful in their program,”she adds. “Also, since my parents live in Sioux

Nancy Maag, who earned a counseling degree from SDSU in 2005, goes over a reading exercise with students as a middle school counselor in

Sao Paulo, Brazil. She is currently taking coursework online through the Educational Leadership Department to become a principal.

++versatility a big for students

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SDSU 23+

Falls, I’m able to check-in at SDSU whenI’m home to visit.”

Maag earned her counseling degree fromSDSU in 2005 and is taking courseworkonline to eventually become a principal.

Two types of master’s

A native of Sioux Falls, Maag is pursing amaster’s degree in educationaladministration, which offersspecializations in adult and highereducation, career and technical education,elementary administration, secondaryadministration, and kindergarten throughtwelfth-grade administration.

It’s one of two master’s degrees in thedepartment. The other is a master’s degreein curriculum and instruction. It’s for thosewho wish to work in instructional roles inadult and higher education, career andtechnical education, elementary education,and secondary education.

The online aspect of the program iswhat’s particularly appealing, according toRasmussen, who heads the EducationalLeadership Department.

“There is flexibility in completing theprogram,” he says. “Most of our studentsare employed full time as workingeducators. They may have coachingresponsibilities, farm and ranchresponsibilities, and some have youngchildren or they are taking care of theirelderly parents.

“Because of demand on people’s time,offering courses online has been the bestway to go,” adds Rasmussen. “I call it time-shifting. They have the time to docoursework, but not necessarily during acertain time of the day.”

Program covers wide area

Rasmussen oversees a program that isavailable at sites not only in Brookings,but also in Pierre, Rapid City, and Gillette,Wyoming. The educationaladministration side is headquartered inRapid City at the Higher EducationLearning Center under the direction ofWest River coordinator Gus Scully.

With that many locations, Rasmussen, inhis ninth year, keeps quite busy. “Yes, I’m onthe phone and exchanging e-mails a lot,” henotes. “When there are departmentmeetings, we use the speaker phone.”

The program sports a total enrollmentof about 180 with students hailing fromSouth Dakota, Iowa, Nebraska, Minnesota,Wyoming, and overseas like Maag.

Rasmussen relates that some studentsrefer to the program as “fast track” if theirdesire is to complete the required thirty-fivecredit coursework in two years, whichincludes fall, spring, and summer classes.

“That timeline is pretty intensive andlots of work,” he says. “Most people takesomewhere between two to three-and-a-half years to finish.”

However, even though the programallows students to take their time,Rasmussen warns the graduate school hasa time limit of six years, otherwise thecourses become obsolete.

“At the six-year mark courses eitherneed to be retaken or updated and thedepartment determines what needs to beupdated,” he explains. “For example, ifit’s school law, legal things that havecome through during that time frameneed to be revised.”

Counseling overseas

For Maag, the educational leadershipprogram is putting the final touches on along education journey.

She initially attended SDSU fornursing, but realizing “it wasn’t for me,”Maag switched to the University of SouthDakota, where she obtained anelementary/special education degree in1990. Before enrolling at USD, she spent asummer working at a therapy camp forhandicapped children in Michigan.

Right before graduating from USD,Maag went to a job fair in Sioux Falls, wherebigger states such as Texas and Californiawere interested in graduates with specialeducation degrees. It was at that point whenshe developed a strong feeling of doingsomething new and exciting in her life.

“When I saw a booth for the Peace CorpsI seriously thought about what a greatchallenge it would be to work in a differentculture,” recalls Maag, who was offered andaccepted a two-year contract to be a specialeducation teacher in Guam.

Maag quickly learned that Guam was“just the tip of the iceberg” in her newcareer path. She began researching jobs for

other international schools and learned ofjob fairs for overseas educators.

Her efforts paid off because in 1993 shewas hired at Khartoum American School inSudan. Two years later, she went to work atthe American School of Kuwait and threeyears later moved to Istanbul InternationalCommunity School in Turkey.

Preparing to be a principal

After four years in Turkey, Maag returned toSDSU for her counseling degree. Upongraduation in 2005, she went back overseasas a school counselor at BavarianInternational School in Munich, Germany.Her next move brought her to Graded, TheAmerican School, in Sao Paulo, Brazil,where she is starting her third year as themiddle school counselor.

Maag indicates her interest ineducational leadership has slowly evolvedduring the past ten years.

“I never really thought about being inleadership because I enjoy working withstudents so much and thought a leadershipposition meant spending most of my timewith adults,” she says.

“I had some wonderful experiencesworking with female principals andobserving their strong leadership skillsmade me think about being a principalsome day,” she adds. “They wereexcellent role models and gave me newinsight into leadership.”

Maag’s interest in becoming a futureprincipal was made easier by the fact thatshe knew SDSU and its reputation.

“I looked at other leadership programsbefore deciding to go with SDSU,” she says.“One of the main reasons was myfamiliarity with the professors as well as thequality of the program.”

Kyle Johnson

Department head: Ken Rasmussen.

Degrees offered: a master’s degree in

educational administration and a master’s degree

in curriculum and instruction.

Credits to graduate: thirty-five.

Enrollment: about 180 students.

Length of study: Two to three-and-a-half years.

Delivery: courses are at sites in Brookings, Rapid

City, and Gillette, Wyoming, as well as online.

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“Can you get a job with thatdegree?” Students in theCounseling and HumanDevelopment Department

have no problem giving a resounding “yes”to that question. Even in today’s tighteconomy, graduates still have a strong jobplacement rate, according to Jay Trenhaile,associate professor and department head.

Spring and summer graduates aresurveyed the following October to see ifthey have found a job and get theirviewpoint of the program.

The 2008 rate was 88 percent. For prioryears, the rates were 91 percent (2007), 94percent (2006) and 86 percent (2005),numbers that exceed or match nationalaverages, Trenhaile says.

He adds that when “prospective studentssee the positive comments that are writtenabout faculty and see the graduates’ ratingsof their experience,” the surveys turn into agreat recruitment piece.

Students can choose from fourspecializations: school counseling, studentpersonnel, rehabilitation, and agencycounseling.

Hired as an intern

Amanda Hermeling entered theCounseling and Human Developmentprogram after receiving herundergraduate degree in psychology fromSDSU in 2005. She graduated in August2008 with specializations in schoolcounseling and rehabilitation.

She added the rehabilitationspecialization in her final year of graduateschool because of her experience withAdvance, a nonprofit organization in Brookings that works with more than 115people with developmental disabilities in atraining center and at group homes andapartment complexes.

“I’ve always just had a passion of wantingto help people. When I was taking classes I

realized I had an interest in helping peoplewith disabilities,” says Hermeling.

She had no concerns that her passionwould leave her without a job comegraduation day.

“Before I even attended grad school Ilooked at their placement rate, which wasvery high. And I looked at the openings.There were always openings, especially if youwere willing to relocate,” Hermeling says.

The Adrian, Minnesota, native waswilling to relocate. Through Professor AlanDavis, Hermeling learned of an internshipopening with Idaho VocationalRehabilitation in Boise. That was in March2008. By May 2008 she was working as ahired intern with an agreement that shewould continue as a full-time employeeupon graduation.

Trenhaile says students in therehabilitation specialization have the highestjob placement rate because no other areaschool offers that.

The rehabilitation specialization wasbegun in fall 2005 and had its first graduatein winter 2007. Davis, who started theprogram after having been chair of theRehabilitation and Human ServicesDepartment at Montana State, got the SDSUprogram accredited this summer.

Hermeling’s internship duties were thesame as her current duties—assistingpeople with mental and physicaldisabilities to enter the work force.

She has a caseload of 145 people whohave approached Idaho VocationalRehabilitation for assistance, and meetswith them weekly to monthly dependingon their situations, she says. “We look attheir limitations, but mostly their abilitiesto see if we can find them an appropriatejob,” Hermeling says.

The State grad finds her own job mostappropriate for a person with a passion tohelp people.

‘Can’t deny your calling’

Danielle (Byer) Flisrand ’08 calls her job asa counselor at three Huron elementaryschools a great fit as well.

“I love it. Every day is different,” saysFlisrand, who earned specializations instudent personnel and school counselingupon graduating in May 2008. At Huron, shemeets individually with seventy students perweek plus responding to behavioremergencies and making classroompresentations on impulse control, angermanagement, empathy, and bullying.

While that schedule gives her anopportunity to practice what she preaches,Flisrand is happy with her career choice.

Before taking the Huron job she wasworking at SDSU as director of Pierson Halland doing counseling part time at SDSUStudent Health. During the 2007-08 schoolyear Flisrand directed Waneta Hall and sheworked in the Residential Life Office duringher internship.

“In December [2008], my professorcontacted me to let me know there was anopening” in Huron, she recalls.

Although Flisrand had earned hermaster’s degree in May, she had no concernsabout finding a job in her field. In fact, “itwas more in deciding whether to keep myposition, which I really enjoyed but the hoursare difficult, or switch jobs,” Flisrand shares.

Despite the age difference betweenelementary and college students, Flisrandnotes, “They’re both in such transition. Bothare going through so many changes. Justwatching them is really fun; to be a part ofthat change they’re going through.”

Interestingly, she almost missed seeingthose changes because she was initiallystudying business at Augustana College.

But she “discovered I had the ability tohelp others” while working as a residential hall advisor for two years in an Augiefreshman dorm. “People continued to reachout to me for help. At some point you can’tdeny your calling,” Flisrand remembers.

COUNSELING AND HUMAN DEVELOPMENT

Stamp of

approvalPlacement rates, grad comments

endorse counseling program

24 SDSU

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SDSU 25

‘A pretty good fit’

Brian Eclov ’00/’08 hid from his calling for anumber of years.

The communication studies and theatergraduate worked for six years at Brookingsradio station KBRK before spending a year asa floor manager at Lewis Drug in Brookings,and another year as a graduate assistant inthe College of General Studies at SDSU.

In August 2008, Eclov began work as amental health counselor at SoutheastBehavioral Health in Sioux Falls.

“Communication and radio was what Istarted with but I was always interested inpeople and why people did what they did,”Eclov says. “I wanted to get more intopsychology and development. Counselingseemed like a pretty good fit. I considered itin the back of my mind for a couple years.

“[Now] I have a real passion forunderstanding how people work and thenhow to help them.”

He was drawn to Southeast for hisinternship because of the opportunity tohelp people immediately. “I had a coupleinternship offers but at Southeast I had thechance to really get in practice. There wereother locations where I would be moreshadowing. Here I was able to have myown clients.

“I didn’t want to spend thirty weeksfollowing somebody around. I wanted to be

able to hit the ground running when I startedmy first job.”

That first job became the same place ashis internship, but his duties changed.

During Eclov’s internship, he met withadult clients at the office. In his current jobhe meets with twenty-five clients, ages 4 to16, in their homes, doing therapy with thechildren and their families. The internshipwas key in developing skills for his currentjob, he says.

Eclov adds that the skills gained as agraduate assistant also were valuable indeveloping his professional role.

Patience may be required

Nicole Rieckman ’07 had her internship withSDSU Upward Bound Summer AcademicProgram (summer 2007) and the SDSUOffice of Student Affairs (fall 2007). After sixmonths as a life skills educator at Volunteersof America in Sioux Falls, she was able topractice her skills in the Assessment Office atDakota State University in Madison.

In May 2008 Rieckman began work as aretention specialist handling academicdeficiency issues.

“I started out going for schoolcounseling. I found out that college studentsis where I had the most affect. I just reallyenjoy working with them. I had theexperience on one side of having everything

together. On the other hand, my boyfriendand other friends didn’t. I was always helpingthem,” Rieckman says.

Graduating in December created someanxiety for her because there are fewopenings in the field then.

“I was starting to get a little worried.Many of the faculty in the CHRD programwere supportive. They said, ‘Positions willopen up in the spring. You graduated in mid-year. There won’t be many openings,’”Rieckman recalls.

At Dakota State, her primary dutiesincluded coordinating retakes of theproficiency test, enforcing the Regents’policies on pregeneral and general educationrequirements, and handling appeals onacademic issues such as prerequisites.

Grant funding for that job endedSeptember 30. She became DSU’s alcoholand other drugs counselor October 1.

Rickeman also co-advises the Women inScience and Technology Club andcoordinates the DSU Family Program andthe annual DSU Family Day.

Dave GravesNicole Rieckman registers a parent attending Dakota State

University’s Family Day September 12. Rieckman had been

working in DSU's Assessment Office but was hired as

alcohol and other drugs counselor there effective October 1.

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AG EDUCATION

At a time when budget constraints haveschools looking where to cut,agriculture education is not only

thriving, it’s growing—so much so, there’s anationwide shortage of agriculturaleducation teachers.

“North Dakota, for example, had six ag edteacher openings last year and NDSU hadonly two ag ed grads,” says Professor LonMoeller. “So they [as well as Minnesota andIowa] are heavily recruiting SDSU grads.”

High school agricultural educationprograms are growing, Moeller says,because they teach useful life skills.

“Schools are identifying that not everyone of their students are going to be goingto a four-year college,” Moeller says.“Agricultural education is not onlygaining programs, schools are actuallystarting new programs.

“Two years ago, Faulkton, which hadgiven up its agricultural education programforty years ago, restarted their program. Theyhired one of our new grads.”

In a typical year, State’s agriculturaleducation program numbers sixty-fivemajors and ten to fifteen grads who, unlessthey don’t want to go where the jobs are,have no problem landing one.

About half of all ag ed grads go intoagricultural business, rather than education.

“They have to have demonstratedeffective communication skills becausethey’re going to be dealing with otherteachers, students, parents,” Moeller says. “Sowe definitely have a demand from theagricultural industry.”

Though business may seemingly offer ahigher beginning salary, alumnus MichelleNelson was one who recognized a career ineducation as her ideal job.

“I’m teaching five different courses,”Nelson says. “I get to weld one period, then Iget to build dog houses in shop. I do somehorticulture. I do all the things I love. There’snever a dull moment.”

Nelson has been the agriculturaleducation teacher at Brookings High Schoolsince fall 2007, months after graduating fromState. In her two short years there, she hasmade changes to the program that make heralma mater proud already.

Landscaping, greenhouse

The biggest were with curriculum. Wantingmore variety, she expanded the formerwelding and shop class to includebiotechnology, which is “anything we do tomanipulate nature for our benefit,” Nelsonexplains. “Cloning plants and animals,genetically modified organisms, lots ofcutting-edge technologies.”

She rescued a flailinghorticulture

class by adding landscaping. And she wongrant money to build a year-round, 21-x36-foot greenhouse/outdoor lab.

“We’ve extracted DNA from bananas andonions,” Nelson says. “We did a lot of scienceactivities about different plant propagationmethods, grafting, and layering. In labs, wemonitor the effects of the variables—temperature, moisture, seed depth.

“We built mini-wastewater treatmentmodels so they could see how to usebiotechnology in ecology.”

At Christmastime, they make wreaths andmini-Christmas tree centerpieces.

“They love that,” Nelson says. “One of thecomments I hear the most is that they lovecoming to this class because they get to makesomething with their hands. They get to getup and move around.”

And the students learn a bit aboutleadership, electrical wiring, and how tofigure how many yards of concrete they’llneed to pave a driveway,

“It’s lifetime skills that they’re going touse,” says Nelson, who gets to know herstudents—and their families—better than,say, the math teacher does, because she notonly has them in class every day for fouryears, she’s their FFA advisor. In that role, sheoften sees them outside of school.

“That’s one of the better parts of my job,getting to know the students outside ofschool,” says the FFA lifetime alumnus. “I getto know what their goals are, and I get to helpthem achieve them.”

Cindy RickemanMichelle Nelson outside the FFA

greenhouse at Brookings High

School.

26 SDSU

Agriculturaleducationprogram thriving, growing

cutline

Page 29: EHS publication

SDSU 27

Cody Christensen always wanted todo two things: fly and teach. He gotan opportunity to do both throughthe career and technical education

program.Christensen specialized in aviation

education as an undergraduate. Aftercompleting the program that trains studentsto be certified flight instructors and pilots, heearned his master’s of education incurriculum and instruction with aspecialization in career education.

Christensen ’05, ’06 went through theprogram as an undergraduate but he couldtell that its flexibility was important to manynontraditional students. He took classes withvocational school teachers, principals, schooladministrators, and Extension agents.

“Each of us could tailor it to our needs,”Christensen says of the program.

One student doing some tailoring rightnow is Janet Jensen. A dental assistinginstructor at Lake Area Technical Institute inWatertown, Jensen originally enrolled in theCareer and Technical Education Program toearn her teaching certificate. She explainsthat the dental assisting program isnationally accredited and likes its instructors

to have degrees, so she’s earning her bachelorof science in education in career andtechnical education.

“The CTE courses offered are the mosthelpful and interesting because theypertain the most to what I am doing as ateacher,” Jensen says. “It has also beenextremely convenient that these are mostlyoffered independent or with minimal visitsto campus.”

Though methods for the delivery ofinstruction have changed over the years, theCareer and Technical Education Program hasalways served a core of students whorequired special scheduling because of theirwork responsibilities.

The program originated at theUniversity of South Dakota at Springfield in1960 and has been offered at SDSU formore than a decade. Professor Tim Andera,coordinator of the Career and TechnicalEducation Program, went through theoriginal program at Springfield.

He notes that students who earned atwo-year technical degree would oftenreturn seeking a teaching certificate. “Theprofessors at Springfield would work withthose students as special cases to help themcomplete the degree,” Andera says. This wasaccomplished through night classes,independent study, special topics classes,and weekend classes.

Scheduling with working students inmind continues today with traditional on-campus classes supplemented by onlineclasses, summer sessions combining shortcampus visits with independent study, andsimilar classes that meet on Fridays andSaturdays during the school year.

An important component ismentorship, a yearlong program that offersguidance from Andera as their SDSUmentor and from the veteran teachers attheir local schools to aid the new teacherswho have decided to put their technicalexpertise to use in the classroom.

“You may not think about being a teacherwhen you start out,” says Andera. “Forothers, it’s in the back of their minds.”

Students in the career and technicaleducation program usually take one of twotracks. Some, like Christensen, are traditionalstudents who will go into a vocational careeror teaching. Christensen has done both,working as a captain and trainer for GreatLakes Airlines and then returning to SDSU asan assistant professor of aviation. Others, likeJensen, have worked in a technical field andare seeking a teaching degree later in life.

“We prepare individuals for education,”Andera says, “wherever that may lead them.”

Dana Hess

Flexibility a

hallmark

of Career and Technical Education Program

CAREER AND TECHNICAL EDUCATIONcutline

Cody Christensen enrolled in the Career and Technical

Education program after gaining his aviation education

degree. After working in private industry, today he

teaches aviation at SDSU.

Page 30: EHS publication

28 SDSU

Dave Woods has his sights set on becoming anairport manager someday and thanks his aviationeducation at SDSU for making it seem possible.

“I’m excited about a career in airport management,” hesays. “The degree that I have lets you get your foot in the doorin becoming a manager.”

Woods, a native of Wagner, is an aircraft mechanic at RenoFlying Service in Reno, Nevada. He earned a bachelor ofscience degree in aviation in December 2007 with aspecialization in aviation maintenance management.

The degree also offers specializations in aviationmanagement and aviation education.

“The maintenance people are the nucleus of the force thatwork on our airplanes,” says Professor Jeff Boulware,coordinator of the aviation program. “We not only givestudents a four-year degree, but provide them with some real-time, hands-on education, and experience that is veryimportant when they go out and find jobs.”

Woods, who has worked for Reno Flying Service for abouta year-and-a-half, notes his aviation degree helped him earnan inspection authorization license, which he obtained about ayear after graduation.

“It’s the last license you get as a mechanic,” he says.“You can’t do certain inspections without it. Overall, theprogram at SDSU prepares students well for the aviationindustry, I know it did for me.”

Enrollment steady, flying hours high

The aviation program maintains an enrollment of about 100students every year, which is a positive occurrence consideringhow the economy has affected the aviation industry lately,according to Boulware, who also points to a healthy surge offreshmen entering the major.

“Airlines are laying pilots off,” he says. “With high fuelprices, flying is down across the nation. They don’t anticipatemuch movement for at least another year or two.

“We’ve been lucky,” he adds. “We have been bucking theodds, because when you look at aviation programs at largerschools their freshmen population is down 20 percent andours is up 20 percent.”

The program, which graduates from twelve to sixteen pilotsper year, saw a 20 percent increase in flying hours for studentsduring summer 2009.

“That’s been our biggest surprise compared to theprevious summer,” reports Boulware. “We pushed studentsto stay in the local area to get more flying time in. We alsoexpanded our courses that are available in the summer andit really paid off for us.”

The continuing education program in aviation, initiatedin June 2007, also had a productive summer in givingnondegree seeking individuals the opportunity to come toSDSU for flight training.

“If you want to learn how to fly or want a multi-enginerating or in many cases want an instrument rating, theresponse has been very good,” says Boulware.

The College continues to lease six airplanes from AberdeenFlying Services to train students. The program obtained aseventh plane when Rapid City alumnus MarkBoddicker, a 1970 State graduate, supplied anAmerican Champion Super Decathlon.

The aviation program increased its facultyby one for the 2009-10 school year with theaddition of Assistant Professor CodyChristensen. A former Great LakesAirlines captain, Christensenearned both his undergraduateand master’s degrees at SDSU.

He joins AssociateProfessor Ryan Phillips andBoulware on the staff.

Kyle Johnson

Dave Woods works on an airplane engine in his role as an aircraft mechanic at Reno Flying Service

in Reno, Nevada. He earned an aviation degree in 2007 with a specialization in aviation

maintenance management. Woods has hopes of becoming an airport manager someday.

Aviation degree opens up managerial careers

AVIATION

Page 31: EHS publication

Degree: bachelor of science.

Degree specializations: aviation education, aviation management, aviation maintenance management.

Enrollment: about 100 students.

Graduates per year: twelve to sixteen.

degree opens up managerial careers

SDSU 29

Page 32: EHS publication

30 SDSU

Concussions. Cartilage tears.Curriculum changes. Clavicledislocation.

Which one of these doesn’t belong withthe rest of the group?

It doesn’t take Sherlock Holmes to solvethis one, but not so fast detective. Actually,each of the terms is grouped under the broadumbrella of athletic training.

The vocation is no longer “thought ofas taping a few ankles and being anequipment manager,” says Brad Pfeifle, agraduate of the SDSU athletic trainingprogram and director of sports medicineat the Orthopedic Institute in Sioux Fallsfor the past sixteen years.

Today, athletic trainers find themselvesnot only nursing athletes back to health butalso teaching and researching.

SDSU graduates are found in all threefields. Pfeifle, a 1986 undergraduate, has beenpracticing in the field since earning hismaster’s degree in 1988. Pam Hansen, a 1990master’s degree graduate, has directed theathletic training program at North DakotaState University since 2000.

Jake Resch is doing doctoral researchat the University of Georgia after earningundergraduate degrees in 2003 and 2004in athletic training and healthpromotions, respectively, and thenreturning in 2006 to complete a master’sin exercise and sports science.

His track is the path less taken.Bernadette Olson, acting head of theDepartment of Health, Physical Educationand Recreation, says, “The largest percentagegoes into practice or for a master’s degree. IfI had to guess, 95 percent. This is fairlytypical as we are an entry-level program. Therest go on to receive a doctorate.

“As we grow as a profession, the need forindividuals with doctorates is increasing. Soover time, these percentages will shift, notgreatly, but I predict they will.”

The following takes a look at each areaof practice through the eyes of Pfeifle,Hansen, and Resch.

Pfeifle: Practices at major clinic

Pfeifle “didn’t even know what athletictraining was” when he was a freshman atDakota State University and came intocontact with DSU athletic trainer andSDSU graduate Kathy Courtney. Injurieskept him from developing an athleticcareer at DSU, but they did set the stage fordeveloping his career.

Following a year at DSU, Pfeifle headedto California, where he went to school parttime and met an athletic trainer that lethim tape ankles.

He headed to South Dakota State after acouple years in the Golden State and cameunder the tutelage of Jim Booher. “I learnedthat athletic training involves evaluations,injury management, prepractice, and gamepreparation. It excited me. I became moreinterested as I investigated it more.”

When Pfeifle earned his undergraduatedegree, Booher told him, “‘You’re not goinganywhere. You’re going to be our first GA.’”

So Pfeifle spent two years as a graduateassistant while earning his master’s degree.He then had seven interviews and sevenjob offers. Pfeifle turned down positions inGilroy, California, and Myrtle Beach,South Carolina, so the Menno native couldgo to Sioux Falls.

“They convinced me I could initiate anathletic training program,” Pfeifle says of theAugustana College officials he met.

He spent five and one-half yearsdeveloping that program from scratch, wentinto medical sales for three years, and thenseized the opportunity to take thedirectorship of what was then theOrthopedic and Sports Medicine Clinic. Ayear later it merged with MidwestOrthopedic, and has flourished as theOrthopedic Institute.

The practice has fifteen athletictrainers, five physical therapists, and threeoccupational therapists; and covers thirty-five high schools and three colleges,including SDSU, plus the Sioux FallsStorm and Stampede.

As director, he oversees physical therapy,occupational hand therapy, and sportsmedicine departments as well as seeing atleast ten patients a day four days a week. Hisclient load includes SDSU athletes.

“I get to see patients who want to getbetter, which is phenomenal,” Pfeifle says.“When athletes get hurt, they are at theirlowest, they’re depressed, they’re down. Theyhave two options—to get better or get lazy.My job is to let them not do that.”

Hansen: Teaches at a program in transition

Hansen’s job is to create more Brad Pfeifles.She helped launch NDSU’s master’s degreeprogram in 2004 and saw it becomeaccredited in 2006. The undergraduateprogram was suspended in fall 2007. Afterthe twelve students in the undergraduateprogram earn their degrees, NDSU will onlyoffer a master’s degree program.

There are seven in the graduate program,says Hansen, who notes the change givesfaculty more time for research.

She says, “I always knew I wanted to teachathletic training and I hoped to be a programdirector. I enjoy not only helping studentslearn, but I also enjoy the administrativeaspect. . . . I kind of fell into that but it hasbecome my new passion.”

In fact, the daughter of a Sioux Fallssporting goods store owner kind of fellinto athletic training.

She was an accounting major at theUniversity of South Dakota when she took anelective on prevention and care of injuriesduring her junior year. She switched majorsand graduated with a degree in recreation in1988 and then earned a HPER master’sdegree from State in 1990.

From 1990 to 1998, Hansen worked as asmall college athletic trainer and earned herdoctorate in education from USD in 2000.

“I enjoy setting goals, overseeing theprogram’s accreditation, setting policies,making sure students are meeting thecriteria, doing budget work, andcurriculum development,” Hansen says of

ATHLETIC TRAINING

Athletic trainingOpportunities now extend beyond team locker rooms

Page 33: EHS publication

the work with her current position,which she has held since 2000.

Reflecting on her job, Hansen saysthe best part is “working with students,trying to make a difference, gettingstudents to believe in themselves thatthey can be great athletic trainers. Igained a lot of confidence at SDSU.”

One aspect of the SDSU programthat Hansen has tried to implement atNDSU is the “sense of community.Everybody worked together toaccomplish goals and tasks. Dr. [Jim]Booher and other instructors I hadcreated a solid foundation for my career.

“Mentoring—to care for students,working with students— more thananything that’s what I personallypicked up.”

Resch: Research to lead to doctorate

Resch, now a University of Georgiagraduate student, says, “Looking back atmy education, it’s all been aboutsurrounding myself with amazingpeople: Dr. Booher, Dr. BernadetteOlson, Trevor [Roiger], Mary Beth[Zwart], Ben [Heinz]. The athletictraining faculty of South Dakota Stateprovided an excellent base for me.”

He has used his base to take him toa job in London, put him in contactwith international leaders in the field,and allow him to teach and doresearch at a major university.

As an undergraduate at SDSU, theathletic trainers “allowed me toexpand my clinical education undertheir direction and expertise. You havea sense of autonomy and family, whichis fostered by the athletic training staffand students. This atmosphere alsoexists at UGA,” says Resch, who startedthere in 2006.

“Upon graduation, I plan ondeveloping this atmosphere at my newinstitution.”

During his graduate work atSDSU, Resch taught Wellnessunderneath September Kirby, assistedwith the course Prevention and Care ofAthletic Injuries, served as a clinicalinstructor and athletic trainer forseveral area high schools, and didcommunity presentations.

“My experiences from SDSU as aneducator and clinician allowed for asuccessful transition to UGA. Mystudents mean a lot to me, just like myathletes, they are the reason why Ienjoy what I do. I believe in order to bea good educator you must have hadexcellent teachers in the past andremain amongst them, and this isdefinitely the case with SDSU andUGA,” Resch says.

Resch is currently an instructor fora graduate student teaching course.

In May 2010, he hopes to earn hisdoctorate, which will bring to a closehis time at the SoutheasternConference school.

Four research projects in which heis a participant are: 1) Studying thehormonal influences of mild traumaticbrain injury; 2) Looking at the effect ofathletes playing in the heat; 3)Comparing international athletictraining practices around the world; 4)Examining the quality of life of cancerpatients before and after surgery.

In addition to all this, Resch, anative of Spirit Lake, Iowa, also is ahigh school athletic trainer.

Resch, who recently became engaged,says his biggest challenge is “stayingbalanced. I’m very passionate about eachaspect of my position. I strive tomaintain a balance between teaching,research, clinical practice, and social life,which sometimes is very difficult.”

But there is a benefit to his platejuggling.

“I’m never bored and am continuallyexcited about my profession. I wake inthe morning and never think “I have togo to work today?”

Dave Graves

Top: Jake Resch, right, measures the postural stability

of a research subject who had suffered a concussion.

Resch, who is pursuing a doctorate at the University of

Georgia, is studying the hormonal influences of mild

traumatic brain injury.

Bottom: Associate Professor Pam Hansen teaches

about the knee during an athletic training class this fall.

Hansen has directed North Dakota State's athletic

training program since 2000.

SDSU 31

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32 SDSU

To Luanne Kent, education carriespower and brings respect. Andstudents don’t get it by listening tolectures and writing papers.

Her title may be adjunct lecturer in theCollege’s West River Graduate Center’scounseling program in Rapid City, but “Idon’t lecture,” Kent vows, “and I don’tbelieve in papers. We actually havediscussions. It makes them think.”

Kent earned a master’s degree in 1994from the West River counseling and humanresource development program, whose“amazing instructors” were then housed atEllsworth Air Force Base.

Besides teaching for SDSU, Kentdirects the psychology internship programat the VA Black Hills Health Care Systemin Fort Meade.

Though her interns are a mix ofdoctoral and master’s students, “They getto do the same things,” Kent says. “That’swhy this internship is so popular; they getto do everything.”

The one difference: Each doctoralintern supervises a master’s intern,rotating every four months.

Every year, Kent has three doctoralinterns, whose year of duty always beginsin July. She also supervises five to tenSDSU master’s interns in her role asadjunct lecturer for SDSU as the interns

begin their 600-hour stint in January, May,or September.

VA internships, from the studentperspective and especially in a time ofcutbacks, are increasingly sought-after.

“The number of interns is increasing andthe number of sites is decreasing,” Kent says.“VA funding is pretty stable, but if you’relooking at a private hospital that’s cutting thebudget, one of the first things they’re goingto do is cut the internship program.”

While the VA has made no such cuts,competition for its spots has becomemore fierce.

“It’s a tough process to get a site,”Kent says. “There are several thousandinterns to be placed. Last year, 800 internsdid not get placed.”

“If you’re from Florida and you get aninternship in South Dakota, you don’t carebecause you got an internship.”

Last year, Kent’s doctoral interns camefrom California, Colorado, and Kentucky.Those who arrived in July are fromIndiana State, Louisiana Technical, andAlder School in Chicago.

Kent began supervising master’s internsfrom State in 1997 while she was workingat City/County Alcohol and DrugPrograms. That’s when she got to knowKenneth Cole, advisor to the SDSUinternship program. She remembers telling

Cole of her frustrations in dealing with redtape. And she remembers Cole’s reply.

“He advised me to get my doctorate,” sherecalls. “He said I had to get my doctorate soI could make changes.”

So she did, in 2003 from the IllinoisSchool of Professional Psychology in RollingMeadows, the same place she earned hersecond master’s degree.

And, Kent says, it definitely did make adifference.

“If you say, ‘This is so and so,’ peoplesometimes listen,” she says. “But if you say,‘This is Dr. so and so,’ that says something.

“To me, it was a means to an end. I wasnever a very good student, but I had goodinstructors. The reason I avoided thedoctorate program was I hated researchand didn’t think I could pass the statscourses. I got an A+ in both of my statscourses. I’m not saying it was a piece ofcake, but it was easier than I thoughtbecause I had a good teacher.

“I firmly believe with good instructorsand motivation on the student’s part,anybody can get an education.”

Cindy Rickeman

Adjunct Lecturer Luanne Kent, fourth from left, poses

with her internship class at the West River Graduate

Center in Rapid City. Besides teaching for SDSU, Kent

MS ’94 also directs the psychology internship program at

the VA Black Hills Health Care System in Fort Meade.

WEST RIVER GRADUATE CENTER • COUNSELING

Whether self, students, or internsAlum’s belief in education knows no bounds

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SDSU 33

The broad sweep of South Dakota’slandscape is part of its allure.However, that landscape can losesome of its charm after repeated

travels over long distances.The West River Graduate Center serves

students who might not otherwise be able totravel for master’s degree classes ineducational administration.

The graduate center’s location in RapidCity opens an entire side of the state tostudents who can’t take classes in Brookings.According to Gus Scully, programcoordinator, there are usually about thirty-two students taking classes at the Rapid Citycampus with another dozen at its Gillette,Wyoming, facility.

“South Dakotans know that issue ofdistance,” says Educational LeadershipDepartment Head Ken Rasmussen. “Ifyou’re teaching or coaching, you just can’tget away.”

Distance plays another factor in SouthDakota education. Small, remote schooldistricts have no chance of consolidation.But they still need administrators. Oftenthose administrators come from the ranksof the teachers already working in theschool district.

Rasmussen cites an example from a smallschool district where one educator went fromteacher to teacher leader to principal to chiefexecutive officer of the district. He says smallSouth Dakota communities are lucky to havepeople who are willing to step into leadershiproles in their school districts.

It was distance, as well as work and familyobligations, that kept Katie Bray ’00 fromattending master’s classes in Brookings. Withtwo children at home and a position as deanof students at Central High School in RapidCity, Bray couldn’t travel far for classes.

“At the time, the West River GraduateCenter offered all classes at night,” Brayrecalls. “This schedule afforded those of usin the program the opportunity tocontinue working and still pursue a highereducation degree.”

Bray is in her third year as assistantsuperintendent of student achievement forthe Rapid City Area Schools. She supervisesschool principals and directors of specialeducation, staff development, federal grants,and Indian education in the Rapid AreaSchool District.

“Working with this group of educatorshas been a joy, and I learn from them daily,”Bray says. “Many of them were classmates atthe West River Graduate Center.”

School administrators like Bray andher classmates need advanced degreesbecause of the challenges they face,according to Rasmussen.

“The era of No Child Left Behind hasincreased the stakes,” Rasmussen says. “Thedynamics of families and communities haveincreased their expectations for the schools.”

The West River Graduate Center ishelping students meet those expectationswith a traditional classroom curriculum aswell as onlinecourses. Accordingto Scully, studentsprefer face-to-faceclasses.

He notes thatthe Gillette facilityopened largelybecause studentsthere didn’t carefor onlineinstruction andwere driving toRapid City fortheir classes.

“Students likethe face-to-faceclasses so that theycan break up into small groups and doprojects together,” Scully says. “Everyone isright there. They don’t have to wait forsomeone or a few of their group to get onlineso they can function as a group.”

Dana Hess

WEST RIVER GRADUATE CENTER • EDUCATION LEADERSHIP

Top: Jared Vasquez makes a PowerPoint presentation to

fellow students in a principalship class at West River

Graduate Center this fall. While online courses are

available, administrators find that many students

appreciate face-to-face classes.

Bottom: Taking notes in a principalship class at the West

River Graduate Center are, from left, Kellie Thomas,

Lindsey Ruml, and Chad Johnson.

Distanceno roadblock to education at West River Graduate Center

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34 SDSU

Research

One is a second year medical student and theother is a junior premed student with plansof attending medical school. Both of theireducational paths have been made possible

by majoring in the nutritional science specializationprogram through the Department of Nutrition, FoodScience, and Hospitality.

“Having a great educational background has helpedme to succeed in medical school,” says Brianna Serbus,a May 2008 graduate, who is attending Ross UniversitySchool of Medicine in the Commonwealth of Dominicalocated in the West Indies.

“A good foundation in nutritional science hasenabled me to do well in medical school,” she adds.“Heart disease, obesity, and diabetes are directlyrelated to one’s diet and nutritional status, so havingan undergraduate degree in nutritional science madesense to me.”

The SDSU curriculum is designed to givestudents in-depth knowledge of nutritional science,according to Associate Professor Elizabeth Droke,coordinator of the program.

“Nutritional science is a very good option forstudents who are interested in professional programs,”she says. “We can meet your requirements through thisdegree. Our program sets them up well because of therelation between nutrition, health, and wellness.”

Various public health choices

Ashley Stoltenburg wanted to major in somethingother than biology and chemistry, but still be fullyprepared for medical school.

“Not only does a major in nutritional science dojust that, but it also offers many opportunities in thepublic health spectrum,” says the Huron native, whois also a Spanish major.

Stoltenburg will apply to medical school next yearand eventually obtain a master’s degree in public health.Ultimately, she wants a career as a physician, focusingon preventive medicine and global health care.

“With obesity, diabetes, and other chronicdiseases on the rise, nutrition plays a huge role intoday’s society,” she says.

“Many health problems are directly correlated withpoor nutritional choices and unhealthy lifestyles,” addsStoltenburg. “In all reality, proper nutrition can aid inweight management, help people cope with depression,and improve the body’s immunological response.”

Knowledge used overseas

For Serbus, who grew up in Redwood Falls, Minnesota,enrolling in medical school overseas met personal goals.

“I went to Ross University so I can travel and helppeople who can’t afford health care while going tomedical school,” she says.

“I get to learn about a different culture andexperience living outside the U.S.,” she adds. “Moreimportantly, though, it allows me to give back to peoplewhere health care is not always available.”

In addition to being a full-time student, Serbus isthe head clinical coordinator for the NeuroscienceSociety along with tutoring lower semester students.She belongs to the American Medical StudentsAssociation; is a member of the Salybia MissionProject, which gives free health care to people; and asa Ross mentor, she helps incoming students adjustand prepare for medical school.

Nutrition has always appealed to Serbus, who creditsthe SDSU program for fueling her desire.

“My plans were always to attend medical school,and I thought nutrition would be a great field toaccomplish it,” she relates. “Having knowledge innutrition allows me to be better informed and abetter doctor in the future.

“The whole department (Nutrition, Food Science,Hospitality) is filled with great teachers,” addsSerbus. “I especially owe my knowledge and successto Dr. Elizabeth Droke and Dr. Kendra Kattelman.They challenged me and believed that I could go tomedical school.”

Kyle Johnson

meets students’ professional quests

Degree: major in nutritional science.

Enrollment: twelve students.

Number of graduates: two to four annually.

Career choices: Students have the necessary academic

requirements for medical school, dental school, and

chiropractic school. It’s also beneficial for those enrolling in

graduate school or careers as a physical therapist, physician’s

assistant, athletic trainer, and nurse practitioner.

Nutritional science

Brianna Serbus, a May 2008 nutritional science graduate, takes a pulse

rate at the Roseau Health Clinic in the Dominican Republic. Her experience

there is part of her enrollment at Ross University School of Medicine in the

West Indies country.

Page 37: EHS publication

“Nutritional science is a very good option for

students who are interested in professional programs.

We can meet your requirements through this degree.”

– Associate Professor Elizabeth Droke

SDSU 35

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36 SDSU

NUTRITION, FOOD SCIENCE AND HOSPITALITY

Battling world hungerGrad student’s research utilizes ethanol byproduct

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Food

SDSU 37

Food science graduate studentSowmya Arra has visions ofmaking an impact in the foodscience industry in order to help

people in Third-World countries like herhomeland of India.

Her vision may be closer to reality dueto her cutting-edge research in which abyproduct of ethanol production is used asa food ingredient.

Working in collaboration with SDSUFood Science Professors PadmanabanKrishnan and Agricultural Research ServiceScientist Kurt Rosenstrator, Arrainvestigated the nutritional value offortifying whole-wheat products throughdried distillers grain (DDG), which is theremaining material produced through cornethanol production.

“The objective of this research is toturn the DDG into a marketable foodproduct,” says Arra, who hopes drieddistillers grain can be marketed to Third-World countries as a low-cost flour for usein food production such as making bread,noodles, or even cookies.

First-place research

As a result of her participation in the scienceaspect of this ground-breaking research, sherecently captured first place in a prestigiousgraduate research poster competition at theInstitute of Food Technologists Conferencein Anaheim, California, in July.

Her project, “Fortifying Chapathies AsAsian Whole Wheat Unleavened Flat BreadUsing Corn Distillers Dried Grains,”showcased a method of utilizing byproductsof ethanol production in human food.

Arra, who received a $1,000 cashaward and certificate, was among fiftygraduate students who presented a posterin the product development category atthe conference, which includedresearchers and technologists from morethan eighty countries.

“Sowmya used everything she had at herdisposal at SDSU in putting together thisaward-winning presentation. People take youseriously in peer review competitions such asthese,” says Krishnan, who also serves as hergraduate advisor.

“I think this honor is a testimony to thecaliber of work she produced and shows thesignificance of her work,” added Krishnan,who has been at SDSU since 1989 afterearning his doctorate from North Dakota

State. “This type of research helps placeSDSU on the map for innovative thinking infood science,” he says.

No longer just for cattle

Previously dried distillers grain has primarilybeen utilized in livestock feeds but thisresearch indicates that it has a practical use asa new, nutritionally enhanced flour productthat may be blended into food. In her work,she investigated the nutritional efficacy ofdried distillers grain fortification of wheatproducts with the purpose of developing adried distillers grain fortified unleavenedwhole wheat flour and bread flour Chapathi.

In modifying the dried distillers grain forhuman consumption, the research includes aprocess of heating, vacuum chambertreatment, grinding, and sterilization, whichcan produce a flour substitute that will bebland, color neutral and nutrient-enriched.

If this research is successful, and there aresome scientific, marketing, and economicchallenges ahead, she believes it will helpbattle world hunger by increasing nutritionalintake (protein, fiber) by people in thoseThird-World countries.

“Due to economics and their culture,many people make their own bread. Sincethey make flat bread, it only makes sense toprovide a better flour ingredient, whichhas higher nutritional qualities,” she says.“It means a lot to me if I can givesomething to my country like this type ofblend or product to help with nutrition.Perhaps we can help eradicate some of theproblems with hunger.”

Byproduct useful to Americans also

“In our society, people don’t have enoughdietary fiber in their diet. In developingcountries, protein is needed in the diet. Ourfood grade DDG is 40 percent dietary fiberand 36 percent protein,” says Krishnan. “Ifthis works with the unleavened bread then itis possible to use this product in other foods.

“This is a way for ethanol production toimpact society more. While there is much stillto be done, we believe this research offers aproduct which has the potential to help manypeople,” adds Krishnan, noting the research isin collaboration with the North CentralAgricultural Research Lab in Brookings.It received funding support throughAgricultural Research Service, SDSUAgricultural Experiment Station, SouthDakota Wheat Commission, and the South Dakota Corn Utilization Council.

According to Arra, if dried distillers graincan help nutritionally fortify products likechapathi—a staple food in countries likeIndia, Afghanistan and Pakistan—it willmake a difference in their lives simplybecause people will be able to afford it.

“Because it has higher levels of proteinsand fibers, we believe it will help fightdiabetes and celiac disease (digestive disorderin children and adults), which is a problemin countries like the United States ofAmerica,” she says.

‘Dream come true’

As she moves on with her life, Arra feelsher SDSU experience has beensubstantially rewarding, especially herwork with faculty on campus.

“It is a dream comes true to work withprofessors like Dr. Rosenstrator and Dr.Krishnan,” says Arra, who expects tograduate in spring 2010. “I have learned alot and received a great experience.Without them, I would not have won thiscompetition and I would not have learnedso much about what can be done to helppeople like those from India.

“Coming here and enrolling at SDSU hasalso helped me develop my communicationskills while I learned about food sciences. Mywork here has opened doors to reach mygoals. Usually I am little bit shy, but workinghere in the Food Science Departmentexposed me to the real world.”

Dan Genzler

Opposite page, top: Graduate student Sowmya Arra,

right, mixes ethanol into a sample of dried distillers grain.

The ethanol helps wash out fats and deoderized the

grain. It is then heated, freeze-dried, and mixed in with

traditional bread ingredients to create a more nutritious

product. Professor Padu Krishnan oversees the grad stu-

dent's work.

Opposite page, bottom:

Arra pulls naan, a commond bread in Arra's native coun-

try of India, out of a high-temperature, gas-fired oven in

a food lab on campus. The oven is similar to an under-

ground pit oven used in the Middle East.

Number of graduate students: 40-50 active.

Number who graduate each year: four to five.

Faculty: twelve.

Specializations: Dietetics, Hospitality, Nutrition

Sciences, Food Sciences, Food Safety (minor).

Programs: bachelor’s, master’s and doctoral

degrees offered.

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38 SDSU

When Becky Jensen became aFamily and ConsumerSciences Extension Educatorfor SDSU in 2003, she

wanted to put the dietetics degree she’dearned from State ten years earlier to gooduse. She wanted to take a nutritionprogram into the schools.

“I really wanted to work withtweens—fifth- and sixth-graders,”Jensen says. “Tweens are at a critical agein developing eating and activitybehaviors that may shape their behaviorsinto adulthood. I couldn’t find acurriculum that had nutrition, physicalactivity, and some sort of goal settingand incentive program specific to thatage group, so I decided to write one.

“Oh my, was I naive about the wholecurriculum writing process,”Jensen says.“I enjoyed developing the curriculum,but wondered several times if I wouldever get it done.”

By the 2004-05 school year, Jensen tookKidQuest to its first test school, Arlington.It was very well received.

“Administrators and teachers feelstrongly about the health of the kids,”Jensen says. “Teachers are so busy with NoChild Left Behind, but they allowed me tocome in to do this program. Teachersdidn’t have to prepare or provide anythingand it fit with their content standards.”

Jensen touted KidQuest at ExtensionEducator meetings; some began using theprogram in their home counties.

Her next step was “to make it moresustainable,” she says. “There’s notExtension everywhere. That’s where theteens as teachers came about.

“Teens are good teachers and mentors.And they can pick up healthy behaviors inthe process.”

Jensen worked with Karen Beranek, 4-H/Youth Development Extension Educator,to convert the teacher training materialsfrom its adult focus to a teen bent.

Jensen and Beranek took the teens-as-teachers approach into three schoolsin 2008.

“Two of those schools, Brookings andDe Smet, are still using it,” Jensen says, “soit’s working.” Last year, eleven schools andapproximately 326 participants in the statewere using KidQuest.”

The next step

Pilot results of the program were part ofJensen’s thesis leading to the master’sdegree in nutrition and biological sciencesshe earned from State in May 2009 andwhich was published in the Journal ofExtension in June.

Now, to continue KidQuest to the nextlevel, more official data is needed. TeresaKemmer, assistant professor of nutrition,has been instrumental in helping that tohappen since she came to State in 2008 andset in motion a grant-writing effort toformally test the program.

“In the research world, self reportedbehaviors—surveys—mean something,but they aren’t objective measures.”Jensen says. “It’s important to haveobjective laboratory measures todetermine the effectiveness of the teenapproach. We think it works and we’veseen it work, but we want to make surewe’re researching it correctly.

“Grant money will allow us to gobeyond doing surveys to actually havingsome resources to evaluate some of thosehealth-related parameters.”

The long-term goal, Jensen says, is toevaluate the KidQuest children throughhigh school.

Many hope that will happen to aprogram that started as a twinkle in oneperson’s eye and has grown into a ventureinvolving a team of ten.

“It takes that multidisciplinaryapproach to make really far-reachingsocietal changes,” Jensen says. “We need towork together to foster that kind ofcollaboration.”

Cindy Rickeman

NUTRITION FOOD SCIENCE AND HOSPITALITY

KidQuestOne woman’s idea blooms to full team venture

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SDSU 39

KidQuest goal: healthier kids

KidQuest for fifth- and sixth-graders involves one class period per month at participating

schools. Some, like De Smet, have made it part of their family and consumer sciences

nutrition class curriculum.

Activities, hands-on and team driven, aim to increase physical activity, improve eating

behaviors, and motivate and reinforce healthy behaviors.

In the Sugar Shocker Challenge, kids use math to determine the sugar in a can of

soda, then pile up sugar cubes in that amount.

“Their eyes open wide and it’s, ‘Oh my gosh!” says Becky Jensen, KidQuest creator.

“We encourage them to drink water and milk instead or even some of the sugar free

beverages and flavored waters available. You can’t just say, ‘Do this.’ You have to provide

an option that’s appealing.

“The tween population is so competitive, they love to play games. The more exposure

you can give them to practicing change, the better.”

In Bone-opoly, the children play a game similar to Monopoly, learning all about calcium

and strong bones along the way.

Faculty are currently seeking funding to do more formal research and move KidQuest

to the next level.

The grant-writing team:

From Nutrition: Teresa Kemmer and Suzanne Stluka. From Extension: Karen Beranek and

Becky Jensen. From Nursing: Haifa Samra and Howard Wey. From Early Childhood

Education: Mary Bowne. From Family and Consumer Sciences Education: Deb DeBates.

From Physical Education: Patty Hacker. Bonny Specker, the Ethel Austin Martin Chair in

Human Nutrition, serves as consultant.

“I wrote the curriculum,” Jensen says, “but it is a team effort, that’s for sure.”

Cindy Rickeman

De Smet High School student Kalli

Heupel leads KidQuest activities at

her school. Targeted to fifth- and

sixth-graders, the activities promote

healthy behaviors, including

physical activity and eating

behaviors.

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40 SDSU

Don’t be fooled by the name.Students who choose the sportscience area of emphasis in theirquest for a master of science

degree in Health, Physical Education, andRecreation find that their course of studyplaces a formidable emphasis on science.

“It’s very science based,” according toAssociate Professor Matt Vukovich, whoexplains that it’s easy to make a case for theprogram being the study of exercisephysiology or exercise biochemistry.

Students choosing the sport scienceemphasis must meet a long list ofprerequisites top-heavy with science courseslike chemistry, anatomy, physiology ormammalian physiology, and nutrition.

Students pursuing the sports scienceemphasis have two choices for the directiontheir studies will take. They can focus on an“applied” outcome and seek work in strengthand conditioning or athletic performanceenhancement. Vukovich says common areas ofemployment are helping athletes enhance theirperformance or helping people lose weight.

Students may also pursue a “clinical”focus, ultimately working in areas likecardiac rehabilitation or diabetes education.With about twelve students each fall,Vukovich says in a typical year eight willfocus on a career in the applied field whilefour will take a clinical approach.

A move for the best

Vukovich says students studying sportscience will benefit from the

reorganization that placed the Departmentof Health, Physical Education, andRecreation in the new College ofEducation and Human Sciences.

He likes the way the new college willbring his students into closer proximity withthe nutrition program.

“There’s now greater potential forcollaboration and students workingtogether,” Vukovich says. “Athletes can’texpect to perform without an optimal diet.”

An interest in athletics is one of thereasons why students choose the sportscience major. According to Vukovich, this isparticularly true of students on the appliedside who may like working with athletes orkeeping active in their own lives. Clinicalstudents may have had a relative suffer aheart attack and subsequently becomeinterested in rehabilitation.

An inquisitive youngster

Rana DeBoer’s first interest in the world ofsport science was expressed in grade school,where she quizzed her physical educationteacher about how muscles work.

“I have always had a fascination with thephysiology of working muscles,” says DeBoer’01, who puts her expertise to work for thecity of Sioux Falls in the applied side of sportscience as the municipality’s health andwellness coordinator.

In that role, DeBoer administers a varietyof programs designed to improve health,inspire morale, and decrease health costs.

“Forexample, we offeremployees monetarysupport for their fitness centermembership dues, we hold flu shotclinics, we help departments with preshiftexercises to prevent workplace injuries,”DeBoer says, “and there are ongoing trainingopportunities from ‘Beating Burnout’ to‘Pension 101’ to ‘Healthy Cooking.’”

In her uncle’s memory

With an undergraduate degree in healthpromotion, Kathy Gums ’08 has always beeninterested in sports and physical fitness.Something else, however, drew her to theclinical aspects of the sport science degreeshe’s currently seeking.

Gums feels drawn to the area of clinicalexercise physiology because, she explains, herundergraduate education was paid forthrough a trust fund set up by her mother’suncle, a man who died after a lifetime ofstruggle with muscular dystrophy.

“Ideally, I would like to help people withchronic diseases or conditions to exercise at alevel that will help them prolong andincrease their quality of life,” Gums says. “Ifeel like this could be a very rewarding careerand I feel like becoming a clinical exercisephysiologist, in a sense, would be a way ofgiving back to my late uncle.”

Dana HessKathy Gums, a graduate student in the sport science

area of emphasis, does much of her research in the

applied physiology lab. The treadmill she’s standing next

to is used to measure oxygen consumption.

Sciencethe name of the game

for sport science majors

NUTRITION FOOD SCIENCE AND HOSPITALITY

Page 43: EHS publication

Vogel’s graduate project

reveals it’s tough to say

goodbye to sportsball?

Isthere life after

After finding out a friend’s NFL dreamwas cut short with a frustratingcareer-ending injury, former SDSU

women’s basketball player Megan Vogeldecided to delve into a master’s researchproject about the transitional problemsstudent-athletes experience in retiring fromcollegiate athletics.

While her graduate project was small inscope, the 2007 Health, Physical Educationand Recreation graduate found that manystudent-athletes are not prepared for lifeafter sports.

In her work, she surveyed sixty-nineSDSU student-athletes who participatedfrom 2004-08 and found that nearly 26percent felt they had a shot at a professionalcareer, which is well above the one percentthat are actually drafted, according to 2007figures from the NCAA.

According to Vogel, that unrealistic viewof their future coupled with the fact thatstudent-athletes are placed on a higherpedestal than other students because of whothey are, a range of problems can result afterthey end their playing careers. Theseproblems include depression, self-esteemissues, and even alcohol and drug abuse.

“A friend’s heartbreak of losing out on achance at the NFL got me to thinking aboutthe process [retiring from sports],” saysVogel, whose own professional basketballcareer ended in 2008 and is nowcontemplating a collegiate coaching career orobtaining a degree in physical therapy.

‘Like leaving a family’

“I know from my own experience thatevery athlete goes through a transitionprocess of not being an athlete any longer.Collegiate athletics consumes you—everyday you are working hard, practicing,giving your all to a sport on top of yourstudies. Plus, it is like leaving a familybecause of the friendship and support youget as part of a program,” she says.

In her research project, “Adaptation toTransition: How Prepared Are NCAAStudent-Athletes for Retirement fromSports?” the St. Peter, Minnesota, nativestudied the factors relating to a student-athlete’s adjustment to retirement, and theresources available to aid student-athletes inthe sport retirement process.

Vogel, who earned her master of sciencedegree in health, physical education andrecreation in 2009, suggested that a student-athlete’s transition away from collegiatesports requires greater awareness and policyby universities, more personal responsibilityby the student-athletes, and increasedsupport of families.

A three-step plan

She advocated the idea that institutionsdevelop a three-step evaluation processthat tracks a student-athlete while they areat the institution.

The evaluation would look at howinvested student-athletes are in their sportsand determine how well they can adjust tolife after their athletic career ends. Inaddition, the evaluation project would assessthe progress of student-athletes after theyleave the campus.

“I am notsaying thatathletes shouldn’tdream about what might be. Student-athletesshould relentlessly pursue any and all goalsthey wish to attain. It merely means theyneed to have a ‘plan B’ in case the improbabledoes not happen,” says Vogel.

Vogel, one of the all-time women’sbasketball greats at SDSU (2003-07) whowas drafted in the second round (19thoverall) by the WNBA’s Washington Mystics,has an in-depth understanding about theabruptness of sports, whether it is throughinjury or retirement.

“You are trained to think to win. Student-athletes keep pushing, grinding, and workinghard throughout their college careers. Andthen it can end suddenly, which is tough toaccept regardless if you think you can gofurther,” says Vogel, who gave up basketballin 2008 after playing overseas and sufferingan injury to her knees.

“I wanted to be able to walk and run andbe near my family. But I am not like a lot ofstudent-athletes because I was able to choosehow to end my career. Many of them don’tget that opportunity,” she says.

Dan GenzlerVogel (inset and No. 32 versus NDSU February 23, 2006)

SDSU 41

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42 SDSU

Facilities

big boost for

food, nutrition

education

NewNFAlabs

Page 45: EHS publication

SDSU 43

One lab just got a whole lot betterfor students seeking careers in thefood science, human nutrition,and foodservice industry, and a

second brand-new lab is poised to makescientific history.

The Faye Tyler Wade Food Laboratorywas dedicated September 11. Located inNFA 429, the renovated lab serves as afood preparation lab/classroom and a finedining room.

Just down the hall in NFA 440 is alaboratory devoted to research innutrigenomics, a new branch of sciencethat studies the interaction between genesand nutrients.

Food lab for the future

Renovation of the food lab carried a pricetag of $338,000. Faye Tyler Wade, aformer home economics student whoattended SDSU from 1939 to 1942,provided a lead gift of $250,000.

Growing up on a farm near Crooks,Wade, 88, came to SDSU on a $100scholarship award after winning a bread-making contest at the 1939 MinnehahaCounty Fair.

Wade spent her career in the restaurantindustry, owning several restaurants inIowa, Arizona, and the northeast. Becauseof her belief that education createsopportunity, she was motivated to providea modern food laboratory to strengthenlearning and encourage students toconsider following in her footsteps with acareer in the foodservice industry. Inaddition to the food lab, Wade has severalscholarship endowments at SDSU.

Wade resides in Prescott, Arizona, in ahome she designed. A self-trained amateurartist, she spends a lot of her timepainting.

Redesign of the lab, in constant usesince 1967, will better serve students byallowing for expanded uses, including afood principles course, a fine dining andcatering course, and a new food productdevelopment course.

The courses taught in the lab are at thecenter of the curriculum in nutrition andfood science, and the hotel and foodservicemanagement programs. The lab also plays a

key role in the training of family andconsumer science education majors.

An efficient floor plan means moredirect faculty instruction and ease of usefor students.

State-of-the-art appliances, modernstainless steel hoods, ageless stainless steelcountertops, ample storage space, andfurnishings have transformed the lab into amodel facility. Three different ceiling heights,accent lighting, and a central circular soffit,will allow a single space to functiondifferently for the occasion and use.

“Thousands of graduates have comethrough this lab dating back to its originalconstruction,” says Professor PadmanabanKrishnan. “There had been no upgrades orimprovements since then.

“The long-awaited renovation of thelab, helped greatly from Mrs. Wade’s verygenerous gift, conveys to students that weare up with the times by offering a high-quality education.”

Modern technology has been integratedinto the design, featuring drop-down audiovisual equipment and a hidden screen. Nowinstead of mirrors, a television cameramounted above the instructor’s podium willdocument demonstrations and project themon to a screen. In addition, two largeremotely operated curtains scroll from theceiling, separating kitchens and dining areawhen fine dining meals are served.

“The lab will rival anything that you seeon the food network channel,” saysKrishnan, who notes a décor of beige and tanas well as stainless steel countertops will keepthe lab looking futuristic.

“We did a lot of homework in arriving atthe color scheme, utility, and versatility,” headds. “They will be in style for the next thirtyto forty years and hopefully will neverbecome outdated.”

New frontier of science

The nutrigenomics laboratory, which waspreviously an instructional lab/classroom,was funded entirely by the South DakotaAgricultural Experiment Station (SDAES) ata cost of about $100,000.

Nutrigeomics is part of the FunctionalGenomic Research Initiative of SDAES,according to Professor C.Y. Wang, head of

the Department of Nutrition, Food Science,and Hospitality.

“It’s about combining nutritionknowledge, which refers to what nutrientsdo for our body, and the advances ingenomic technology,” he says. “Faculty andstaff of the NFSH Department are excitedabout the vision from the SDAES and verygrateful to the resources that made the newlab possible.”

Nutrigenomics research will haveprofound effects on society years down theroad when it comes to diet and exercise,Wang points out.

“In ten to fifteen years advice will bebased on genes,” he says. “You could be aperson who does everything for your bodybut with little success. When we learn yourgenetic makeup, the right diet can beprescribed. It will be like individualizednutrition counseling.”

Up until five years ago, there was no termcalled nutrigenomics, and SDSU is one ofonly a handful of institutions across thecountry conducting research in this area.

“We are pioneers in this area,” notesWang. “What scientists do in that lab is at thefrontier of science.”

Graduate students pursing doctoratedegrees will use the lab under the directionof two faculty members hired to conductnutrigenomics research.

Moul Dey, an assistant researchprofessor at Rutgers University, began herduties September 22. She will develop agraduate course in nutrigenomics,according to Wang, who notes a secondprofessor will be hired at a later date.

Wang adds the research intonutrigenomics only enhances the vision ofthe department.

“This is all very exciting and rewarding atthe same time,” he says. “Whether it beteaching, research, or Extension, it’s ourmission to be among the top-tier programsin the country.”

Kyle Johnson

Professor C.Y. Wang, head of the Department of Nutrition,

Food Science, and Hospitality, shows off the new

nutrigenomics lab, which was a classroom lab in NFA 440.

Nutrigenomics, a new field of study, combines nutrition and

the function of genes.

Page 46: EHS publication

44 SDSU

Simple games like dodgeball or flagfootball can be a difference maker forNative American students living far

from home.The games are organized by students in

Associate Professor Paul Fokken’sRecreational Sports Programming andAdministration class as a service-learningproject. The games are played by students atFlandreau Indian School, a boarding schoolfor high schoolers.

During the course of a semester, Fokken’sstudents are required to make three trips tothe Bureau of Indian Affairs school twenty-five miles south of Brookings.

Some go beyond the minimumrequirement because of their enjoyment ofgetting students out of the stands and intothe game. Flandreau Indian School has 300students and the recreation program reachesabout one-third of them, says Fokken, who isin his third year of partnering with FIS.

“We’re not out there to force anybody[to participate]. Then its not recreation,”Fokken says.

However, seeing other people havingfun is contagious. He recalls a flag footballgame that started with many students inthe stands. Before the evening was over,most of them were on the field. Thatexperience is typical, says GraduateAssistant Katie Buehner.

The Highlands Park, Colorado, native iscoordinating this fall’s recreation road tripsafter participating as a student in 2008.

“When we get down there, there’s not,initially, a lot of people that want to play, so

some of our students play. But as they see usand other students having fun, they join inand we phase our students out,” saysBuehner, who hopes to create a six-team flagfootball league this fall.

The FIS students gain an opportunity toexercise and develop positive recreationalinterests, Fokken says.

Working through apprehension

SDSU students benefit from puttingtheory into practice by learning how toset up tournaments and also gaindiversity experience.

He said most SDSU students areapprehensive about working amongAmerican Indians because they are theminority. However, the students invariablyovercome that by the second trip, Fokkensays. This year students made a get-acquainted visit before conducting activities.

Expenses for the van trips to Flandreauare covered by a grant from Diane Nagy inthe Service-Learning Office.

Playgrounds to Rosebud Reservation

Some of Fokken’s students also will beinvolved in the installation of a playgroundoutside the Boys and Girls Club in Parmeleeon the Rosebud Indian Reservation twentymiles west of Mission in October. Financingcame from a $28,000 grant from the LarsonFoundation and a $12,000 grant fromplayground manufacturer GameTime.

It will be the second installation forFokken’s students. Two years ago a similarplayground was installed in Mission.

The two-day project, overseen byGameTime installers, “is a great hands-onlearning experience,” Fokken says. “Theyunderstand the difference between aresidential playground and a commercialplayground that is going to last fifteen totwenty years or more.”

Parmelee, population 400, had never hada playground before but its Boys and GirlsClub director shared the need with othersworking on the reservation.

Joint effort requires detailed coordination

Club director Lisa Shott met with RussStubbles, a professor in Horticulture,Landscapes, Parks and Forestry, and BobSemrad, a nontraditional visual arts major, insummer 2008. The men have been workingto improve recreational opportunities onreservations for the past three years.

Stubbles, Semrad, and Fokken beganwork on the project last summer andequipment was ordered late this summer.

Fokken says the project will help hisstudents realize the details required tocoordinate such a playground, particularlysite preparation. Prior to installation, a weed-barrier fabric will be laid. After installation,wood chips will be spread over the forty-footby fifty-foot playground area.

“Hopefully, this can be a success story likethe one in Mission,” Fokken says of theParmelee project.

Dave GravesAbove: Associate Professor Paul Fokken (back row,

second from left) with the playground installation crew in

Parmalee October 10. Inset: The completed playground.

Students develop skills in work with American Indians

OutreachRECREATION ADMINISTRATION

Page 47: EHS publication

SDSU 45

When the conversation turns tochildhood obesity, ProfessorPatty Hacker expresses acertain degree of frustration.

She’s frustrated because her studentstraining to be teachers in the Health, PhysicalEducation and Recreation Program aren’talways going to have the time they need inthe school day to make an impact onstudents’ health. She’s frustrated when shehears about school districts cutting time forphysical education classes because they saythey need more time for testing.

“Kids who are physically active scorebetter on tests,” Hacker says, knowing thatthere’s plenty of research to that effect.

The lack of time in the school day issomething that Instructor Tracy Nelsonknows about firsthand. She has joined theHPER staff after nine years in public schools,the last five as a teacher and coach in theBrookings School System.

“The biggest thing we had no controlover was time limits,” Nelson says. “There’sjust not enough time to make a big impact.”

As an example, Nelson says that as apublic school physical education teachershe would work with kindergarteners forthree twenty-minute sessions per week.Students in other grades got two thirty-minute sessions per week.

According to Hacker, students learningto be physical education teachers areencouraged to look outside the schoolday and outside the school for ways toengage students. They work on planningintramural sports programs before andafter school or during the lunch period.They study ways to increase childhoodactivity by reaching out to parents and tothe community.

“These are the ways we’re going to impactchildhood obesity,” Hacker says.

Nelson also has firsthand evidence of thatkind of impact through her experience withthe Fitness is Fun program started four yearsago by the Brookings School District. Theprogram includes activities students can doat home with family members.

“If the family does it,” Nelson explains,“they’re going to make that big, lifetimeconnection to it.”

But before the students can involve theirfamilies, they have to get involvedthemselves. One of the major tasks ofphysical education teachers is inspiringactivity in all students, not just those who areathletically inclined.

“We have to work with the ones who arenot passionate about sports,” Nelson says.

In Nelson’s classes, that meant settingphysical fitness standards that students

could work toward on their own schedule.“For me, it wasn’t about who was donefirst,” Nelson says.

Young students who developcoordination and motor skills are less likelyto be candidates for childhood obesity andmore likely to be active adults.

To do that, physical education teachersmust be adept at using the precious time theyhave with students. Hacker stresses that agood lesson plan is as important to a physicaleducation teacher as it is to any othermember of the faculty.

“It looks like fun and games, and it is. It’sall very well planned fun and games,” Hackersays. “We are no less accountable for thelearning going on in the gym than a mathteacher is in the classroom.”

Dana Hess

SDSU Instructor Tracy

Nelson teaches a group

of health, physical

education and

recreation majors this

fall. One of the major

objectives for PE

teachers today is to

develop active children

who aren’t prone to

obesity.

teachers fight childhood obesity

Physical education

“It looks like fun and

games, and it is. It’s all

very well planned fun and

games. We are no less

accountable for the

learning going on in the

gym than a math teacher

is in the classroom.”

—Professor Patty Hacker

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46 SDSU

Willie Jones has played in some bigfootball games. There was thestate semifinal game in 2001when his Yankton Bucks were

edged out at Watertown 12-7. As an SDSUsenior, the Jackrabbits pulled their third upset ofthe season when State rallied to nip theUniversity of California-Davis 22-21 in the finalminute of the Hobo Day game.

But those exciting South Dakota gridironbattles pale compared to what he isexperiencing in his first job.

Jones, a 2007 health promotion graduatewho is wrapping up paperwork on his master’sdegree in the same field, was hired May 26 asone of the four assistant strength coaches withthe University of Nebraska football program.

Memorial Stadium holds the third largestpopulation in Nebraska on Big RedSaturdays—more than 81,000. Jones isresponsible for helping prepare 145 youngmen to fight for a national championship onone of sports’ biggest stages.

“This is basically my dream job,” says Jones,who grew up as a Nebraska fan living inYankton just north of the Cornhusker State.

Building better athletes

“In the building we work out at, there aretours coming through all the time. I hadn’t

really fathomed how big the University ofNebraska program is. Everybody’s alwayswanting to know what is going on with theprogram. It’s a great atmosphere for thestudent-athlete,” Jones says.

So while the lights are bright on the UNLstage, the demands, both from the program andthe public, are high.

It’s Jones’ job to put “bigger-faster-stronger”on the playing field. “Every aspect of training afootball player, he’s involved in,” says his boss,James Dobson, the head football strength andconditioning coach. That means coordinatinglifting regiments and acceleration drills.

Jones sets up equipment, conducts speedworkouts, and prepares workout cards forplayers, who fall into three broad categories.

There are two-deep players, who lift onlyon Mondays and Wednesdays during theseason, and transitional and developmentalplayers, who lift Sundays, Tuesdays, andThursday. Developmental players arenewcomers. Transitional players are moreadvanced in the lifting program, but don’tsee a lot of playing time.

Long hours required

The players work through the massive UNLstrength complex in groups of twenty to fiftyduring the morning hours.

During the season, lifting is done by 9:30a.m. and the strength staff is off duty until 3:30p.m., when they are to be on the fieldsupervising bike riding for injured players andstretching players after practice. During thesummer, hours run from 5:30 a.m. to 4:30 p.m.

“He’s not afraid to put in the hours thatare required for this position,” says NateMoe, the SDSU strength coach.

Jones had his internship under Moe andserved two years as one of Moe’s twograduate assistants.

Grad work like a full-time job

“I’m the only full-time strength coach,” Moesays. Therefore, his graduate assistants “meetwith their coaches, design, and implementthe program, conduct testing, keep records.They do all the things a full-time assistantwould do at a larger university.”

At SDSU, there are twenty-one sports andalmost 500 athletes, so the grad assistantshave plenty to track.

During his time at State, Jones helped Moewith programs for football, basketball, baseball,and volleyball players. In addition, he designedprograms for equestrian, men’s and women’sswimming, men’s and women’s tennis, men’sand women’s track and field, softball, and, in hisfirst year, men’s golf.

On top of that Jones was responsible formaintenance and cleaning of the weight room.

Impressing bosses current and pastAll those duties might make just being able

to concentrate on football seem like a vacation.But he wasn’t thinking that when he beganwork May 26. He admits to feeling a littleoverwhelmed initially. “I had to learneverything in a week and then the summerprogram began,” Jones recalls.

UNL’s Dobson says, “He had to jump rightin and do a lot of learning on the fly, but he waswell-prepared for what we gave him. [Jones] “isdedicated and hard working. He’s doing a greatjob. He’s taken the job we’ve given him and isrunning with it.”

Dave Graves

Willie Jones, left, a 2007 SDSU graduate, primarily

works with football players at the University of Nebraska

but occasionally oversees players from other sports as

well such as this baseball player. Jones landed the job

in late May after two years as a grad assistant at SDSU.

Jonesmight be just out of school, but

he already has his dream job

HEALTH PROMOTION

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SDSU 47

C.Y. Wang’s goal for the Department ofNutrition, Food Science, and Hospitality isone he has no doubts his faculty will fulfill:to become a top tier department in thecountry and the world.

“It’s right in our strategic plan,” Wangsays. “I’m excited for what’s been done andwhat the future holds for this department.”

What’s been done is a myriad of teamresearch that aims to affect positive, long-term changes in health, wellness, and thefood industry to the overall benefit of SouthDakota, its citizens, and its economy.

For example, faculty are working toadvance KidQuest, a program thatencourages children to exercise and eatnutritiously. (See story Page 38.)

“Obesity affects health care,” Wangsays. “Prevention is the solution. Ratherthan spending millions of dollars in theemergency room, we could spendhundreds on prevention.

“Our goal is to create a star programthat is unique and that works. SouthDakota has been a good follower for a longtime. It’s about time South Dakota is in aleadership position.”

Getting there will require a system ofgive-and-take long practiced within thedepartment.

“You take the knowledge out to thepeople through the Cooperative ExtensionService and the public provides input sowe’re working on issues that will truly makea difference for our citizens,” Wang says.“That’s where engagement comes in.”

Faculty are coordinating nutritioneducation among South Dakotans on foodstamps to help them spend wisely. They alsoconduct education in the area of food safetyand encourage the pubilc to consume morelocally grown food.

Home run

“This is a value-added issue,” Wang says.“A bag of corn chips, for example, usesprobably about two cents’ worth of cornproduct and costs $2 to buy. We sell thecorn to people in Minneapolis, whoprocess it and sell it back to us.

“We must stop sending the rawmaterial to other states to process for us. Itdoes not work. We want what is producedby South Dakota farmers to also beprocessed in South Dakota. This feeds the

vision our governor has been promotingthe last seven years. It’s a key piece.

“We want to develop concepts,processes, and products that

utilize what our farmersproduce in our state, in both

the food production areaand energy and fuels.”

Researchers arestudying uses for corn

stovers, the stems andchaff usually

discarded as waste,as well as

DDG [dried distiller’s grain], the residuesfrom ethanol—“adding value to what weproduce here.”

They provide technical assistance toentrepreneurs, helping with regulations,manufacturing practices, and packaging.

“The department has a long history ofdoing that for people who want to start afood-related business,” Wang says.

Genomes, flavenoids

A team of scientists with expertise ingenomes, dietetics, and statistics isbeginning to work within a new fieldcalled nutrigenomics.

“This looks at the interaction betweennutrition and genomes,” Wang says. “It’s ourjob to figure out what specific lifestylechanges a person needs to make. Therecommendation for you and me will bedifferent. It’s individualized nutrition.

“It almost sounds like science fictionnow, but it can be reality some day. If wedon’t work on it, it never will be.”

A study is underway on flavenoids andwhich ones may lower cholesterol, reducethe risk of cancer, or prevent heart disease.

“We’re making fascinating discoveries wecan’t go public with yet,” Wang says.“There’s lots more study to be done.”

And it will be done by scientists whomesh in a way most researchers do not.

“They’re all interconnected academicallyand they also get along,” Wang says. “That’sa very unique thing. They want to help eachother; build each other up instead of teardown. I’m very proud of that culture.”

Cindy Rickeman

Collaborating Professors Kendra Hill, Anne Fennell, and

Padu Krishnan work on a project to provide the local

grape and wine industry with Midwestern wine grapes.

Some of the grapes are being grown at the University’s

Hansen research plots on the east edge of Brookings.

EXTENSION AND ENGAGEMENT

Frontierresearch making a difference

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48 SDSU

‘Good Life’ helps Britzman

become Glasser ScholarMark Britzman, a professor in the

Counseling and Human Resource

Development Department, has completed the

highest level of certification in choice theory,

reality therapy, and lead management after

being chosen as a Glasser Scholar.

The eighteen-month process culminated

in Britzman passing a counseling

demonstration and giving a presentation

related to his research that included his book

Pursuing the Good Life at a June international

conference in Edinburgh, Scotland, hosted by

the Institute for Reality Therapy UK.

He was one of sixteen international

finalists chosen to be a Glasser Scholar, which

helps ensure that choice theory will be well

researched.

Britzman’s book, produced in 1998 by

Unlimited Publishing of Bloomington, Indiana,

offers an eighty-five page look at principals on

how to live a healthy life physically and

mentally. He said the book is “lay-person

friendly but still is consistent with research.”

He wrote that the things that make

people the happiest are relationships and a

sense of love and belonging.

Frantz retires, takes cooking

skills to NebraskaLee Frantz decided it was time to get out of

the kitchen, but only in South Dakota. Frantz

retired as an assistant professor in the

Department of Nutrition, Food Science, and

Hospitality, at the end of the school year.

Frantz and his wife Donna Campbell

moved to Omaha, where he is be an adjunct

professor at the University of Nebraska at

Lincoln and at the New Culinary Institute at

Omaha. He also plans to work as a consultant

to the restaurant industry in the Midwest.

Frantz spent six years at SDSU after

earning his doctorate from UNL. His career

included sixteen years in the military.

Interim Dean Smith ends lengthy

association with StateHoward Smith, associated with the College

of Education and Counseling since 1978 and

interim dean since 2006, retired June 21.

In retirement, Smith plans to spend

more time motorcycle riding and wood

working as well as volunteering for the

American Red Cross Disaster Mental Health

Services in disaster relief operations.

Smith has been on about twenty-five

disaster relief operations, including those

surrounding the 9/11 terrorist attacks in New

York and Washington, D.C., and recent

operations for Hurricanes Katrina and Rita.

Smith served on the SDSU faculty

from 1978 to 1994 and then again from

1999 to 2009.

Faculty briefs

Julie (Gullickson)

Bell, an assistant

professor in Human

Development,

Consumer and Family

Sciences, was

honored in April at

the state meeting of

the Family, Career

and Community

Leaders of America in

Sioux Falls.

Bell ’70/’76 served as the state FCCLA

advisor from 1996 until retiring from that post

this spring. Prior to that she was state FCCLA

consultant and has been involved with group

long before its name change from Future

Homemakers of America in July 1999.

She started as a chapter adviser in

Appleton, Minnesota, in her first job out of

college and has continued to serve.

At the August conference of the

South Dakota Association for Career and

Technical Education in Pierre, Bell received

the Outstanding Career and Technical

Educator award.

Angela Boersma has joined the faculty as

an instructor of interior design in the

Department of Design, Merchandising, and

Consumer Sciences.

As an SDSU alumna (2006) and

graduate of the University of Minnesota

(master’s of architecture, 2009), Boersma

brings an interdisciplinary understanding of

design as well as professional and

educational experiences in historic

preservation/adaptive reuse, sustainability,

and residential/small commercial interior

design and architecture.

Her primary research interests focus on

educational methods for interdisciplinary

design education, and historic architecture. In

her teaching responsibilities, Boersma works

with primarily upper-level undergraduates

through courses in building systems and

construction, materials, travel studies, and

studio offerings focusing on historic

preservation, kitchen design, and commercial

interiors for corporate/office environments.

Boersma is a LEED accredited

professional and serves as a co-advisor for

SDSU’s student chapter of the American

Society of Interior Designers.

Chris Briddick was

selected as the

College’s researcher of

the year. The assistant

professor in

Counseling and

Human Resource

Development was

honored at the

University’s February

24 faculty recognition

banquet.

He was cited for his work in career

development, historical trends, and social

issues that impact the counseling profession.

Mark Britzman, a

professor in the

Counseling and

Human Resource

Development

Department who lives

in Brandon,

coordinated a food-

packing activity at

Brandon Valley High

School January 16-18

so thousands of meals could be sent to

starving children in Haiti.

The event was done on behalf of Feed

My Starving Children, a nonprofit organization

in Brooklyn Park, Minnesota.

The effort required raising at least

$17,000 and recruiting at least 500

volunteers to assemble the meal ingredients.

It was the second year for the event.

Soo Hyun Cho, who will complete her

doctorate from Ohio State in December,

has joined the faculty in consumer affairs.

Faculty News

Page 51: EHS publication

SDSU 49

Her dissertation is the “Effect of Saving

Goals on Savings Behavior: A Regulatory

Focus Approach.”

She earned her bachelor’s degree in

home economics education in 2003 and her

master’s degree in family resource

management in 2005, both from Korea

University in Seoul.

This fall she is teaching Consumers in

the Market and Work Family Interface as well

as co-advising the student organization of

National Consumers League.

Deb DeBates, an

associate professor

in human

development, was

one of three

fraternity

housemothers

featured in American

Profile, a weekly

newspaper

supplement. DeBates,

57, has been the housemother for FarmHouse

fraternity since 1992.

Myron Enevoldsen, husband of Professor

Bernadine Enevoldsen, died August 5

almost four years after being diagnosed with a

massive brain tumor. Enevoldsen, 68, of

Brookings, married Bernadine Blume of

Armour, July 25, 1969. They had one child.

Carl Edeburn, a retired professor, is coauthor

of a book that has been translated into nine

languages. The Leader Within: Learning

Enough About Yourself to Lead Others,

originally copyrighted in 2004, now can also

be read in Korean, Japanese, Chinese, French,

Spanish, Arabic, Italian, and Portuguese.

The book is coauthored with Drea

Zigarmi, Ken Blanchard, and Michael

O’Connnor. Edeburn retired in 2000 after

twenty-seven years on the faculty.

Ruth Harper, a

professor in

Counseling and Human

Resource

Development, and

Greg Heiberger,

coordinator of the

general studies

program, coauthored a

chapter in a Jossey-Bass published text called

Have you Facebooked Astin Lately? Using

Technology to Increase Student Involvement.

Alexander Astin is a major researcher

in higher education student affairs noted for

his theories on student involvement.

The quarterly publication is a nationally

recognized, peer-reviewed publication of eight

chapters that will be picked up by most

college libraries and used as a textbook for

courses on technology and student affairs.

Jane Hegland,

interim assistant dean

and head of Design,

Merchandising and

Consumer Sciences,

has been named the

Phi Kappa Phi 2009

Victor Webster

Faculty Lectureship

speaker at SDSU.

Kendra Kattelmann,

a dietetics professor,

had her article The

Medicine Wheel

Nutrition

Intervention: A

Diabetes Education

Study with the

Cheyenne River

Sioux Tribe published

in the September

issue of the Journal of

the American Dietetic Association.

The article reports that a culturally

sensitive educational program based on the

Medicine Wheel Model for Nutrition shows

promise in changing dietary patterns in an

American Indian population and impacting

glycemic control.

Kathryn “Katie” Morrison completed

her dissertation and earned her doctorate

with a specialization in family financial

planning from Iowa State August 8. She

now is a tenure-track assistant professor in

consumer affairs.

Her bachelor’s (consumer affairs,

2002) and master’s degrees (health,

physical education and recreation, 2004)

were from SDSU.

Professor Linda

Nussbaumer was

appointed chair of the

Interior Design

Continuing Education

Council and thus

received an invitation

to speak at the Hong

Kong Interior Design

Association in July. In

addition to speaking on

continuing education and graduate research,

Nussbaumer met with designers at Hong Kong

Polytechnic University.

This fall Nussbaumer released her

hardcover book Evidence-Based Design for

Interior Designers.

Lorna Saboe-Wounded Head, who will

complete her doctorate from Iowa State in

May, has joined the faculty in consumer

affairs. She earned her bachelor’s degree in

family and consumer sciences education at

SDSU in 1992 and her master’s degree in

adult education at the University of

Minnesota in 2002.

At State, she worked with Cooperative

Extension Service as project coordinator for

a USDA-funded food safety grant from 2004

to 2008. The objective was to identify and

reduce risks associated with food handling

practices of specialty foods direct marketed

from South Dakota. The work for the project

is being collaborated with Oglala Lakota

College, Si Tanka University, and Sisseton

Wahpeton College.

Page 52: EHS publication

50 SDSU

Jill Akland ’03 and Aaron Norman ’02 were

married March 7, 2009, at Central Baptist

Church in Sioux Falls.

The bride has a degree in nutrition and

food sciences and is the director of dining

services at SDSU. The groom earned a degree

in civil engineering and works as an engineer

and land surveyor at Stockwell Engineers in

Sioux Falls. The couple lives in Sioux Falls.

Sean Brakss ’01 and Mary Carmen de la O

Vizcarra were married November 22, 2008, in

Torreon, Mexico.

He earned a degree in business

administration and hotel-restaurant

management, and now works at Baja Mexia

Properties in La Paz, Mexico, where the

couple lives.

Becky Ekeland ’99, a teacher at Brookings

High School, was named 2009 teacher of the

year for the South Dakota Council of English

Teachers at its annual conference February

27-28.

Joline Dunbar ’82 received the Outstanding

Service Award at the South Dakota Association

for Career and Technical Education in Pierre in

August. Dunbar, the family and consumer

sciences educator at Brookings High School,

was honored for her twenty-seven years of

promoting career and technical education.

Susan Foster MEd ’00 began work August 1

as principal of Fred Assam Elementary School

in Brandon. For the past eight years she has

been principal at Groton Area Elementary. She

earned her master’s in educational

administration and has a reading specialist

endorsement from State.

Barbara Goodfellow ’69 retired in May 2009

after eighteen years of teaching at Brookings

High School and twenty-one years at Estelline.

For the second half of her career she

has been a librarian and student council

adviser at BHS. She got her degree in library

science and counseling, and began her career

as school counselor and psychology teacher

at Estelline.

Sister Darlene Gutenkauf ’71 was honored

July 9 at a Mass and reception in observance

of her fifty hears as a member of the Sisters of

Presentation of the Blessed Virgin Mary of

Aberdeen. After receiving her bachelor’s

degree in education, Gutenkauf earned a

master’s degree in pastoral studies from

Loyola University, Chicago.

Judy A. (Holmes) Herron MS ’90 died May

10, 2009, at Dougherty Hospice House in

Sioux Falls after a short battle with cancer.

Herron, 63, of Sioux Falls, worked for

eight years as an oncology counselor at Sioux

Valley Hospital. Much of her work was in the

hospice environment with patients and their

families. She retired in 1999 and spent time

with her five grandchildren as well as reading

and traveling.

Survivors include her husband of forty-

four years, Doug; two daughters, and a son.

Amber Jensen ’00/’08 has been hired as the

Spanish teacher in Baltic. She has taught

English as a second language in Guadalajara,

Mexico, worked as a liaison between the

school and home for Sioux Falls School

District’s ESL program, and was a composition

instructor at State.

William “Bill” Jiricek ’85 MS, of Sioux Falls,

died January 26, 2009, in Sioux Falls.

Jiricek, 74, earned his bachelor’s degree

at Southern State Teachers College in

Springfield in 1962 and then taught at several

communities in Nebraska, South Dakota, Iowa,

and Montana during the next ten years. After

earning his degree from State, Jiricek was

principal and then superintendent in the

Woonsocket/Forestburg school districts.

He served as superintendent at Lake

Central School District in Madison from 1976

to 1992, later moving to Pierre and then Sioux

Falls.

John Keimig MS’04 became a member of

the Tripp City Council May 4. Keimig, who

earned his undergraduate degree from the

College of Agriculture and Biological Sciences,

is an Extension educator in Tripp.

Richard Lubinus ’68/MEd’75 died April 18,

2009, at Platte Health Care Center.

Lubinus, 62, had been the vo-ag and

shop teacher at Platte-Geddes High School

since 1975 and was the FFA advisor. The

Vietnam veteran was named outstanding

South Dakota vo-ag teacher in 1984 and the

Ag-Ed Club teacher of the year in 1992.

Survivors include his wife, Kathryn

(Muser); three daughters, a son, two

grandchildren, and a sister.

Joyce McDaniel ’73 retired in May 2009

after teaching Spanish at Brookings High

School for thirty-five years.

Janice (Andre) Miller ’60 died June 17,

2009, at Sanford Vermillion Hospital.

Miller, 71, of Vermillion, earned a degree

in home economics education. She married

Clifford Miller in 1961 in Meckling and they

farmed in the area. She worked as a

seamstress until retiring in 1998.

Miller was preceded in death by her

husband in 1998. Survivors include two sons,

two daughters, two brothers, and six

grandchildren.

Keith Moore MS ’02 began work August 22

as chief diversity officer at the University of

South Dakota.

He had served as director of Indian

education for the South Dakota Department of

Education since 2005. A member of the

Rosebud Sioux Tribe, Moore is a native of

Mission who graduated from Lyman High

School in Kenebec in 1985.

Jill Norman ’03 was named the Emerging

Dietetic Leader by the South Dakota Dietetic

Association.

The nutrition and food science graduate

is the Aramark director of dining services at

SDSU. She was cited for her nutrition

knowledge, volunteer work, and environment

efforts, such as reducing water usage and

waste in kitchens and encouraging students to

recycle.

Her job includes the management of

245 employees and overseeing meals for

3,200 students on a daily basis.

Shawn Oligmueller ’81/’85 died January 31,

2009, at Avera Hand County Memorial

Hospital in Miller after a yearlong battle with

cancer.

She taught elementary vocal and band in

Hamlin County School District for six years.

She then went to Northern State University,

where she got her elementary endorsement.

Alumni News

Page 53: EHS publication

SDSU 51

Oligmueller then taught sixth grade in

Bridgewater as well as serving as elementary

principal.

In 1993, she began as elementary

principal and continued at that position in her

hometown until her passing.

At SDSU, she was a student senator and

a member of the Pride of the Dakotas.

Survivors include her parents and three

siblings.

Matthew Raba ’01 math education, has

been hired as the new principal at Belle

Fourche High School. The New Underwood

native has been teaching there the last eight

years.

Jessica Rada MS ’08 and Kevin Cunniff were

married October 18, 2008, at Risen Savior

Catholic Church in Brandon. She earned a

degree in exercise science and now works as

a behavior therapist at Partners in Excellence

in North St. Paul, Minnesota. The couple lives

in Woodbury, Minnesota.

Amy Robinson MS ’07 and Joseph Ryan

were married May 22, 2009, at St. Joseph’s

Cathedral in Sioux Falls. The bride has a

degree in counseling and human resource

development. She is a counselor at Glory

House. The couple lives in Sioux Falls.

Florence Rohde ’32 died July 1 in Michigan.

Rohde, 99, of Dearborn, Michigan, and

formerly of Madison, taught in Luverne,

Minnesota, and Cheyenne, Wyoming, before

moving to Michigan, where she spent her

retirement. Survivors include two nieces and

two nephews.

Jason Rolansky ’09 has completed his

master’s degree in school administration and

began this fall as principal at Selby Area

School. He had previously been teaching in

Wall.

Stephanie (Schwartz) Roob ’01 received the

O’Donnell Demonstrated Excellence Award,

the highest award given by Quality Living of

Omaha, Nebraska. Quality Living is a

transitional and longer-term rehabilitation

facility for people with brain and spinal cord

injuries.

Robb, a dietitian, received a

congratulatory call from pro golfer Arnold

Palmer and a trip to anywhere in the world.

She chose Costa Rica.

Esther Joyce Schroeder MS ’79 died June

6, 2009, at Dougherty Hospice House in Sioux

Falls.

Schroeder, 81, of Sioux Falls, earned her

degree in counseling. She was a member of

American Association of University Women

and Phi Kappa Phi. Survivors include a son, a

daughter, a daughter-in-law, and a sister. She

was preceded in death by her husband,

Raymond.

Bob Sprang MS’70 began his forty-fifth year

of teaching as the new junior high/senior high

science teacher in Plankinton. He taught a

year in Minnesota, twelve years in De Smet,

twenty years in Mitchell, and eleven years at

Dakota Wesleyan University.

The former football coach now also does

color commentary for broadcasts on KMIT in

Mitchell.

George Webbenhurst ’48/’55 died February

27, 2009, at the Hospice House in Spokane,

Washington.

Webbenhurst, 88, attended SDSU for

two years before entering the military

February 10, 1941. After being discharged in

September 1945, he returned to college and

earned degrees in math and science. His

master’s degree was in school administration,

where he made his career.

Webbenhurst taught and coached in De

Smet and Big Stone City before becoming

superintendent in Castlewood and Flandreau.

He then taught in Concord, California, for

eighteen years. At that point, 1980, he retired

and moved back to South Dakota, living in

Brookings until his later years.

Carole Willadsen ’74 died suddenly May 7,

2009, of an apparent heart attack in Portland,

Oregon.

The Parker native earned a degree in

home economics education and also received

a bachelor’s degree in accounting from

Augustana College in 1988. Willadsen earned

a master’s of divinity degree in music and

worship in 1995 and a master of theology in

1997, both from Western Seminary in

Portland.

For the past eight years she has worked

for the Salvation Army of the Greater Portland

Area.

Ed

uca

tio

n &

H

um

an

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Page 54: EHS publication

52 SDSU

Food lab, playground evidence of staff vision

The SDSU Foundation recently completed fund-raising for two projects that have been inthe works for the past year and with the construction complete on both, the College ofEducation and Human Sciences is off to a smashing start.

The Faye Tyler Wade Food Laboratory was dedicated September 11, 2009. Faye TylerWade came to South Dakota State University seventy years ago with a $100 scholarship shewon at the Minnehaha County Fair. Her experience at then SDSC moved her to give backand help current and future State students. Faye’s six-figure leadership gift enabled theUniversity to create a modern food laboratory for students. The $338,000 renovation wasfunded primarily through private gifts.

Renovation of the thirty-nine-year-old food laboratory began in May and was completed inAugust. It was the first substantial upgrade to the lab since its construction in 1969. The lab will servedual purposes as a food preparation lab/classroom as well as a dining room. Cutting-edge technologyhas been integrated into the design to enhance teaching capabilities.

The courses taught in the Wade Food Laboratory are at the center of the curriculum in both thenutrition and food science and the hospitality management programs. The food lab also plays a keyrole in the training of family and consumer science education majors.

The lab is the core classroom each year for nearly 200 students in the Department of Nutrition,Food Science and Hospitality.

The Outdoor Learning Laboratory at the Fishback Center for Early Childhood Education wasdedicated September 18, 2009. Two generations of the Fishback family attended the nursery andpreschool at South Dakota State University, and they were recognized for their longtime generosity tothe Early Childhood Education program.

Pat and Bob Fishback and Barbara and Van Fishback provided the lead gift for the newlyrenovated playground. Their gift was used as a match to encourage others to donate to the $290,000project, which was funded entirely with private gifts.

The Outdoor Learning Laboratory is designed to stimulate the imaginationof the students who attend the preschool and kindergarten at the FishbackCenter. Elements of the playground include multiple developmental and age-appropriate play areas, gardens and planting areas, a climbing hill, animagination town, and an outdoor art and painting area, along with otherareas unique to prairie environments.

The playground renovation began June 9 and was open for children toenjoy when the fall semester began. The newly finished playground completesa nearly ten-year facility improvement of the preschool at Pugsley Center.

One consistent theme to both of these projects is that faculty and staff ofthe College of Education and Human Sciences supported these projects notonly with their time and talent, but also with financial gifts.

SDSU is a special place because of the enthusiasm and support that wegenerate from our students and alumni, but we have many friends on staff.The Foundation would like to express our continued gratitude for the facultywho provided the vision for these two projects, and then the means to getthem off the ground and moving.

Robin GrinagerDevelopment director SDSU College of Education and Human Science

CREATE A LEGACY…by leaving a bequest gift to

The College of Education & Human Sciences

For a free Will Information Kit, visit

http://plannedgiving.sdsufoundation.org.

Or call 1-888-747-SDSU.

Page 55: EHS publication

SDSU 53

3M - Matching Gifts

American Assoc of Airport Executives

Timothy L. Andera

Russell and Edna Anderson

ARAMARK

Architecture Incorporated

Robert E. and Pauline W. Arends

Richard R. and Elizabeth A. Balsbaugh

John Barney

Larry E. and Debra K. Becker

Barbara A. Behrend

Randi Behrend

Robert D. and Winnie H. Behrend

Daniel and Elizabeth S. Berman

James M. and Kathleen K. Booher

Diane M. Bottolfson, MD

Mary T. Bowne

Dinus M. and June E. Briggs

Mark J. and Rhonda J. Britzman

Brookings Credit Bureau

Brookings Home Economists/Home &

Community

Robert L. and Nicki L. Brooks

Nancy L. Buckmaster

Jill S. Buckstead

Matthew T. and Tamara J. Burkhart

Donna D. Campbell

Canfield Business Interiors Inc.

Sandra E. Carpenter

Clark Drew Construction Inc.

Virginia Clark Johnson

Sonya K. Clark

Anna M. Clayton

Richard A. and Eleanor J. Coddington

Jean E. Collins

Sheran K. Cramer

Trevor L. Cramer and Barbara A. Pearson-

Cramer

Edward S. and Caryl R. Crozier

Dakota Rentals

Julie K. Davis

Rodney A. and Rhonda F. De Weese

Debra A. DeBates

Max M. and Marilyn R. DeLong

Larry L. and Lois S. Denison

The Design & Visual Arts Group

Sharon A. DeVaney

Kevin T. and DeVee S. Dietz

Adela D. Dolney

R. Dan Dryden

Myron A. Eighmy

James B. and MeLisa L. Elijah

Enercept Inc.

Alan D. and Marlys E. Fenner

Randy R. Ferwerda

Camilla L. Fineran

Bill and Kay A. Folkerts

Formatop Company

Marlys B. Ford

Lee Frantz

Freshway Food Systems Inc.

Roger R. and Sheila Frey

Henry and Alice M. Gehrke

David L. and Deanna S. Gilkerson

Gayla A. Gjerde Surgent and George F.

Surgent

Chad N. and Laura A. Gloege

Henrietta Gohring

Dorothy M. Gosmire

Kathy A. Gregory

Merle L. Gunsalus

Joyce A. Haak-Brooks

Berge H. and Jo Ann Hansen

Seth T. and Ann M. Hansen

Clark W. and Lyla K. Hanson

Jeanette Hauschild

Richard B. Hayter and Barbara Bonzer

Hayter

Leanne E. and Thomas M. Hearne

Joan M. Hegerfeld-Baker and Alan Baker

Steve Will and Jane E. Hegland

Steven P. and Mary Kay Helling

Brenda K. Hemmelman

Audrey F. Henderson

Neva E. Hinsey

William E. Hoberg

Daniel W. and Kathy Horsted

James H. and Janelle S. House

George Houtman

Ryan L. and Stacy L. Howlett

David E. and Julie Huebner

IBM Corporation

Kenneth J. and Pearl K. Ivers

Julie K. Ivers-Turpin

Joan Jacobsen

Adah R. Jenkins

Marie L. and Wayne Johnson

Roger H. Johnson

Marion L. Kamstra

Sandra M. Kangas

Dean E. and Kendra K. Kattelmann

Kenton R. and Nancy B. Kaufman

Kellogg Company

Bruce W. and Nancy J. Keppen

Bruce H. Kidman

Mark A. and Candice L. Kisely

Donna M. Kock

Peggy L. Kreber

Ellen M. Kub

Rita L. Landgren

Gloria and Robert Legvold

Janice R. Leno Lloyd

Wanda M. Lightfield

Allan R. Lindstrom

Charles K. Lingren

Genevieve L. Luoma

Kurt A. Banaszynski and Gina M. Lynch

Linda M. Marchand

Virginia W. Mc Connon

Shari M. McAllister

Brenda K. McDaniel

Merrill Lynch & Company Inc.

Dennis B. and La Donna Micko

Sandra E. Moore

Katie J. Morrison

Roger E. Murray

Tom A. and Janet L. Nachtigal

Robert R. Nady

Wanda R. Nafzger

Maynard A. and Sharon D. Nagelhout

Gary L. and Jan R. Nelsen

Debra D. Nelson

Laurie Stenberg Nichols and Timothy J.

Nichols

Linda L. Nussbaumer

Joseph H. and Juli A. Odegaard

Robert O. and Donna K. Olson

Peter A. and Amy S. Orwick

Kimberly A. Overby

Howard W. and Lou Ann Paulson

Karen E. Pearson

Pfizer Foundation

Phi Upsilon Omicron Alumni

Douglas E. Pikop

Burdette L. Plucker

Patrick D. Powers

Patricia A. Quist

Albert E. and Pamela L. Raeder

Kerwin L. and Cheryl A. Rakness

Ramkota Corporation

Ken S. and Marilyn F. Rasmussen

Regency Hotel Management, LLC

Doyle S. and Debbie L. Renaas

Paul and Carol Reynen

Robert W. and Madeleine S. Rose

Rosemary and Donald Rounds

Kenneth A. and Mary Margaret Rowen

William L. and Karen L. Rykhus

Rod and Debra R. Schaefer

Ellen Schaub-Wethington

Rebecca S. Schmieding

John T. Schultz

Christopher J. and Linda R. Schumacher

Shaw Contract Group

Showplace Wood Products Inc.

Sioux Empire Home Economists

Tamara L. Skorczewski

James and Joanne Skyberg

Dennis L. and Denise T. Smart

Howard and Kris Smith

SD Community & Family Extension

Leaders

SD Innkeepers Association

SD Interior Designers

State Farm Co. Foundation

Mark Stenberg

Brenda J. Sternquist

Nancy A. Sternquist

Dean and Harriet P. Swedlund

Tanis Aircraft Products

Marilyn Terwilliger

Larry J. Tidemann and Gail Dobbs

Tidemann

Eda C. and Tim D. Timmons

Robert K. and Diane C. Todd

Edward A. and Dorothy D. Travnicek

Craig D. and Kate L. Treiber

Della M. and Craig A. Tschetter

Turpin Foundation

Kimberly Tyler and Joseph Walker

Nancy Ufken

Debora E. Van Hove

Gary C. and Sharon R. Van Riper

Vernon P. and Cathrene M. Voelzke

Faye Wade

Richard C. and LaRayne F. Wahlstrom

Ronald E. Wahlstrom

Leo E. and Julie F. Waner

Chunyang Wang

Peggy E. Wanta

Harold R. and Carol J. Warner

Stuart J. and Sharon M. Webster

Raymond K. and Eileen Weick

Wells Fargo Bank, NA

Janet M. Wettergren

Zeno W. Wicks, III and Roxanne Savaryn-

Wicks

Orlon L. and Audrey Wiedrick

Myrna H. Williamson

Wisconsin Energy Corp Fnd. Inc.

David W. and Marcia R. Withrow

Xcel Energy-Minneapolis

Dennis J. York

January 1, 2008, - July 31, 2009

Dean’s Club membership consists of alumni and friends who have contributed $500 or more annually to the College of

Education and Human Sciences. Dean’s Club members are recognized as devoted friends of the College who make a

significant impact on the College’s future.

Member names will be listed in the SDSU Honor Roll and the College newsletters, they will also receive invitations to special

College and University functions, updates from the College dean, and an SDSU Dean’s Club car decal.

Deans Club

Page 56: EHS publication

SOUTH DAKOTA STATE UNIVERSITY

ducationHuman Sciences

&ENON-PROFIT

US POSTAGE

PAID

BROOKINGS, SD

PERMIT 24Box 2275A

Brookings, SD 57007-0098

Address Service Requested

Balloons away! A total of eighty-eight balloons were released

September 18 at the dedication of the Outdoor Learning

Laboratory at the Fishback Center for Early Childhood

Education. The balloons represented one for every

year that the SDSU Early Childhood Program has

existed. Prominent in the dedication were the

Fishback family, from left, Pat and Bob Fishback,

and Tom, Barb, and Van Fishback, as well as

President David L. Chicoine, second from right; and

David Hilderbrand, far right, interim dean of the College of

Education and Human Sciences.