Preparing a Generation for Technology and Engineering

m c k a y t o d a y m a g a z i n e

D A V I D O . M C K A Y S C H O O L O F E D U C A T I O N | B R I G H A M Y O U N G U N I V E R S I T Y

Preparing a Generation for Technology and Engineering

S P R I N G 2015

Katelynn Burkart

MCKAY TODAY MAGAZINE is published by the David O. McKay School of Education, Brigham Young University. © 2015 by Brigham Young University. All rights reserved.Cover photo by Bradley H. Slade.

P U B L I S H E R

Dean K. Richard Young E X E C U T I V E E D I T O R

Roxanna Johnson E D I T O R

Shauna Valentine

C O P Y E D I T O R

Karen SeelyA R T D I R E C T O R

Michelle Sorensen

E D I T O R I A L B O A R D

Sharon BlackBrenda HoltomJanet LosserAl Merkley

Shauna RabyKatie Van DykeNancy Wentworth

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As I have read this issue of the McKay Today Magazine, I have been overwhelmed by the dedication of all involved with the McKay School of Education and par-ticularly the accomplishments of faculty, students, and alumni. As we prepared to install the painting honoring Beverley Taylor Sorenson, I was touched by the impact a philanthropist can have on the education of our chil-dren. Beverley’s influence has been and will be felt for many years. This issue also reminds me that the McKay School is not alone in preparing future teachers. The McKay School has been working with five local school districts in the BYU–Public School Partnership and six other BYU colleges for more than 30 years—a remarkable accom-plishment! The preparation of educators by one of these colleges, the Ira A. Fulton College of Engineering and Technology, is highlighted in this issue. As you read this issue of McKay Today, I invite you to reflect on the contributions of so many individuals who support the preparation of teachers, principals, speech-language pathologists, school psychologists, counseling psychologists, and instructional designers. And consider your own role in this vast educational endeavor. Whether you are a student preparing for service, an educator serving in the profession, an alumnus teaching in your home or community, a donor contributing to others’ education, or another valued friend connecting with the McKay School of Education, your contribution to the future of schooling and to society is priceless.

Message from the Dean

Dear Alumni, Faculty, Staff, Students, and Friends,

8SECOND-GRADE ENGINEERING CLASSCynthia Glad

REMEMBERING BEVERLEYShauna Valentine

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2WHATEVER HAPPENED TO INDUSTRIAL ARTS?Various Authors

features

M C K A Y T O D A Y M A G A Z I N E | S P R I N G 2 0 1 5

P U B L I S H E R

Mary Anne Prater E X E C U T I V E E D I T O R S

Shauna ValentineCynthia Glad

C O P Y E D I T O R

Karen Seely A R T D I R E C T O R

Olivia Knudsen

E D I T O R I A L B O A R D

Al MerkleySharon Black Brenda HoltomShauna Raby

Katie Van DykeJanet LosserC O N T R I B U T I N G W R I T E R S

Alexander H. RoseGeoffrey Taylor

Whitney WilcoxEric SackettMadeline SchmidtCierra AshdownAndrew Williamson

Brooke HigginbothamSarah StoddardShazia Chiu

18 STUDIES & RESEARCH

20 ALUMNI & FRIENDS

22 SCHOOL NEWS

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photography by bradley slade

ichelle Whitaker and her team searched around the classroom. For this assignment they could use only the materials in the lab. They gathered

seemingly unrelated objects and assembled them carefully. What had been a set of two-by-fours, a piece of foam, and an old Rollerblade became a prosthetic leg. “We then raced each other around the classroom on our new legs,” Whitaker said. “Through this activity we discov-ered many of the considerations that must go into design-ing prosthetics in order to make them most effective and comfortable.” Whitaker is a student in Brigham Young University’s Technology and Engineering Education (TEE) program. This program prepares students to teach in the field of technol-ogy and engineering with a hands-on innovative approach. “It is so refreshing to work in a friendly, collaborative environment that is fully equipped with all the necessary tools and machinery,” Whitaker said. Besides teaching biomedical engineering principles, TEE offers core classes in photography and videography, programming and animation, graphic design, woodwork-ing and furniture design, robotics, electronics, drafting and 3-D modeling, and pre-engineering and applied physics. Students learn how to solve problems, think innovatively, and teach effectively. The program has only four professors: Steve Shumway, Ronald Terry, Geoff Wright, and Kip Christensen. However, they work together to foster a very strong technology and engineering education program, and their students keep winning awards. Each spring teams compete at the International Technology and Engineering Educators Association confer-ence. BYU teams compete in every category and at times have won all of them: knowledge bowl, robotics, teaching, video communications, problem solving, and transporta-tion systems. But in two areas the program’s teams really dominate. Out of the seven most recent contests, the BYU team has won first place six times for video communica-tions and five times for teaching. Teaching and preparing students for this type of award-winning performance is a passion for Shumway, known to his students as “Shum.” Having served as the department chair for 11 of the last 13 years, he wants to ensure a future full of capable students who understand technology and engineering concepts, including ways these concepts impact and influence society. Shumway teaches electronics, robotics, and pre- engineering, as well as the teaching methods/practicum classes. He also works with outreach programs to infuse engineering content into local elementary schools.

INDUSTRIALARTS?

from manual arts

to technology and

engineering education

4 SPRING 2015

demand for stem at home and

abroad

A significant goal of the United States public education agenda is to integrate the curriculum in STEM subjects to help students become technologically competitive. Workforce development and national security drive this initiative. Given the national emphasis on STEM subjects, interest in TEE’s courses is high. The program offers two of the primary disciplines of STEM: technology and engineering. Students and future employers know these skills will be in demand indefinitely. “Participation in engineering activities is a natural way to help students integrate technological skills with their math and science knowledge,” Shumway said. “The ability to inte-grate these skills is a valued ability in today’s technological society and is thus an integral part of the K–12 education sys-tem and one of the missions of the TEE program.”

Part of the legacy left by retiring faculty member Ronald Terry is the opportunity for students to participate in interna-tional experiences. Terry and Shumway pioneered partnership with MACILE (the Spanish equivalent of STEM) in the Dominican Republic. The acronym MACILE includes mathe-matics, sciences, engineering, and languages in Spanish. The partnership began when MACILE founder Claudina Vargas came to BYU as a visiting professor. “She had started up a program to help students in the Dominican Republic who are bright and gifted,” Terry said. “She wanted to give them a chance to further their education. Students in the Dominican Republic sometimes just do the same things their parents did because they don’t realize the opportunities they have.” In 2009 Terry and Shumway went to the Dominican Republic to teach technology classes in the MACILE program. Now each year eight TEE students go to the Dominican Republic to teach four five-week classes; they develop their own curricu-lum as well as teach it.

the innovation component

Always pushing the limits of technology, classes emphasize innovation principles, techniques, and evaluation. Professor Wright leads in this program component. His teaching and research include digital media, videography, graphics, pro-gramming, and photography. Wright and his students mentor in an underwater robotics competition in local schools. For three years Utah Underwater Robotics has given students in public schools the opportunity to build tethered underwater robots. The robots compete in an underwater obstacle course, and the students explain the principles they learned with a poster. The youth learn about principles of buoyancy, fluid dynamics, pressure, robotics, material science, and circuitry. Approximately one thousand fourth-grade through ninth-grade students participate in this statewide competition. With this available variety, the TEE major appeals to female and male students who like to design, create, and teach in disciplines related to technology and engineering. “The TEE program is not only fun, it is an immersive learn-ing experience,” said student Audra Rodee. “The classes you take depend on the emphasis you want. I was interested in multimedia, so I took a lot of video, photo, and design classes. The best part about these classes is you don’t sit in lecture all

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the time. Some time has to be spent in the classroom, but for the most part you are out around campus with a camera or at a computer doing editing/designing for a real client brought in by the professor.” Although Rodee has chosen an emphasis in multimedia, she has enjoyed the program requirements that have intro-duced her to other subjects as well. She particularly enjoyed her woodworking class. “I have been exposed to woodworking my entire life, as my grandfather has his own workshop, but I had never really done anything myself,” Rodee said. “In the woods class I was able to create my own cedar chest. Not only did I have this really cool project to take home, but my confidence in a pretty unfamiliar environment was also drastically increased. Now I am saving to buy my own woodworking tools.” Professor Christensen, who teaches the woodworking classes, is a world-renowned woodturner who passes on his art to interested students. His careful nurturing of students is matched only by the care with which he produces beauti-fully turned wooden bowls, pens, and vases; he is particularly acclaimed for his lidded containers. Christensen’s art is displayed in several collections and has been published in more than two dozen books and numer-ous magazines. He has presented before more than 300 inter-national and national audiences.

6 7SPRING 2015 SPRING 2015

On a typical day in Christensen’s class, students are designing and building creative wooden masterpieces. Students can take a fundamentals class or advanced furniture design. Christensen’s students have represented BYU very well in national student furniture-design competitions. During the past decade his students have had more than 50 pieces accepted into nationally juried student furniture-design exhibitions and 30 pieces published in furniture-design books.

State-of-the-art facilities and equipment in the Snell Building, which houses the TEE program, enable work to flow uninhibited. Students collaborate on projects and assignments with professors and peers. This team collaboration provides an exciting and very effective learning experience. Throughout the Snell Building the first lesson is always safety. Safety glasses are often required, and safety instruction is a major part of the course work. Familiarity with shop equipment has changed over time. Professors say the students used to come to college classes familiar with protective procedures, having already used most of the tools. Now many students are using the machines for the first time. Safety procedures must be learned before any projects are started.

heritage and development

The TEE program traces its heritage to the Brigham Young Academy in 1875, with its focus on practical education. In the early years of the academy, manual arts courses were taught in engineering, technical drawing, and bookkeeping. When the academy became Brigham Young University in the early 1900s, these practical courses continued to increase, and part of campus included a blacksmith shop. The College of Applied Science was formed in the 1920s to instruct students in scientific principles and technical operations relating to the farm, the home, and the shop. Many of the classes included a practical application, as stu-dents would help to improve and remodel sites around campus. The college was fairly popular, enrolling about 15 percent of the student population. These manual arts courses evolved into industrial educa-tion. In the 1970s and ’80s, as technological systems continued to become more prevalent in society, the field transitioned into technology education. Today the name Technology and Engineering Education represents the current focus on teach-ing essential skills and content that students will need for pre-engineering and industry. Much of the focus in these classes is on prototype design and how to engage K–12 students in the engineering design process as they create solutions for prob-lems in their everyday lives.

a continuing legacy

Former TEE students now carry this passion for excellence to their students in middle and high schools throughout the United States and Canada. Over the last 10 years, 200 have graduated from the program and are impacting their own stu-dents in 18 states. Anna McConnell, who graduated from the program in 2011, is in her third year as a technology teacher at Digital Harbor High School in Baltimore, Maryland. Students are selected by lottery to attend this technology-focused school overlooking Baltimore Harbor in historic Federal Hill. “I love being able to help my students explore their creative outlets,” McConnell said. “It’s fun to see my students grow creatively—whether it be learning the creative process by creating a poster, taking a photo with manual settings, or shooting and editing a video. I love that I can give the class the same prompt and have such a wide variety of creative projects. I really feel blessed that I get to teach something that I love.” McConnell credits her experience at BYU with teaching her how to learn. “First, technology and engineering cover so

To view this article online, please visit education.byu.edu/ news/magazine/industrialarts.

many different areas,” McConnell said. “I had to learn how to do everything from robotics to graphic design to woodwork-ing to filming and editing a video. This was a lot to take in at first. Learning all the different areas of TEE helped me see how capable I am of learning how to do completely new things.” Teaching in the inner city has its challenges, McConnell admits. She must find common ground amidst many diverse backgrounds. But she finds her strongest student relationships are often with the rougher students. “I feel that teaching media-related subjects allows me to connect with my students more because I can see their pas-sions and experiences come through and show in their projects. I love seeing who they are showing through in their work.” McConnell says that her professors taught the importance of strong relationships with students. “I am so grateful that I was able to learn under professors who I felt truly cared about my learning and success. They did a fabulous job at creating a program culture that fostered a safe learning environment. After leaving BYU and starting my own teaching career, I knew that I wanted to be like them by trying to have those strong individual student relationships and have a positive classroom environment.”

within the TEE program

EMPHASES

graphic design

woodworking

videography

photography robotics

electronics

drafting

engineering

This article was a collaboration between BYU TEE professors Steve Shumway, Geoff Wright, and Kip Christensen along with Cynthia Glad, Shauna Valentine, and Lindsey Williams from the McKay School.

With the current emphasis on STEM education, the demand for TEE graduates is greater than the program can supply. Each graduate typically has multiple job offers, and most can choose a geographical area. Although most graduates teach at the mid-dle or high school level, many work as curriculum developers, career and technical education coordinators, and district infor-mation technology specialists. Several alumni currently teach at the community college or university level. Many graduates of the program choose to go into industry or undertake further education. But even if they work outside of teaching for a time, school districts welcome these professionals at any point in their careers. Graduates of the TEE program work with the McKay School of Education as well as with personnel in the Utah State Office of Education to certify to teach technology and engineering.


Engineers test how the profile of a car affects its aerodynam-ics in a controlled headwind. They repeatedly test and modify the silhouettes to control the drag. This work impacts style, fuel efficiency, and manufacturing costs in the competitive world of auto design. On one recent day the engineers were all in second grade:

Mingled with the children’s voices was the deep tone of BYU Professor Steve Shumway. “We just keep trying. We try until we get it,” Shumway encouraged. Shumway helped rev up the second-grade lesson from a discussion on states of matter (liquids, solids, and gases) to applied aerodynamics. A car (a solid) interacts with air (a gas) differently depending on its shape. Science came to life. Foothill Elementary in Orem, Utah, invited Shumway as part of a school-wide initiative to integrate STEM activities and enhance the teaching of science. “Dr. Shumway has played a critical role in our school becoming a STEM school. He has helped our teachers gain the skills to provide quality science instruction,” said Principal Joseph Backman. “This type of teaching is rich as students work in groups to explore how to solve real-world problems much like an engineer would.” Lesson study times were scheduled with individual grades, and Shumway checked the week ahead to see what topics they were covering. After a preparation session with Shumway, BYU intern Roxanne Clark volunteered to teach the lesson. Fellow teach-ers Jamie Madsen and Kristie Rodas observed while substi-tutes covered their classes. After the lesson, the teachers and Shumway met to reflect on student reactions, determine if lesson objectives had been met, and consider how the lesson might be improved.

Clark drew the engineering cycle on the whiteboard and explained the project. Students were encouraged to sketch designs before making extensions to their cars. The car challenge began. Students trimmed and taped index cards to their cars and rolled them down ramps facing a fan. They adjusted shapes, trying to bring their cars to a stop in a marked area. “You guys were doing engineering design,” Shumway said as the children reassembled. One student from each of the five teams presented what the group had been able to do with their cars and what they had learned. “We put one of the pieces of paper on,” Sarah Wong said. “Then that didn’t work, and so we kept cutting off more and more of it, and then we found it was good.” All the second-grade teachers agreed that the STEM activi-ties help students with teamwork and problem-solving skills. The projects are engaging, and students remember the con-cepts being taught. “When they are doing hands-on work is when they are really able to understand the concept,” Clark said. “When they are actually doing an engineering project, they are able to learn it a lot deeper.” Clark is grateful for Shumway’s help. “He showed us the cool engineering things that are actually possible. Engineering sounds really complex. He showed us how these complex engineering ideas can be taught easily to children—and in a fun way.”

ENGINEERINGSECOND-GRADE

CLASSPRESSURE TURBULENCE

To view this article online, please visit education.byu.edu/ news/magazine/engineering.

ENGINEERING DESIGN PROCESS

“It’s not working.”

“Look at it go!”“Yay!”

“We fixed it!”“Go, go, go, go, go!”

Engineering Is Elementary,® Engineering Design Process. Museum of Science, Boston. Used with permission.

BY CYNTHIA GLADPHOTOGRAPHY BY BRADLEY SLADE

Ask

Imagine

Plan

Improve Create

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11SPRING 2015

When Beverley Taylor Sorenson was six years old she was cho-sen to be the May Queen. The

celebration included dancing around the maypole with other children. It was her earliest memory of feeling special. As an adult her passion became helping children develop, fostering the arts in schools, and encouraging children’s natural inclina-tions. “That’s what little children do,” she said. “They sing, they dance, they play, and they create.” Almost 10 years ago the Sorenson Legacy Foundation began collaboration with the McKay School of Education and donated several million dollars to BYU to integrate arts in the elementary educa-tion curriculum. The money has been used to fund the very effective BYU ARTS Partnership, consisting of the McKay School of Education, the College of Fine Arts and Communications, and the BYU–Public School Partnership. In commemoration of the generous donations to BYU from Beverley and the Sorenson family and in celebration of the arts initiative, a 5-foot by 10-foot mural has been installed in the McKay Building above the west entrance. Robert T. Barrett, a profes-sional artist and professor of illustration in the newly formed Department of Design at BYU, was commissioned to produce the work. Sorenson passed away on May 27, 2013, while the mural was being planned.

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By Shauna Valentine


Former McKay School dean K. Richard Young, who worked closely with Sorenson, wanted to recognize her contributions in a way that would represent her love for children and for the arts. The mural is a reminder of Sorenson’s wish that every child feel valued and that learning be joyful. “I grew to have tremendous amounts of love and respect for this woman,” Young said. “I didn’t want her to be forgotten. I didn’t want our faculty and students to forget the importance of the arts. Collectively, we decided a painting was a good way to capture her dream and to place something in the school to help us remember her.” Barrett presented his idea for the mural. A second comprehensive drawing was approved. Barrett built a support to stretch the canvas and then set it

up on two easels.


How did you arrive at the idea? What was your inspiration?

The concept of chil-dren’s education in the arts was a

given, but through conversations and preliminary work the idea of

a celebration of the arts emerged. It was decided that all art disciplines

should be represented: visual arts, music, dance, and theater. Different chil-

dren were cast into roles of performing dif-ferent art forms, and the balloons were added as

a celebratory note.

Take us through the process of preparing to paint the mural.

After the second comprehensive drawing was approved, I took it to a printer and had it transferred to acetate. The drawing was large enough that I had to have two trans-parencies made. I then gridded them off for projecting onto the finished canvas panel. I built a support from birch panels and supported it with cross beams on the back. After transporting that to my studio, I rolled out and trimmed the gessoed canvas I had ordered for the project and stretched it on the face of the birch panels. I set it up on two easels and gridded it off to correspond to the trans-parencies I had had made. Using an opaque projector I projected the transparencies onto the canvas and transferred the comprehensive drawing

to scale, moving the opaque projector along a chalk line on the floor to avoid distortion. After the drawing was transferred, I completed an under-painting with burnt-sienna oil paint over the drawing. I then painted a warm wash over the entire surface and began paint-ing the different figures. My approach is to work on multiple parts of the painting simultaneously, not finishing any one part at the expense of the other parts. This process keeps all parts of the painting consistent with other parts. After completing the tonal study, we agreed that a color comprehensive would be the next step, so, following the com-position of the drawing, I added my thoughts on color. The color study was approved.

Are there any parts that are particularly mean-ingful to you?

Because I am a visual artist, I decided to feature the visual arts prominently in the foreground of the mural. I was able to add diversity of ethnicity, which is something I respond to, but I was encouraged not to go overboard in trying to include every different race. I painted three of my grandkids and also used several ward members. One of the girls featured sent over a bouquet of flow-ers one day with a card that told me my art inspired her. Most of the “characters” in the painting were able to stop by and see themselves emerge as the painting progressed, which was a lot of fun. I was asked by the client to repaint one of the figures and add more motion, which I did, and my model and her mother both liked the second version better—as did the client.

What is your favorite part of the creative process?

My favorite part of most paintings is coming up with the idea. Prior to starting this project I had just finished a children’s book with a couple of very tightly rendered technical illustrations, so it was a lot of fun to paint bigger. My wife came to my studio one day and remarked, “I can see you’re having a lot more fun painting bigger.”

How long have you been painting? How did you decide that this was your life’s work?

I have been painting my entire life, having grown up with both parents who drew and painted. I started my for-mal art education at the University of Utah in 1967. I served a mission in Germany for two years before continuing my stud-ies. I graduated with a BFA in August 1973 and started graduate school at the University of Iowa two weeks later. I graduated with an MA in 1975 and an MFA in 1976 and then returned to Berlin as the recipient of a German Academic Exchange Grant. After my experience in Germany I began freelancing and work-ing for an exhibit company as an in-house illustrator. I worked for two additional companies, including LDS Graphics, before joining the faculty at BYU in 1982.

What else would you like those who view the painting to know?

While working in exhibition design I painted several large-scale murals. However, I had not done a painting of this scale for several years, so it was a fun and rewarding experience.

We asked the artist, Robert Barrett, to answer some questions about the mural and his artistic process in creating it.

How did you become involved in this project?

I was contacted by the McKay School during the summer of 2013 to see if I would be interested in the mural project. At that point the McKay School was considering several artists. I was asked if I would submit a drawing of what I would pro-pose, given the guidelines they supplied. I thought the idea was exciting and agreed to do a comprehensive drawing. I was subsequently informed that the school liked my concept and was awarding the mural commission to me.

What did you know about the project before you started? How did it evolve?

I knew the painting was being commissioned to honor Beverley Taylor Sorenson, who had given a substantive endowment to the McKay School to foster children’s education in the arts. She had been Queen of the May when she was a child, so it was decided a maypole would feature prominently in the composition. The exact size of the mural and location of installation were determined, after which I did an additional comprehensive drawing—this time adjusting the original composition to be a bit longer and adding some more figures.

To view this article online, please visit education.byu.edu/ news/magazine/beverley.

An underpainting was applied in burnt-sienna oil paint. Barrett worked on multiple parts of the painting simultaneously. Models for the painting included grandchildren and neighbors.

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The drawing was transferred to acetate and projected on the canvas.

Mural photos by Robert Barrett.

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As imposing as Y Mountain may seem from its base, it is not the tall-est mountain to the east of campus. As you reach the summit of that mountain, you realize there are higher mountains behind it. And so it is for us. As we elevate ourselves intellectually, spiritually, and in character-building ways, we will encounter new and exciting chal-lenges and opportunities that we have not seen before.

Kevin J Worthen, Inaugural Address, “Enlightened, Uplifted, and Changed,” September 9, 2014

You have been blessed with ample opportunities for learning, progress, and growth. You have been blessed to learn from faculty who love you and desire that you have the knowledge, skills, and dispositions to be the very best for the world. Very few people have been given the educational opportunities that you have received. Now it is time for you to go forth and serve others.

Tina Dyches, McKay School of Education Convocation Address,

“Lifelong Learning and Service,” August 15, 2014

If you can learn how to learn by study but also by faith, you will be the great innovators, the great lead-ers, and the great teachers because your learning and your education are totally enhanced by promptings of the Holy Ghost.

Elaine Dalton, Power of Teaching Lecture, “Teachers Make a Difference,”

September 25, 2014

In Moroni 10:5 we learn that it is by the power of the Holy Ghost that we may know the truth of all things. I testify that it is also by the power of the Spirit that we are guided to teach the truth of all things, regardless of the content, the learner, or the setting.

Mary Anne Prater, Power of Teaching Lecture, “Passion for Teaching: From

Primary to Professor,” January 22, 2015

CAMPUS

QUOTABLES To teach students and to teach a class is different than just delivering material. It means that we need to know something about them. It means that we try to care for them and love them, particularly in a gospel setting.

David M. McConkie, Power of Teaching Lecture, “The Foundations of Learning,” October 23, 2014

17SPRING 2015

BYU has more returned missionaries than ever before, and many of them are in the McKay School. Since the LDS Church announced in 2012 that elders could serve at age 18 and sisters at 19, the McKay School has had an increase of 256 percent in the number of students serv-ing missions. Now those missionaries are coming home. McKay School student Haleigh Flake is one of those recently returned missionaries. Upbeat, positive, and enthusiastic, Flake, a senior from Park City, Utah, walks with a self-assured confidence, looks others straight in the eye, and gives a firm handshake. Flake has always wanted to be a teacher. She was greatly influenced by the examples of her own elementary school teachers, especially by how they brought their lesson plans to life. After gaining some teaching experience, which included working as a swimming instructor and an elementary school intern, Flake entered BYU to work toward her lifelong dream. Flake hadn’t planned on serving a mission, but partway through her edu-cation she felt a mission was the right move to make. Her call was in the mail when the age change was made, and she entered the Missionary Training Center with many 19-year-old sisters. She served from March 2013 to August 2014 in the Spain Málaga Mission, where she was known as “Sister Sunshine.” The way Flake taught on her mis-sion has changed the way she plans to teach in her career. She had recognized her spiritual growth during her mis-sion, but she didn’t realize until she returned home that her mission had also taught her many skills she will use as a teacher.

“I feel a lot more comfortable teaching,” Flake said. “There was a big difference between my two practicum experi-ences—in the first one, if I got off of the lesson plan, I was totally thrown off, and it was stress-ful to me. In the second experi-ence, after the mission, I was able to roll with the punches and individualize the lesson a lot more.” Flake learned to make each lesson personal and interesting, helping con-nect to the individual’s needs. “In the context of the mission, they emphasize the importance of teaching simply and specifically to each person,” Flake said. “You have your curricu-lum, but really the importance is to break it down to a point where each learner can under-stand it.” Fla ke now joins the 70 per-cent of BYU students who speak at least two languages. The Spanish language has already helped her in her student teaching. Recently she was helping with a student who had just moved to Utah from Mexico and spoke very little English. Flake was able to talk to him and help the teacher better understand what he needed.

As her April graduation approaches, Flake considers her time at the McKay School a blessing and is grateful for the chance to study in such an inspirational setting. Flake says she will work to com-bine the lessons she has learned both in school and on her mission as she ven-tures into the teaching world.

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Perfectionism isn’t always dysfunctional. The McKay School’s G. E. Kawika Allen partnered on research published in August 2014 by the American Psychological Association in Psychology of Religion and Spirituality, which surveyed LDS members on the nature of their perfectionism and the Church’s relationship to their psychological well-being. Allen, assistant professor in Counseling Psychology and Special Education, and Kenneth T. Wang, at the Fuller Theological Seminary, found that 47 percent of the 267 LDS members surveyed were classified as adaptive perfectionists. Adaptive perfectionists are likely to feel acceptance of themselves and their efforts, even when they fail or fall short of the high personal stan-dards they have set for themselves. The adaptive perfectionists reported higher levels of self-esteem, life satisfaction, and religious commitment, as well as lower levels of anxiety and depression. “This sample of LDS individuals showed that having adaptive perfectionism (i.e., high standards) is not dysfunc-tional,” said Allen “In fact, it can promote positive function-ing and greater religious commitment.” According to Allen, the results of the study show the important role of religion in one’s life and how it can lead to healthier emotional well-being. “Having faith in and a testimony of the living Christ and His Atonement allows us to strive for perfection by doing our very best and feeling okay with ourselves if we sometimes fall short or are not exactly perfect in all things,” Allen said. “He loves us regardless, and we need to remember this.”

NOT PERFECT? “DON’T SWEAT IT,” SAYS MCKAY SCHOOL STUDY

Some experts say physical education is currently a “systemic failure.” McKay School professor Keven Prusak believes PE is lacking one key component—teamwork—that could help turn most of its issues around. Prusak teamed with physical education practitioners Zack Beddoes and Amber Hall on “Overcoming Marginalization of Physical Education in America’s Schools with Professional Learning Communities.” They identified collaboration as a way to transform PE into a systemic success. PE teachers face obstacles like limited funding, large class sizes, inadequate support from school and district administrators, and isolation from the overall education community. The probability of teachers overcoming these barriers on their own is slim. “Perhaps the key to surpassing these barriers is for PE teachers to no longer labor in isola-tion,” Prusak said. Teamwork empowers teachers to overcome both inter-nal and external barriers. It exposes physical educators to new ideas and helps teachers foster innovation. Prusak rec-ommends cultivating teamwork through professional learn-ing communities (PLCs) in which teachers can unite with a

shared purpose and vision. “Philosophical ly speak-ing, PLC proponents are not

satisfied with the status quo idea that ‘if I taught it, they must have learned

it!’” Prusak and his colleagues said. “Instead they strive to shift the teaching/learning paradigm toward ‘if

they did not learn it, I did not teach it!’” Prusak remains hopeful for the possibility and poten-tial timing of change. He believes that teamwork on a school

and district level can “take away all of the things that are working against our teach-

ers so that teachers have one responsibility and one only—to teach and teach well.”

GO TEAM!

kawika allen keven prusak

Faculty Studies & Research

At BYU’s annual university conference in August 2014 and in the rededication of the BYU London Centre, President Kevin J Worthen quoted a book titled Called to Teach: The Legacy of Karl G. Maeser. Elder Dallin H. Oaks quoted the same book at a meeting held with deans and department chairs. The author, A. LeGrand (Buddy) Richards, a McKay School professor in the Department of Educational Leadership and Foundations, feels a personal bond with Maeser because of being an educator and having common ancestry.

In Germany in 1885, Maeser read anti-Mormon literature that prompted him to contact LDS mis-sionaries in Switzerland. Within a month he was converted to the Church. Richards wrote the book to help readers understand Maeser’s legacy and recognize his contribution to BYU. He hopes the book will have

a special appeal because “he was just a faithful Saint who did everything the Lord asked of him his entire life.” Part of the book focuses on Maeser’s “one of a kind” education, as he studied during a unique window of time for German research and educational pedagogy. At this time some exciting ideas on education were taught in Germany. Shortly after Maeser finished his degree, the country sup-pressed these innovative ideas. Maeser’s work was critical in the foundation and suc-cess of BYU and the Church Educational System (CES). As the first superintendent of CES, he established and maintained more than 50 schools in the U.S., Canada, and Mexico. He also created the Utah Teachers Association. His students included future United States senators and members of the House of Representatives, a United States Supreme Court justice, uni-versity presidents, and many General Authorities.

MCKAY SCHOOL PROFESSOR PUBLISHES BOOK ON KARL G. MAESER

buddy richards

As the rate of children with autism in the U.S. continues to grow, a new study published in the February issue of the top-ranked journal Pediatrics shows that medical professionals can’t rely solely on their clinical judgment to detect autism risk. The study finds that 10–20-minute pediatric observa-tions do not provide enough information, and many children fail to be identified. “One of the biggest problems with early identification of autism is that many children are not identified until they reach the school system,” said the study’s lead author, BYU McKay School Counseling Psychology and Special Education assistant professor Terisa Gabrielsen. Last year the CDC released a report stating that one in 68 U.S. children has an autism spectrum disorder (ASD)—a 30 percent increase from two years earlier. These increases mean an increased demand for autism referral decisions. The study in Pediatrics looked at children 15 to 33 months old, with autism experts analyzing 10-minute videos of the children’s behaviors during evaluation in a clinical setting. Experts who reviewed the videos missed referrals for 39 per-cent of the children with autism. “It’s often not the pediatrician’s fault that referrals are

missed,” Gabrielsen said. “Decisions for refer-ral need to be based on more information,

including autism screening and informa-tion from parents.”

Universal screening has not been fully adopted in pediatric primary care. The

screening tools are also available for parents. Although there are still many unknowns about autism, researchers do know that early intervention makes a differ-ence because the brain is still rapidly developing and out-comes can change. A more comprehensive screening process, with parents and care providers working together, can have a great impact.

STUDY IN PEDIATRICS: BRIEF OBSERVATIONS MISS AUTISM SYMPTOMS IN YOUNG CHILDREN

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To continue using her teaching experiences and skills, she joined Academic Advancement, a private organization that provides in-home tutoring. As part of that organization Berglund went from a teaching assignment to a man-agement position; she now owns the company. Her service benefits students who need extra encour-agement and professional help to succeed in school. Berglund loves being able to continue to teach and see her students progress. She feels she is having a positive influence on education in her community. She and her husband, Steven, are the parents of two daughters and live in Spanish Fork, Utah.

joseph southClass of 2008Joseph South, who has pioneered online and blended-learning solutions for students and educators, is now the deputy director for the Office of Educational Technology in the U.S. Department of Education. He works with both the federal government and

private industry to use technology to solve problems for educators. South earned a master’s degree in 2000 and then a doctorate in the McKay School’s Department of Instructional Psychology and Technology in 2008. At the Shodor Education Foundation in North Carolina he developed his first online course, taught education professionals how to use technology more efficiently, and pro-vided computational science resources for students. Throughout his career he has worked on product devel-opment and initiatives for several companies. He developed blended-learning courses and an adaptive language-learning system that is still used at the Missionary Training Center in Provo. South lives in Virginia with his wife, Diana, and their two sons.

Cindy Wheeler Sutton, speech-language pathologist at the Huntsman Cancer Institute, a 2004 graduate of

the Department of Communication Disorders, gave the 2014 McKay School of Education honored alumna lecture. Sutton’s topic, “The Power of Communication,” focused on the influence of voices on our personal lives and on society.

She reminded her audi-ence to be grateful to have a voice—not to take it for granted. She said, “Our com-munication has the power to calm fears, erase loneli-ness, ease pain, and build bridges. We unite together as we communicate.” Sutton is a therapy supervisor and lead speech-language pathologist at the

University of Utah hospital, where she oversees a team of physical, occupational, and speech therapists. She helps patients with communication impediments learn, and in some cases relearn, how to talk, eat, and swallow. Sutton focuses on developing three characteristics nec-essary in her profession: (1) a strong science background, (2) the ability to solve problems, and (3) patience. As she applies these skills she takes on the role of counselor and educator. “In the end,” she said, “we help people overcome their amazing challenges; we can essentially become their guardian angels.” A particular concern that Sutton has with communi-cation problems is in our social environment. Things like bullying, gossiping, tearing down others, obsessing over social media, and texting constantly fuel her fears. “If you lost your voice today, what would be the last meaningful conversation you had with someone? What effect do your words have on others?”

cindy wheeler sutton

to read about other McKay School alumni, please visit education.byu.edu/news/category/alumni.

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and 492 and initiated the Laying the Foundations Symposium. He also researched and published with Paul Wangemann the basis of a Hebrew psychology for educators of the latter days. During this time he also served as president of the Far Western Philosophy of Education Society. He retired in 1998. Flinders and his wife are the parents of seven children, 37 grandchildren, and five great-grandchildren. In the Church he has served as a member of the Sunday School General Board, bishop, stake president, temple ordinance worker, and mis-sionary in the Nauvoo Mission simultaneously with work as a faculty member at the Joseph Smith Academy. His latest book is Joseph Smith: America’s Greatest Educator.

ALUMNIyoshihiko ariizumiClass of 1998After graduating from the University of Tokyo, Yoshihiko Ariizumi moved to Provo and earned a PhD in 1998 from the Department of Instructional Psychology and Technology. Based on his doctoral study, Ariizumi developed a method of enhancing performance in many aspects of life, including professional and personal development, which he called Chigen-iku. He then taught for 10 years at Lafayette College in Pennsylvania. When he suddenly became unemployed, he took a job in a local warehouse. Because of his attitude and applied philosophy, he was a valuable employee who was given added assignments in electrical engineering, a completely new field for him. Within a year this former teacher was assigned to be chief technology officer of OptiXal, where he continued to work for several years. Ariizumi recently returned to BYU as an adjunct faculty member in linguistics and also continues as an engineering consultant. He and his wife, Shizuko, have two children and one granddaughter.

meredith berglundClass of 2008Meredith Berglund is a native of Colorado Springs, Colorado. She earned her bachelor’s degree in elementary education. After five years of teaching in the Nebo School District, she decided to work from home and be with her children.

Alumni HappeningsMcKay Today helps connect you to your former classmates and teachers.

EMERITUSneil j. f lindersNeil J. Flinders, emeritus McKay School professor and author, has written, “That which transcends mortality is that which is of greatest worth.” He has spent the major part of his life in the field of education, teaching and demonstrating the concept that divine revelation can and should be a frame for reason if we want the best kind of education. His doctoral dissertation and one of his books, Teach the Children: An Agency Approach to Education, illustrate that point. He further states that we can be a valid witness only to the truths that we strive to live.

Born in Ogden, Utah, he was reared on a farm by loving, hard-working parents struggling through the demanding life of the Great Depression. After graduat-ing from high school, Flinders attended Weber College for two years and served a stake and later a full-time mission. After his mission he transferred to BYU, but the Korean War interrupted his schooling. For over a year he served in Korea with the U.S. Army Medical Corp. Back at BYU he met and married Joan Robertson. Flinders thought a lot about life and priorities during his mis-sion and army service. He felt a strong affinity to the gospel and

to education and decided he would enter the seminary and institute program. One of his heroes was David O. McKay, who became a major influence in shaping his ideas on education. At BYU Flinders trained under Boyd K. Packer and others to become a seminary teacher and teacher trainer. His first assign-ment was in the Utah Uintah Basin. Every summer he returned to BYU for more training, eventually earning both his master’s and doctorate degrees. His career and opportunities changed as the Church Educational System (CES) grew. For one decade of his 19 years with CES he served as director of research under Neal A. Maxwell and Joe J. Christensen in Salt Lake City. In the 1970s Flinders transferred to BYU, where he spent the next 19 years researching and teaching courses on foundations of teaching. To answer the question “Can two teaching programs—religious and secular—be combined and teachers trained for both?” he helped develop the courses Religion and Education 491

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School Psychologist AwardsEllie Young, faculty member in the Department of Counseling Psychology and Special Education, received the 2014 Distinguished Service Award from the Utah Association of School Psychologists. Alumna Brenda Wesson received the award for 2014 School Psychologist of the Year, and MSE student Kim Lowe was recognized as the 2014 School Psychology Student of the Year.

Top Journal PublicationI n s t r uc t ion a l P s yc holog y a nd Technology professors Richard West, Charles Graham, and Randall Davies, along with PhD student Jered Borup, published “The Adolescent Community of Engagement Framework: A Lens for Research on K–12 Online Learning” in the Journal of Technology and Teacher Education.

National Leadership AwardMcKay alumnus Jared Sites received a 2014 Excellence in Educational Leadership award from the University

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Secondary Principal of the YearJoe Jensen, McKay School alumnus and current doctoral student, was named the 2014 Utah Secondary Principal of the Year. Jensen is the principal of Orem Junior High in Orem, Utah.

National Conference LectureCounseling Psychology and Special Education faculty member Betty Ashbaker presented “Addressing and Modifying the Currents: Crisis in the Schools and Suicide Prevention” at the 2014 National Title I Conference for teachers seeking to improve schools and help students.

Excellence in Education AwardJoel Perkins, a doctoral student in the Educational Leadership and Foundations program, received the 2014 Huntsman Excellence in Education Award. Perkins is the principal at Lehi Junior High in Lehi, Utah.

Outstanding Book AwardFor his book An Architectural Approach to Instructional Design, Instructional Psychology and Technology fac-ulty member Andy Gibbons received an Outstanding Book Award from

the Association for Educational Communications and Technology, a leading world-wide professional organization.

Fulbright in IndiaEducational Leadership and Foundations professors Steven and Julie Hite have both been accepted into the Core Fulbright U.S. Scholar Program to serve in India. Steven is carrying out a project titled The Design, Delivery, and Dissemination of Educational Measurement, Inquiry, and Evaluation in India at Ambedkar University Delhi. Julie is researching Strategic Leadership and Networks in Indian Education at the University of Delhi. Julie will help with professional development as well as with developing and introducing new research methods. Steven will work at a small upcoming institution to help develop a research agenda for publishing and collaborating in the future.

Steven hopes that he will learn some fundamental things in India that can change the way he teaches. Julie agreed, saying she hopes to bring back a knowl-edge of other educational systems that will help her students develop a broader view of education. The application process begins almost two years before the deadline and has to be approved by the host country and the Fulbright Commission to make sure the project meets the local goals and

not just the goals of the visiting scholar. Applicants choose a country and a uni-versity for their application.

Editorial BoardBlake Hansen was invited to join the

editorial board for the Journal of Emotional a n d B e h a v i o r a l Disorders, a national journal produced by the Hammill Institute on Disabilities.

Meritorious RecognitionCommunication Disorders professor Kristine Tanner received meritorious recognition from the American Speech-Language-Hearing Association at its annual convention for her research examining the best remedy for chronic throat dryness, including Sjögren’s syn-drome, an autoimmune disorder.

International Conference WorkshopRichard West participated in an inter-national science workshop at the University of Colorado Boulder. West is a member of the Instructional Psychology and Technology Department faculty.

Research GrantA BYU graduate research grant was awarded to Bruce Eschler, a PhD can-didate in Educational Leadership and Foundations. The award was given for his dissertation research: “Finnish Teacher Collaboration Networks: The Role of Formal and Informal Collaboration in Teacher Learning.”

School NewsMcKay School faculty and students have received various honors and awards. A few of these are highlighted below.

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ASHBAKER CREATES WEBSITE FOR PARAEDUCATION

Betty Ashbaker, special education program coordinator in the McKay School of Education, is a founder and author of a recently released website offering teaching resources to paraeducators and teaching assistants. The International Site for TAs and Paraeducators (education.byu.edu/istap) is available for all teaching assistants and teachers who supervise them. Site materials include (1) research-based tips and tools for more effective teaching; (2) discussion of legal, ethical, and pro-priety issues related to the field; and (3) informa-tion about specific disabilities and syndromes. “The number of teaching assistants and paraeducators working in schools is increas-ing,” Ashbaker said. “It is important for them to learn about the students and [understand] how to tailor teaching to their special needs. It is vital to improving the quality of teaching.”

Sarah Smith, a paraeducator at Butler Elementary who is the 2010 recipient of the Utah Outstanding Early Childhood/Pre-K Paraeducator Award, said the website made her aware

of disabilities she hadn’t heard of before and of ways to help children with those specific learn-ing disadvantages. “I think every paraeducator should study this site,” Smith said. “It is beneficial both for the new paraeducator and for those who have been working in the field for years.” The website includes advice from profes-sionals in educational institutions around the United States, the United Kingdom, and Australia. It is a collaboration of Ashbaker with Jill Morgan, director of the Foundation Degree

in Learning Support at the University of Wales, Trinity Saint David, and Elizabeth Tatum, a doctoral candidate at the University of Queensland, Australia, a former paraeducator.

Council for Educational Administration, a national association involving univer-sities throughout the U.S.

National PresentationCharles Graham, chair of the Department of Instructional Psychology and Technology, presented “Seeking

Evidence of Impact in Blended Learning: N e w M o d e l s , Designs, and Results” at the 2014 annual meeting of the EDUCAUSE Learning Initiative.

Administrative Changes Lynnette Erickson has replaced Charles Graham as associate dean for undergraduate education. Charles Graham has replaced Andrew Gibbons as chair of the Department of Instructional Psychology and Technology. Gibbons has returned to teaching.

New FacultyDavid Boren has been hired as an assistant clinical professor in the Depar tment of Educational Leadership and Foundations. He is serving as the director of the School Leadership program and is teaching both graduate and undergraduate courses.

Ross Larsen has joined the Depa r tment of Instructional Psychology and Technology as an assistant professor.

Barry Graff is the assistant director of professional development for the Center for the Improvement of Teacher Education and Schooling. He is facilitating collabo-ration involving the BYU–Public School Partnership and the university.

For more school news, please visit education.byu.edu/news.

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John Crnkovic grew up in Michigan, a son of immigrants from Croatia. His parents thought a high school education was suf-ficient for him, but he wanted to go on to college. He graduated in education from Willamette University in Oregon and then earned a master’s degree from the University of Michigan. World War II interrupted Crnkovic’s teaching career, but after the war he moved his family to Gila Bend, Arizona, where he served as a teacher and princi-pal. During this time he and his family joined the LDS Church. He went on to become an administrator in the Arizona State Department of Public Instruction and chief deputy in the Maricopa County Educational System. He earned his doc-torate of education from Arizona State University and then moved to Provo to teach at the BYU Lab School. In 1963 Crnkovic went to Africa on sabbatical leave, joining Haile Selassie I University in Ethiopia until 1968, when he became ill and returned to the U.S. He died January 19, 1968.

legacy: The donor hopes that the recipient of this scholarship will have an internal motivation and drive to seek an education and to continue learning throughout his or her life.

Both Jens and Lavina Fugal were born in the 1870s in Pleasant Grove, Utah. Jens’ formal schooling did not extend beyond the sixth grade, but through diligent work in correspondence courses he became pro-ficient in plumbing, heating, and electri-cal work. In the 1930s he installed these kinds of systems in the majority of homes, schools, and churches in Pleasant Grove. A kind and generous man, he believed that quality service was more important than payment. He became very well educated, and his children learned from his example. Lavina completed the eighth grade and

was offered a university scholarship. However, her family could not afford the additional tuition required. She con-tinued in “senior school,” taking special classes from BYU during the summers and eventually receiving her teaching certificate before her 18th birthday. She was nicknamed “Flower Lady” because she often furnished flowers for funerals, church meetings, and LDS general confer-ences. The Fugals paid for much of their children’s education by selling Lavina’s cut flowers and dahlia bulbs. In 1955 Lavina was named Utah State Mother of the Year and American Mother of the Year, becoming the first Utah woman to receive that honor. The Fugals’ life as parents was marked by sacrifice so that all eight of their children could receive college degrees. Some went on to obtain advanced degrees as well. All eight Fugal children became public school teachers.

legacy: Jens and Lavina Fugal rec-ognized the importance of education, especially the need for good teachers. Recipients of the scholarship are encour-aged to exemplify the ideals that motivated Jens and Lavina to be extraor-dinary educators.

The McKay School of Education expresses its appreciation to those who are providing scholarships to McKay students. We want our McKay Today readers to know something about the character of those behind the

names on these scholarships and the importance of education in their lives. We share two examples.

john crnkovic

jens and lavina fugal

• T H E M C K AY A L U M N I B O A R D •

OUR GOAL: THAT OUR ALUMNI BE INFORMED, INVOLVED, AND ENGAGED

• We keep alumni INFORMED about events in the McKay School of Education, research in process, and accomplishments of their former professors and fellow students. Sources of information are the McKay website, the McKay Today alumni magazine, McKay online newsletters, emails, Facebook, and other social media.

• Alumni are invited to be INVOLVED in special events such as the McKay School Homecoming Gathering, Dinner with a Principal, and the Literacy Promise Conference. The alumni website features information for teachers, administrators, parents, grandparents, and students.

• Alumni are ENGAGED as they become speakers in classes, informal recruiters, networkers, graduate students, mentors to undergraduates, research participants, and donors.

The McKay Alumni Board manages the business and affairs of the society. They are the workers who make events successful, share their ideas and expertise, promote education, and generate friendships for the McKay School.

We solicit comments, suggestions, and ideas from all our alumni, emeriti, and friends.How would you like to be involved? Visit mckayalumni.byu.edu.

Back row, left to right: Tim Pead, Marie Tuttle, Rachelle Bolingbroke, Al Merkley, Patti Moses, Bob Gentry, Susan Huff, Gary Seastrand, Shauna Valentine, and John Wilkinson. Front row, left to right: Patti Greaves, Colleen Densley, Nedra Call, Joyce Terry, Phyllis Bestor, Nancy Livingston, Betsy Ferguson, and Linde Wong. Not pictured: Stan Harward, Sharon De Paula, and Annette Evans.

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2015 Homecoming ActivitiesBYU ParadeMcKay School Homecoming GatheringBYU Football GameWatch mckayalumni.byu.edu for more details.

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A new mural in the McKay School celebrates the arts and honors Beverley Taylor Sorenson.

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Preparing a Generation for Technology and Engineering