FOCUSN T I D

National Technical Institute for the Deaf • A College of Rochester Institute of Technology

S P R I N G 2 0 0 1

NTID: A GlobalExperience

Junior Senator Hillary Rodham Clinton, the first First Lady to be elected to the U.S. Senate, visited RITNovember 2, 2000. Clinton, D-NY, told the campuscommunity, “Whether you're at RIT or a student at NTID,you're on the cutting edge, seeing and creating the future.”

FOCUSN T I D

National Technical Institute for the Deaf • A College of Rochester Institute of Technology

S P R I N G 2 0 0 1

ABOUT THE COVER

International deaf studentsat NTID come from allhemispheres of the globeand greatly enrich the RITcampus community. Fromleft to right are AnthonyManion from Australia,Sospeter Oloo from Africa,and Quing Quan fromChina. Read the article onpp. 7–9.

Image of globe:© 2001 PhotoDisc, Inc.

F E A T U R E S

3 In Good Company: NTID and the Fortune 500

7 International Students Bring the World to NTID

10 A Phone of Our Own: NTID pioneers in the telecommunications access story

D E P A R T M E N T S

2 Bob’s Bulletin: Quality of Secondary Education of Deaf and Hard-of-Hearing Students

14 Alumni Profile: Tonia Fehrenbach

15 Alumni Profile: Marcus Holmes

16 Profiles in College

20 Faculty Leaves Enhance the College Experience

23 Staying the College Course

26 James F. X. Payne

27 Gracie Coleman

28 Peter Thorp

29 Dr. Olga Michele Welch

30 Teachers Teaching Teachers: NTID’s Instructional Technology Consortium

Well-trained and credentialedteachers are essential to successfuleducational systems. This is especiallytrue in the field of education ofstudents who are deaf and hard ofhearing, where we are experiencingan acute shortage in secondaryschools. The demand for certifiedsecondary-level content teachersexceeds the supply, a circumstancethat NTID has been working foryears to help correct.

As part of its mission “to impactpositively on the quality of educationfor the deaf throughout the UnitedStates,” NTID has made significantstrides to assure that deaf and hard-of-hearing students receive a goodeducation. Although NTID’s targetpopulation for recruitment purposesrests within the ranks of studentswho have completed or are about tocomplete high school, the Instituteworks extensively with secondaryschool students and their teachers.It does this through an active programof technical assistance and throughthe work of the graduates from its Master of Science Program inSecondary Education of StudentsWho are Deaf or Hard of Hearing(MSSE). This column will focus onthis graduate program, which maynot yet be widely known, but whichhas been highly successful.

NTID’s efforts to improve thequality of secondary level teachingbegan in 1980, when the collegejoined the University of Rochester tolaunch the first joint master’s degreeprogram in New York State: theJoint Educational Specialist Program(JESP). This program was developedin direct response to the critical lackof professionals adequately preparedto work with deaf students at thesecondary school level. In 1995,

NTID made significant modificationsto the program and assumed fullresponsibility for it, renaming it the Master of Science Program inSecondary Education of StudentsWho are Deaf or Hard of Hearing.

MSSE is a demanding two-yearprogram designed and taught byexperienced and highly qualifiedNTID/RIT professors. Students takepart in a variety of course work,field experiences, practicums,independent projects, and technicalskills development activities thathave been successful in instilling the combination of competence andconfidence required for successfulteaching service. MSSE students gainopportunities to work with manyNTID faculty and staff members aswell as with other professionals inthe Rochester community. Rochester’slarge deaf community, numerousmainstream programs in the area,and the presence of the RochesterSchool for the Deaf collectively offera valuable base of resources forlearning, working, and collaborating.

Successful completion of the MSSEprogram leads to dual certification:one in a secondary-level contentarea and the other as a teacher ofstudents who are deaf or hard ofhearing. As a former high schoolmathematics teacher, I can attest to the importance and the value ofnot only being able to communicatedirectly and effectively with mystudents, but also being able to teachthem the fundamentals of my contentarea. We see evidence from incomingfreshmen that they need strongerbackgrounds in basic content areas,including English, mathematics, and science. This circumstance isundoubtedly associated partiallywith the lack of certification on the

BOB’S BULLETIN

FOCUSEditor

Kathryn L. Schmitz

Writers

Karen E. BlackPamela L. CarmichaelShane FeldmanFrank A. KruppenbacherSusan L. Murad

Art Director

Colleen Clarke, RIT University Publications

Photography

Mark Benjamin—pp. 5–6, 13, 24–25, 28–29

Michael Conway—p. 5

Courtesy of National Association of the Deaf—p. 13

Darunee Sa-Areddee—p. 22

Courtesy of Sally and Paul Taylor—pp.11

A. Sue Weisler—FC, IFC, pp. 3–4, 7–8,14–21, 23, 25, BC

FOCUS is published by the MarketingCommunications Department at theNational Technical Institute for the Deaf,a college of Rochester Institute ofTechnology, Rochester, New York. The views expressed in guest columns donot necessarily reflect the position ofNTID or FOCUS magazine.

RIT will admit and hire men and women,veterans, and persons with disabilities of any race, creed, religion, color, nationalor ethnic origin, sexual orientation, age, ormarital status, in compliance with all appropriate legislation.

Marketing Communications(716) 475-6906 (voice or TTY)(716) 475-5623 (fax)NTIDMC@rit.edu (e-mail)www.rit.edu/NTID (World Wide Web)

Recruitment and Admissions(716) 475-6700 (voice or TTY)(716) 475-2696 (fax)place4u@rit.edu (e-mail)

The NTID Foundation(716) 475-6836 (voice or TTY)(716) 475-5949 (fax)www.rit.edu/NTID/foundation(World Wide Web)

N T I D Quality of Secondary Education ofDeaf and Hard-of-Hearing Students

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part of their teachers. By completingtheir master’s degree in the SecondaryEducation program at NTID, teachersbegin their professional careers withexcellent credentials and positionthemselves to make very importantcontributions to the education offuture generations of deaf and hard-of-hearing students.

We have had many outstandinggraduates from the MSSE programwhom, I am proud to report, aremaking their mark in the teachingprofession. They are proving thatthey can be successful in a variety of teaching situations. In fact,graduates of the program are findingcareer placements in all areas of the country in both mainstreamenvironments and traditionalprograms for the deaf.

One example is Cari-Ann ClumChristensen, who now teaches deafstudents in the Broome-Tioga Boardof Cooperative Education Services(BOCES) program in Binghamton,N.Y. Cari-Ann, who graduated from the MSSE program in 1997,received the Michelangelo Award for Innovation in Teaching, an awardgiven by BOCES for which hersupervisor nominated her.

Another outstanding graduate isLori Niemann, who earned her

teaching certification during the 1998-99 academic year while studyingfor her master of science degree inindustrial engineering at RIT. In bothprograms, she held down an impressivegrade point average, and now she isregarded as an excellent teacher in hersecond year of teaching. Lori, whohappens to be deaf, teaches physics,chemistry, physical science, algebra,and pre-algebra to high school studentsat the Iowa School for the Deaf.

One international graduate of theMSSE program in 2000, Jun Hui Yang,has great ambition. She is one of thefirst, if not the first, deaf graduates of abaccalaureate program in China. Shenow is a doctoral student at GallaudetUniversity, and her plans are to returnto her home country and establish aninterpreter training program.

Michael Haddix, another 2000graduate, currently works with theMonroe BOCES #1 program in theEducation of the Deaf Department,serving in two different roles. He teachesAmerican Sign Language to seniors atPittsford Mendon and Sutherland HighSchools in the Rochester, N.Y., area.He also works individually with two deafstudents at two different high schools.

Matt Boyd is a high school teacherwith the Brazos Valley Regional DaySchool for the Deaf in Bryan, Texas.

His duties include teaching English,algebra, sciences, and government/economics to deaf students who arenot mainstreamed for those courses,writing individual education plan(IEP) goals and attending IEPmeetings for all of his students, andworking on the team that planstransition for graduating seniors.Matt also assists in overnight fieldtrips for students to visit colleges andattend special deaf culture functions.According to his supervisor ConnieFerguson, he “gives of himself, worksvery hard, and is knowledgeable and well prepared.”

Pam Hatch, principal of theRochester School for the Deaf (RSD),reports great satisfaction with thecaliber of the MSSE graduates who have entered service at RSD.According to her, the MSSE programoffers a much-needed trainingprogram for secondary level teachers,and she feels that RSD is fortunate tohave a source of prospective teachercandidates so close by.

Cari-Ann, Lori, and Michael arejust three examples of MSSE graduateswho are making a difference in theeducation of young deaf and hard-of-hearing students in schools throughoutthe United States. My hope is thatthey will become change agentswithin their schools and influenceothers to adopt similar teachingtechniques, strategies, and attitudes.

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If you’d like more informationabout the MSSE program, contactDr. Gerald Bateman, chairperson,at (716) 475-6480 (voice/TTY) orgcbnmp@rit.edu. Our Web site:http://www.rit.edu/~437www/provides details about the programas well.

Dr. Robert Davila, left, chats with Sarah Bienias, a 2001 graduate of the MSSE program fromLowell, Mass.

While NTID may notseem like a namesynonymous with Wall Street movers and

shakers, a look at the top companiesfrom the Fortune 500® list proves that the college has made some veryimpressive connections.

More than one-third of the top 100on the list have developed partnershipswith NTID, providing the college withcooperative work experiences, graduateemployment, gifts of equipment andtechnology, scholarship assistance, andthe time and talents of individuals whowork for them.

Enhancing opportunities at Kodak

Allen Vaala, formerly director ofuniversity relations and collegerecruiting for Eastman Kodak Companyand now director of NTID’s Center onEmployment (NCE), considered hisoriginal contacts with NTID to be partof the ongoing relationship between the

photo giant and the greater RITuniversity. That was until he met LindaIacelli, NCE employment advisor, andattended a session of the employerworkshop “Working Together: Deafand Hearing People.”

“I attended Working Together andfound it was very well done,” Vaalasays. “I learned a lot and realized thatit really is not difficult to work with a deaf or hard-of-hearing hire. Kodakand other companies are looking fortop high-tech workers who must becomputer literate in all fields. Themajors that NTID has in computer-related fields strengthen the college’sability to produce the kind of graduatesemployers are looking for. After workingwith Linda I vowed that I wanted toenhance opportunities for all companiesto work with NTID graduates.”

While at Kodak, Vaala wanted to hire deaf and hard-of-hearing studentsin two-year, four-year, and master’sprograms. As a result, three co-opstudents worked with two differentsupervisors that summer. Another two

NTID students were hired into Kodakco-op jobs through the IndustrialManagement Council.

“The supervisors had very positiveexperiences and didn’t find thestudents’ deafness to be a barrier,”Vaala explains. “Kodak now has a full-fledged recruitment drive at NTID.”

Vaala helped generate excitementabout working with NTID studentsduring his tenure at Kodak. InDecember 2000, the company held itsfirst ever “Kodak Day” at NTID,collecting résumés for full-time, co-op,and intern positions, interviewing,presenting technical demonstrations,and giving prizes.

“In the future, people with disabilitieswho also possess high tech skills willbe tapped more and more,” says Vaala.“Kodak has found a wealth of talent atNTID right in their own backyard. Thetop people companies are looking forare right here. It’s a win-win situationany way you look at it.”

In addition to employmentopportunities, Dr. Mary Jane Hellyar,general manager of Consumer FilmBusiness, Consumer Imaging, and vicepresident for Eastman Kodak Company,has joined The NTID FoundationBoard of Directors.

“I am very impressed with therecord of NTID and the impact it hashad on students’ lives,” Hellyar says.“Looking to the future, the fast pace of technology innovation will provideNTID with significant opportunities to continue to make a difference.”

Interaction leads todedication

For Becky Mark, technical manager atLucent Technologies in Naperville, Ill., afirst interaction with deaf co-workers ledto personal and company-wide dedication.

“Back in 1989 I was a technical peer

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In Good Company: NTID and the Fortune 500By Susan L. Murad

Get the picture? Fourth-year digital imaging & publishing technology student Kevin MacFarlandgets career advice and a camera from Allen Vaala, former director of university relations andcollege recruiting for Eastman Kodak Company and now director of NTID’s Center on Employment,at the college’s first “Kodak Day.” RIT Interpreter Patricia Gates facilitates the conversation.

mentor to a deaf colleague, and thatbegan my journey into developing adedication to hiring talented deaf andhard-of-hearing workers at Lucent,”she says. “Since 1989 I have had deafpeers, and now I’m a manager of deafand hearing employees in my group.”

Among those deaf employees arethree NTID/RIT alumni — Mike Botte(’90), Todd Hlavacek (’96), and GaryEtke (’77).

“I began learning sign language in1989 and enjoyed it so much I wentback to school and passed the interpretertraining program,” Mark says. “I am fluent in sign language and can interact one-on-one with my deafgroup members. Of course, for groupmeetings, we work with an interpreter.”

The Naperville facility — Lucent’slargest, with more than 11,000employees — ensures that all majormeetings have an interpreter present.

“There is a true demonstration ofaccessibility here at Lucent,” saysMark. “We have one full-time staffinterpreter and a number of contractedinterpreters at any given time. Wework hard at making sure deaf peopleare not left out of the process.”

Not only is Lucent ensuring thatdeaf people are not left out, thecompany has taken steps to educatehearing colleagues about deafnessthrough DeafNet, an organization of deafand hearing employees that sponsorscourses in American Sign Language and deaf culture that can be taken on

company time throughout the workday. “To date, more than 500 employees

have taken courses through DeafNet,”says Mark. “This commitment of our employees and the company’ssponsorship of the courses has helpedto improve communication both inwork-related and social situations for our people.

“In the future we will continue topartner with NTID. We have foundthat the students and graduates we’ve hired as co-ops, interns, and full-timeemployees are motivated, hard-working,and great contributors to Lucent. Withthe technology world changing andadvancing, it would be great to see

more positions open to deaf and hard-of-hearing people.”

Xerox’s four-tieredpartnership

Xerox Corporation’s proximity toRIT in Rochester, N.Y., has led topartnerships in four major areas ofNTID — employment, equipment,scholarship, and personal commitment.Employment of NTID graduates andco-op students by Xerox has been amainstay for many of the technicalprograms offered by the college.Equipment donations by The DocumentCompany® have helped NTID stay on the cutting edge of technology in anumber of programs such as DigitalImaging & Publishing Technology andin the newest NTID program, ComputerAided Drafting Technology.

“Scholarship and equipment supportare critical to the success of ourstudents,” says Dr. Robert Davila, RITvice president for NTID. “Our friends atXerox have understood these prioritiesand have partnered with us to provideboth. As a result, we are able to producehighly trained graduates, many of whomcan walk into a company and work onequipment they have already used inclassrooms or labs.”

In addition to assistance at thecorporate level, two members of Xerox’sleadership have invested personally inNTID by serving on The NTID

FOCUS 5

Corporate commitment Becky Mark, second from right, chats in sign language with deaf co-workers, from left to right, Rodney Dinkins, Mike Botte, Gary Etkie, and Todd Hlavacek. Lucent Technologies encourages interaction among deaf and hearing workers.

High-tech know-how Through the use of donated high-tech equipment such as the Xerox 8830,Computer Aided Drafting Technology Assistant Professor William LaVigne, right, can provide real-worldexperience for, from left to right, students Napoleon Rogers, James Galvan, and Michael Laing.

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Foundation Board of Directors. FrankSteenburgh, senior vice president andworld wide general manager, corporateofficer of Xerox Corporation’s GraphicArts Business, has served on the boardsince 1992, and David Kearns, retiredchairman of the board of Xerox is theNTID board’s first and only honorarymember.

“The partnership between NTID and Xerox has proven valuable to bothparties,” says Steenburgh. “NTID hasbenefited from the equipment Xeroxhas donated to the college’s High TechCenter, leading to learning that resultsin placement of students in the graphicarts industry. Xerox has benefited fromthe support these students bring toXerox, resulting in placement of Xeroxproducts and solutions in the graphicarts market.”

Steenburgh was so impressed withthe activities of the college and itsmission to keep NTID at the forefrontof technology education that he andothers at Xerox established the DavidKearns Scholarship for Excellence inTechnology. The scholarship, awardedannually to an NTID student whodemonstrates great promise in atechnology area, is in honor of Kearns’pioneering spirit.

Ford Foundation invests inteacher development

A grant from The Ford Foundationmade possible the development of apilot program for teacher developmentthrough distance learning offered byNTID’s Master of Science in SecondaryEducation of Students Who Are Deafor Hard of Hearing (MSSE).

In aligning with the institute’sstrategic goal of increasing NTID’simpact on teacher development ininnovative ways, Ford’s grant supportsthe transformation of one of the corecourses in the MSSE program, “DeafStudents: Educational and CulturalDiversity,” into distance learning formatsthat can be effectively delivered as in-service professional development forcurrent teachers or as an additionalcourse elective for students in teacherpreparation programs.

“There is a national need forteachers at the secondary level who arecapable of effectively teaching deaf andhard-of-hearing students in core subject

areas such as math and science,”Davila says.

While The Ford Foundation operatesin the philanthropic arena, Joe W.Laymon, executive director of HumanResources in Business Operations of TheFord Motor Company, serves on TheNTID Foundation Board of Directors.

“Joe brings a tremendous wealth of knowledge and commitment to the board,” says Gracie Coleman,chairperson of the foundation board.“We are fortunate, indeed, to have himas part of our organization.”

These are just a few examples of themany partnerships between NTID andthe leading organizations in the world.Their commitment to the college andthe success of deaf and hard-of-hearingstudents go beyond mere words. Theiractions produce results that have atremendous impact on the advancementof deaf and hard-of-hearing peoplethroughout the world.

Fortune 500® is a registeredtrademark of Fortune magazine. Usedwith permission. All rights reserved.

Learning to teach Duane Styles, standing,former student of the NTID Master of Sciencein Secondary Education of Students Who are Deaf or Hard-of-Hearing (MSSE), gainsvaluable experience as a student teacher atthe Rochester School for the Deaf. The MSSEprogram has benefited from its partnershipwith the Ford Foundation.

General MotorsWalMartExxon/MobilFordGEIBMCitigroupAT&TPhilip MorrisBoeingBank of AmericaSBC CommunicationsHewlett PackardKrogerState Farm Ins.Sears RoebuckAmerican

InternationalGroup

EnronTIAA-CREFCompaqHome DepotLucent TechProcter &GambleAlbertson’sMCI Worldcom

Fannie MaeK-MartTexacoMerrill LynchMorgan Stanley

Dean WitterChase ManhattanTargetBell AtlanticMerckChevronJC PennyMotorolaMcKesson HBOCIntelSafewayIngram MicroE.I. DuPontJohnson &

JohnsonCostco WholesaleTime WarnerUPSAllstate Ins.Prudential Ins.AetnaBank One CorpUSX

Lockheed MartinMetLife Ins.Goldman Sachs

GroupGTEDell United TechBell SouthCardinal HealthConAgraInternational PaperFreddie MacAutoNationBerkshire HathawayHoneywell

InternationalWalt DisneyFirst Union CorpWells FargoDuke EnergyNY Life Ins.American ExpressLoewsPG&E Corp.ConocoCignaPepsiCoAMR

Bristol-Myers SquibbSara LeeFleet BostonSprintRaytheonCoca-ColaMicrosoftCaterpillarUnited Health GroupXeroxLehman Bros.

HoldingsDow ChemicalUtilicorp UnitedElectronic

Data SystemsJ.P. MorganCVSUALWalgreenGeorgia-PacificFederated Dept.

StoresSyscoSupervaluBergen Brunswig

124. EastmanKodak

The top 100 of the Fortune 500® list for 2001. Those in past and present partnership with NTID are in bold.

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Since its inception, NTID hasattracted intense interest andcuriosity from all corners ofthe United States and from

countries around the world.Upon opening its doors in 1968,

NTID formed close associations with organizations such as the WorldFederation of the Deaf (WFD) and theInternational Congress on Educationof the Deaf (ICED). These alliancesallowed faculty and staff members toshare NTID’s evolving concept oftechnical and professional college andcareer education for deaf and hard-of-hearing individuals with the globalcommunity in the hopes that similarinstitutions might be established inother countries.

NTID’s international presencestrengthened over the years, solidifyingin 1990 when the college hosted theICED conference. That year NTIDannounced it would begin acceptingqualified students from other countries.Initially, 32 applications were receivedfrom students in seven countries. Fromthis group 17 students registered.

Since 1990 NTID has enrolled 292international students. NTID’s

international alumni group represents76 graduates to date. From 1990 to1998 NTID was federally mandated to limit the number of qualifiedinternational students enrolled to 10 percent of the student body.

“The road to NTID for mostinternational students is not an easyone,” says Loriann Macko, internationaladmissions counselor for NTID.“There are obstacles students mustovercome — their own country’spolitical and educational infrastructures,the costs associated with attendingcollege in the United States, andEnglish language mastery.”

NTID reached its limit of enrolledinternational students in 1997 andagain in 1998. A reauthorization of theEducation of the Deaf Act in 1998raised the limit on enrolled internationalstudents to 15 percent. Despite anincreased capacity to serve students,NTID attracted only 79 internationalapplicants in 1999 because of limits to financial assistance. Of these, 42students were accepted, and 22 enrolled.

“The majority of our internationalstudents come from Canada,” saysMacko. “Between 1998 and 1999 many

deaf students from Canada lost anumber of funding resources fromwithin their country. This eitherdiscouraged or prevented them frombeing able to attend NTID.”

Tara Nesbitt, 19, from Oakville,Ontario, Canada, wrestled with theissue of funding while deciding toattend college in Canada or the UnitedStates. As a top swimmer, severalCanadian universities offered herscholarships. But RIT offered themajor she wanted, social work, in asupportive and accessible environmentwith hundreds deaf student peers.

Nesbitt chose RIT. The cost of hereducation is supported in part by theRyoichi Sasakawa Scholarship Fund.Established in 1993 through a $2 milliongrant from the Sasakawa Foundationof Japan, the fund has providedscholarship assistance to qualified deafinternational students like Nesbittenrolled at RIT through NTID.

“It was a difficult decision for me toleave Canada,” say Nesbitt. “Comingto RIT has proved to be one of thesmartest choices I have made in my life.I am in the program that’s right for me,and I am having fun on the RIT women’s

International StudentsBring the World to NTIDBy Frank A. Kruppenbacher

“We are all not so very different,” says applied computer technology student Qing Quan, left, from Beijing, China, seen here enjoying a conversation with internationalstudent admissions counselor and NTID/RITalumna Loriann Macko, center, and SospeterOloo, applied accounting student fromTanzania, East Africa. Deaf and hard-of-hearingstudents from 21 different countries bring aglobal perspective to the campus as they pursuecareer-oriented technical and professionaleducation programs at NTID and RIT.

swim team while immersing myself inthe great deaf community here at NTID.I need to ask for no more.”

One of RIT’s deaf internationalstudents went to great lengths to securefunding for his education. AnthonyManion, 31, of Sydney, Australia, wasintent on enrolling in RIT’s highlycompetitive Film, Video, and Animationprogram. He launched a letter writingcampaign and reached out to 120funding prospects across Australia. Hisefforts paid off, and Manion received

enough money from interestedindividuals and corporations to fullyfund his RIT education for four years.

“Money was just one of mystruggles,” says Manion, now in histhird year at RIT. “When I applied toRIT through NTID I first had to passthe test for high school equivalency.There were so few resources for deafstudents in Australia that I could onlycomplete my education up to theeighth grade.

“I passed that test and my Test ofEnglish as a Foreign Language (TOEFL),and with the generous support offriends back home I am here at RIT.This is the first time in my life I amreceiving an education from teacherswho sign for themselves or throughservices of interpreters. It’s great!”

Second-year applied computertechnology student Qing Quan, 27,excelled in grade school, high school,and college in Beijing, China. Sheattended mainstream programswithout support and access servicesand completed high school one yearearly. She went on to be the youngeststudent at China’s ChangchunUniversity, earning her associatedegree in arts and handcrafts in 1992.

Quan’s goal is to attain a bachelor’sand perhaps a master’s degree while at

RIT and return to China to work andpossibly teach in the informationtechnology field.

She says that English, her fourthlanguage in addition to spoken andsigned Chinese and American SignLanguage, continues to challenge her.

“Although I passed the TOEFL to enroll in NTID, I still have somedifficulties understanding English,” saysQuan. “I work in the Spoken LanguageLearning and Practice Lab at NTIDand volunteer as secretary of the Asian Deaf Club. I enjoy doing bothactivities because I can improve myEnglish and learn how Americanstudents, including Asian-Americanstudents, live, study, and think.”

This high level of personal andacademic motivation on Quan’s andManion’s parts is characteristic of deaf international students enrolled at NTID/RIT.

According to NTID enrollment data,on average, international studentsattending RIT through NTID are betterprepared academically than Americandeaf students. As a result, they persistat a higher rate. When analyzed byacademic major, deaf internationalstudents are more likely to directly enrollin programs offered by RIT’s seven othercolleges than those offered by NTID.

Such superior academicpreparedness contrasts sharply withinternational students entering theUnited States who are immediatelyconfronted with living in a land that is truly foreign to them. Housing,shopping, safety and security, andgetting along with Americans and theirlifestyle present challenges to someinternational students.

“Nearly every international studentexperiences some level of cultureshock,” says Macko. “To help thesestudents effectively cope with andovercome culture shock, I tell themthey are not alone. As a group,international students support andencourage each other, and Americandeaf students provide additionalsupport and positive perspective.”

Sinead Braiden, 28, completed RIT’sSocial Work program, graduating inMay 2000. Braiden hails from Dublin,Ireland, where she now works as access

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Tara Nesbitt

Lights, camera, action Anthony Manion, right, directs RIT student actors Tanya Takacs, left,and Leah Volpe in a scene for “Zachery’s Wishes,” an original short film he wrote and producedfor a class assignment.

officer for the Commission on ChildAbuse Inquiry at the Irish Deaf Society.

“It took me a while to get used tothe American way of doing things andthe people, too,” says Braiden. “I learneda great deal and grew personally fromthe experience. Students were interestedin learning Irish Sign Language, so Iwas happy to teach them about Irishways and Irish deaf culture. That way I could keep culturally connected tomyself and understand my Americanfriends better.”

Fifth-year information technologystudent Nicholas Yuyama says that heovercame culture shock by delvinginto learning the latest technologyrelated to his major. Yuyama came toNTID/RIT as a transfer student in 1994from Tsukuba College of Technology,NTID’s sister institution in Amakubo,Tsukuba, Japan.

“I have not intended to seek outJapanese, or deaf, or hearing students tosocialize with,” says Yuyama. “I enjoybeing with people I can communicatewith, and those who share my infiniteenthusiasm to learn more about thelatest technology, no matter who they are. It is RIT’s dynamic culturalvariances, I believe, that truly preparesindividuals to meet the challenges of a new generation.”

While Braiden’s and Yuyama’sexperiences are not as extreme, in someparts of the world, people live in areaswhere any disability including deafnessis openly discriminated against.

Ziao Fong HsiaRIT’s earliest known deaf andinternational student is Ziao Fong Hsia.

Hsia came to America andRochester, N.Y., from Imperial Chinain 1909 with Mrs. Mills, a teacherfrom the Rochester School for theDeaf (RSD) who toured extensivelythrough China demonstrating methods

of teaching deaf students used in America at that time. He enrolled in RSD andimmediately became popular among his classmates and teachers, excelling in hisstudies each year until graduating from high school.

In 1921 Hsia entered the School of Applied and Fine Arts at the RochesterAthenaeum and Mechanics Institute, the forerunner of the present day RIT. Hematriculated into the teachers’ training course for three years of study in crafteducation, including design and color, drawing, and metal and jewelry work. Healso made a special study of photography through classes taught at the EastmanKodak Company. To satisfy requirements for his graduation he conductedafternoon classes in metal work at RSD.

Hsia was a faithful and conscientious student. He ranked high among his class of 120 graduates of the Institute in 1923 and earned membership into the Lomb Honors Society for his academic excellence. Although he was fullyAmericanized, immigration laws of the time required Hsia to return to Chinafollowing his graduation.

Upon his arrival in Ningpo, China, Hsia took a position with an architect’soffice utilizing his skills in mechanical drawing that he had gained from theInstitute. He went on to take the position of chief accounting clerk in the ChineseCustoms Service.

He kept in regular contact with his former RSD classmates and teachers. Hsia’s last letter to the school, dated May 27, 1979, expresses his regrets for notbeing able to attend the school’s 75th anniversary due to failing health.

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Sospeter Oloo, 34, of Dar Es Salaam,Tanzania, East Africa, had normalhearing until he fell off a bicycle andsuffered a head injury at age 15. Helost all sense of hearing from theaccident and continued at mainstreamschools since his country did notprovide specialized schooling for deafstudents. He first learned about NTIDfrom an advertisement in WFD News,the official publication of the WorldFederation of the Deaf. With no hopefor a college education with needed

support and access services in hisnative country, Oloo taught himselfEnglish and applied to NTID.

“In Tanzania, deaf people are openly discriminated against in termsof education and employment,” saysthe second-year applied accountingstudent. “I want the opportunity tobecome a teacher. With a college degreeI will have a kind of power that notmany others in my country have. Mydear friends at NTID have given me an invaluable gift.”

Nicholas Yuyama

Deaf NTID faculty and staff members who joinedthe college during its earlyyears remember many

challenges—including having no directtelephone access. NTID welcomed itsfirst class of deaf students in 1968, the same year that Teletypewriters forthe Deaf, Inc. (now known as TDI)was established to collect and distributebehemoth teletypewriters (TTYs) todeaf families around the country. Bythat fall, there were no more than 175 TTYs in the country, but nonewere in Rochester, N.Y.

In an effort to develop equal access to the telephone for deaf facultyand staff, NTID experimented withthree devices: the Electrowriter, a penand stylus telephone device; AT&T’s Code-Com, requiring memorization of Morse code and transmissionthrough a vibrating button and flashesof a small lamp; and more than 30Stromberg-Carlson Vistaphones, videotelephones which, because of specialwiring needs, could only be used forcalls on campus. None of these deviceswas good enough to make a telephonecall home without a strategic plan.

By 1972, there were about 40 TTYs in Rochester, but only two orthree on RIT’s campus. Of the tens of

millions of telephones in the UnitedStates and Canada at that time, stillless than one percent were usedregularly by deaf people. Most deafpeople depended on their hearingneighbors or family members to act as intermediaries for business calls ormedical consultations, and NTIDstudents lined up to get help from aninterpreting center on campus to makepersonal telephone calls.

During the late 1960s, threeenterprising deaf men, Robert H.Weitbrecht, James C. Marsters, andAndrew Saks, began a process that ledto access to an affordable phone systemfor deaf people around the world.Weitbrecht, a successful physicist withthe Stanford Research Institute, had beenexperimenting with a teletypewriterconnected to his short-wave radio.When Marsters, a prominent deaforthodontist, met Weitbrecht and sawhis TTY, he immediately suggested thepossibility of resolving deaf people’sdecades-long struggle to have access totelecommunications without relyingupon hearing people as go-betweens.Andrew Saks, a deaf engineer, broughthis business acumen to the group,which soon set to work overcomingthe daunting problems they faced.

A Phone of Our Own, written by

Dr. Harry G. Lang, professor in NTID’sDepartment of Research, and publishedin 2000, documents the long battle of the Deaf community with corporateAmerica to acquire a visual telephonedevice. The book describes howMarsters, Saks, and Weitbrechtcollaborated to solve the technicaldifficulties of developing a couplingdevice for TTYs that would translatesounds into discernible letters. Moreremarkably, and with the help of anexpanding corps of deaf advocates,they successfully assaulted theAmerican Telephone and TelegraphCompany, which, in its efforts toprotect its monopoly, smashed oldTTYs to keep them from being usedfor potentially competitive purposes. A Phone of Our Own recounts in vividterms how many other deaf individualsand groups from all walks of life joinedthe three pioneers in their movement toempower the deaf community.

The original goals of developing aportable and affordable telephonedevice were slowly realized over aperiod of decades. By the middle of the 1970s, microminiaturization led to TTYs weighing less than 10 pounds.But these devices were still tooexpensive for most deaf people,remaining so until companies like

10 FOCUS

A Phone of Our Own:NTID pioneers in thetelecommunicationsaccess storyBy Kathryn L. Schmitz with Harry G. Lang

A Phone of Our Own: The Deaf InsurrectionAgainst Ma Bell is a story of empowerment, abattle for independence and access.

FOCUS 11

Paul Taylor, associate professor in NTID’s Applied Computer Technology Department, right, formed the first local advocacy group in St. Louis, Mo. in 1968,to collect, overhaul, and distribute the behemoth teleprinters to deaf families. With him are his wife Sally, also a pioneer in the telecommunications accessmovement, and their son, David.

12 FOCUS

Ultratec began manufacturing lesscostly products in the 1980s. Anothergoal established by Marsters, Saks, and Weitbrecht was a system tocommunicate by TTY with any hearingperson who did not have such a device.In the research for this book, it wasdiscovered that Saks and Marsters hadestablished private relay services inCalifornia as early as 1966. It took an“insurrection” in the form of manyprotests and legislative battles, however,to bring relay services to the deafcommunity as a whole, most notablywith the Americans with DisabilitiesAct (ADA) of 1990.

In effect, the modem developed byWeitbrecht, Marsters, and Saks was nota technological wonder as much as itwas an economic gateway in a socialrevolution. These three deaf men, andthe many deaf and hearing people whofollowed in their footsteps, bridgedscience, technology, and society toenhance the lives of deaf people. Whilewe in the United States enjoy suchaccess, more than half of the hearingpeople in the world have never madeor received a single telephone call.

With a grant from the NationalScience Foundation and support fromTDI and Marsters, research for thebook conducted during summers andweekends took five years. The bookwas critically reviewed as “inspiring”by Publishers Weekly in its March 13,2000, issue. Booklist, in its April 15,2000, issue, noted that the book“chronicles a most important leap fordeaf communication from the 1960sthrough the 1990s, of which many ofthe hearing population are unaware.”QST magazine called the book a

“compelling technological history” inits November 2000 issue: “You don’thave to be deaf to be intrigued by APhone of Our Own: The Deaf InsurrectionAgainst Ma Bell. On the contrary, you’llcome away with a deeper appreciationof this little-known struggle for equalcommunication access.”

Additional kudos came from theJanuary 2001 Silent News, “It is likelooking at an historical document: I can never again answer that flashinglight without knowing memory of thelong struggle with corporate America—AT&T and others—for recognition of a dire deed. Great reading!”

The February 2001 issue of Lingua Franca remarked, “Even if theInternet ends up severely reducing

TTY use, Lang feels that the history ofthe TTY will remain important becauseit can ‘inspire young deaf people tobecome advocates of their needs astechnology evolves.’”

The historical research for A Phoneof Our Own as well as some of NTID’sown pioneers in telecommunicationswere recognized by TDI in December1998 when the organization celebratedits 30th anniversary. Among the deafand hearing “movers and shakers whobridged the gap between deafness andhearing loss and the ever-changingtelecommunications network” werefaculty and staff members and NTIDgraduates who played significant rolesin the founding, growth, and successof TDI and contributed to bringingdeaf people into an era of better TTYs,television captioning, and equal accessto the wider world.

Paul Taylor, associate professor inNTID’s Applied Computer TechnologyDepartment, was one of the top 30individuals honored by TDI for hiscontribution to telecommunications

accessibility for America’s deaf andhard-of-hearing citizens over the past30 years. One of the earliest users ofthe TTY, Taylor developed the firstsignificant local network of TTYs in St. Louis, Mo. He also authored atechnical manual for TDI agents torebuild scrap TTYs and place them inthe homes of deaf people around thecountry. Taylor’s most significantcontribution to the field was hisadvocacy for a nationwidetelecommunications relay service.While working at the FederalCommunications Commission duringa leave of absence from NTID in 1989-91, he helped promulgate theregulations to which all relay servicesmust adhere.

Other NTID faculty and staffmembers and graduates of NTID werehonored by TDI for playing prominentroles in telecommunications history.The book’s author was recognized forhis historical account, and Dr. T. AlanHurwitz, dean for NTID, was recognizedas a key player in TDI’s Mission 2000Strategic Planning Document. SallyTaylor, retired lecturer in NTID’sDepartment of Cultural and CreativeStudies, was honored as one of thepioneer deaf women in the TTYmovement and a leader in the pioneernetwork development in St. Louis.Judy Viera, former NTID English teacher,was acknowledged for surveyingtelephone relay service practices andproviding the basis for the FederalCommunications Commission relayenforcement standards.

NTID graduates were also praised for their contributions totelecommunications access. RobertMather, a 1974 social work graduate,was recognized for his work as anattorney in the U.S. Department of

This chapter from deaf history is a lesson in persistence, creativity, and the genius of community.

Editor’s note: A Phone of Our Own, by Dr. Harry G.Lang, professor in NTID’s Departmentof Research, is available through:

Gallaudet University Pressc/o Chicago Distribution Center11030 South Langley AvenueChicago, Illinois 60628 1-800-621-2736 (V)1-800-630-9347 (TTY)1-800-621-8476 FAX

“agents” who were involved in themovement to locate, rebuild, anddistribute the early TTYs. Those fromNTID included Warren R. Goldmann,associate professor in NTID’sEngineering Support Department, and graduates Carmelo Sciandra,electromechanical technology 1974,and William Brown, Jr., engineeringtechnology 1973.

Thirty years later, remarkableprogress has been made. Today, a TTYin every deaf and hearing faculty andstaff member’s office at NTID, access to e-mail and the Internet, and hand-held communications terminals allowdeaf faculty and staff members to faxor e-mail messages while on the go.With such telecommunications accesshas come independence andempowerment, but none of this wasachieved without great struggle.

The increased sophistication intoday’s technology was built on thepioneering efforts of Weitbrecht,Marsters, and Saks and the deafcommunity they mobilized. Thischapter from deaf history is a lesson in persistence, creativity, and the genius of community.

FOCUS 13

Justice. Also recognized were DavidNelson, a 1985 computer informationsystems graduate who served as amember of the DC Relay AdvisoryCouncil, and Linda Nelson, a 1973business administration graduate whoworked with video relay services.David Rosenthal, a 1978 graphicdesign graduate, was thanked for hisassistance to TDI with the EASE projectfor 9-1-1 access. Norman Williams,1984 electromechanical technologygraduate, was recognized for hisdevelopment of the Futura TTY software.

The college of NTID itself wasrecognized by TDI for having provento be an “ideal test market” for newproducts and services for deaf andhard-of-hearing consumers. Asdescribed in A Phone of Our Own, inaddition to field-testing the various telephone devices, NTIDcollaborated with Rochester Instituteof Technology’s College of Engineeringto develop one of the first portableTTYs. Although the device was notmarketed, members of the NationalAssociation of the Deaf and the U.S.Office of Rehabilitation tested it whenDr. E. Ross Stuckless, professor emeritusof NTID, and Jim Walker, professor inRIT’s electrical engineering program,

brought two of the TTYs toWashington, D.C., in 1969 anddemonstrated them in hotel rooms.

At its 30th anniversary celebration,TDI also recognized a long list of

In 1964, Robert G. Sanderson, 2nd from left, president of the National Association of the Deaf, types a telephone message with, left to right, Robert H. Weitbrecht, James C. Marsters, and AndrewSaks looking on. Marsters and Sanderson have received honorary doctoral degrees from RIT for their contributions to the education of deaf people and served on NTID’s National Advisory Group.

Author Harry G. Lang, professor in NTID’s Department of Research, with one of the two modemsused in the first TTY telephone call in November 1964.

supposed to initiate whatneeded to be done. It’s allabout being proactive. Yousee something that needs tobe done, and you do it.”

Fehrenbach alsodiscovered that it is up toher to overcome prejudicestowards deaf people.

“Many hearing people,when they first meet me, arenot quite sure how toapproach me,” she explains.“Rather, I’ve learned toapproach them and let themknow that I am not going to‘bite.’ I wish people weremore understanding.”

Xerox has been verysupportive, says Fehrenbach,by requesting interpreterswhenever she needs themand by purchasing a TTYwith a flashing light forincoming calls. “My managerhas helped and encouragedme a great deal,” she says.

Fehrenbach’s parentsdiscovered she was deaf whenher mother was vacuumingand six-month old Tonia didnot wake up. Soon after, atest confirmed she wasprofoundly deaf. Nine yearslater, her brother was alsoborn deaf. With two hearingsiblings and no other deafnessin the family, Fehrenbach andher brother’s deafness stillremains a mystery.

Fehrenbach lived in RapidCity, S. D., most of her life,where she attended highschool and one year of college.

“After one year, I decidedit wasn’t the place for me,”she says. Transferring to RITin 1990, Fehrenbach earned abachelor’s degree in marketingin 1995 and has stayed inRochester ever since.

“I chose RIT because Ihad very few experienceswith other deaf people, and I was beginning to feel as if Iwere on my very own island,”she says. “I wanted to meetmore people like me. I didn’teven know sign language. I chose RIT because of thewide variety of people, bothdeaf and hearing.”

Today, 29-year-oldFehrenbach is a schedulerand project manager withXerox Internet DocumentServices, where she allocatesappropriate resources andsets timeframes needed todeliver a customer’s requestin a timely fashion. As aproject manager, shecommunicates withcustomers as well as manydifferent people working ona particular job to ensureproper, efficient completion.

On-the-job communicationchallenges are few, she says,because she speaks and reads lips well. But becauseshe is unable to use thephone, she relies heavily one-mail for communicationamong her colleagues.

“I thank God for e-mailevery day because without it, deaf people would be at a very serious disadvantage,”Fehrenbach says. “E-mailallows me to communicatewith customers. Many of

my customers do not realizeI am deaf, and if they do,they don’t care because Iprovide a very high level ofcustomer service.”

In staff meetings,Fehrenbach positions herselffor optimum visual benefit,and the person talking holdsa small stuffed dog to helpprevent rapid back and forthconversation and to allowFehrenbach to follow theconversation flow.

She is very active inanimal rescue and hasvolunteered at LollypopFarm for more than fiveyears. In addition to caringfor their three dogs and six cats, she and her newhusband Rob Fehrenbachvolunteer for the AnimalRescue Team and providefoster care for cats throughGRASP (Greece ResidentsAssisting Stray Pets).

With six courses left tofinish her master’s degree in information technology,Fehrenbach is consideringpursuing an MBA in accounting or finance, or possibly a new career in teaching.

Along the way, ToniaJimmerson Fehrenbachremembers to live well,laugh often, and love much.

“I am a very happyperson, and it is because Ihave always taken mattersinto my own hands,” shesays. “I cannot think of lifein any better way than it isnow. Life is a precious gift.”

14 FOCUS

ALUMNI PROFILE

Tonia Fehrenbach

Not too manypeople can saythey’ve achievedall of their

dreams by age 29, but Tonia(Jimmerson) Fehrenbach can.

“I am very proud thatdespite being a deaf person Ihave been able to achieve allof my dreams,” Fehrenbachsays. “Graduating from highschool and college, having a great job, getting married,having a house, and nowstudying for my master’sdegree. Being deaf does notmean that you cannotachieve your dreams.”

Not until her third andfourth years at RIT did sherealize that deaf people areequal to hearing people, andthat she could do anything aslong as she put her mind to it.

“It was during that time that I developed selfconfidence and learned howto be proactive, which is themost important aspect ofsurviving in the businessworld,” Fehrenbach says.

Fehrenbach learned thatsurvival tactic five years agoas a new employee for Xerox,where she often felt isolatedand left out of conversations.

“My first few monthsweren’t the best,” she recalls.“I wasn’t sure what to do. I kept waiting for someoneto tell me what I wassupposed to be doing.

“I finally figured out that I was the one who was

by Karen E. Black

Tonia Fehrenbach

Marcus Holmes,a Detroit native,doesn’t hesitateto extol the

virtues of RIT’s cooperativeeducation experience. A 1999graduate of RIT’s mechanicalengineering technologyprogram, he believes thatcooperative work experienceshelp students decide whethertheir field of study is whatthey want to do after college.

“It helps students preparethemselves for the workingworld,” says Holmes, whonow works at The GleasonWorks, a manufacturingfirm in Rochester, N.Y.“This programs savesstudents time and moneybecause no one wants towaste five years of theirtime in college and end upwith a job that they dislike.

“What many collegestudents don’t realize is thatnot everything they learn isapplied on the job,” he adds.

Holmes is a toolingengineer-drafter in the Bevel Tooling Department of The Gleason Works.Established in 1865 inRochester, the companydesigns, manufactures, and sells machinery andequipment for the productionof bevel and cylindrical gearsused in the automotive andtrucking industries as well as aerospace, construction,farming, and marineapplications. In fact, KateGleason, the companyfounder’s daughter, was thefirst woman to study

engineering at CornellUniversity, but she returnedto help her father with thebusiness before graduation.In 1917, she was the firstwoman to be elected tomembership in the AmericanSociety of MechanicalEngineers, and both the Kate Gleason College ofEngineering and the KateGleason Residence Hall atRIT are named after her.

“Many companies havetheir own standard of doingthe same things,” saysHolmes, who never residedin Gleason Hall during hiscollege years at RIT. “When I started co-op at Gleason, I was frustrated at first. Astime passed, I began tounderstand how to do my jobbetter. I was given training ondifferent tasks that were nottaught at NTID/RIT.”

Holmes’ duties includecreating new drawings ofexisting parts and makingchanges based on customerspecifications; preparing andaltering scale detail drawingsof units and componentsfrom drawings andspecifications prepared byproject engineers; checkingdrawings for scale, accuracyor dimensions, tolerances,and material specifications;and revising drawings to fitcustomer specifications.

Holmes chose to work at Gleason because he wasinterested in learning moreabout how the companydesigns and builds its productsand because the company

gave him an opportunity tobe part of their team. He saysthat since he took hispermanent position atGleason, his responsibilitieshave increased.

“That’s good because what I need is challenge,” he explains. “I always try toapproach my job with thepositive attitude of ‘I’m goingto work this out’ and try tobecome a better employee atGleason. No one is perfect inthis world, hearing people,deaf people, blind people.We all make mistakes in ourlives but we learn from them.”

Holmes is a strongbeliever in the need for goodcommunication skills in theworkplace. He uses e-mailand prides himself oneffectively communicatingwith his hearing colleagueswithout depending oninterpreters, only requestinginterpreters for large meetings.

The Gleason Worksemploys two other deaf RITgraduates: Jared Evans, asystems analyst, and DonaldCarter, a production supportengineer. Holmes also ismarried to a deaf RITgraduate, Sonya (Chaloux)Holmes, who earned herbachelor of science degree ininformation technology in1996 and now is a softwaretester engineer at Element K.The couple lives in Rochester.

Holmes has already setlong-term goals for himself.

“My goal is to expand myknowledge and experiencesas much as I can in different

FOCUS 15

ALUMNI PROFILE

by Kathryn L. Schmitz

Marcus Holmes

areas of engineering tobecome a successful designerin the future,” he says. “Ihope to be able to changepositions as my responsibilityincreases within the company,and I also would like to usemy experience to help thosewith work-related problems.Basically, I want to help mydepartment and the companygrow as the years go by.”

Editor’s note: Moreinformation about The Gleason Works can be found athttp://www.gleason.com/.

Marcus Holmes

Jamie BiserJamie Biser of Aurora, Ohio, hasdecided to become a chiropractor.He plans to enroll at Palmer Collegeof Chiropractic, in Davenport, Iowa,when he finishes his biomedicalcomputing degree at RIT this May.

“It’s the only thing I want to dofor the rest of my life, career-wise,”he explains. “I also truly believe in it with all of my heart. It hasnothing to do with the money orgetting a high doctoral degree forshow. It is what my heart wants to do, helping people withouttraditional medicine.”

Jamie has spent his time at RITdoing more than just preparing fora chiropractic career.

“I think being at RIT will be oneof my most memorable experiences,”he says. “I love the variety of cultures,the support services for the deaf,and lastly, the RIT rowing team.”

The 24-year-old has participatedon RIT’s crew team for three years, which has been his onlyextracurricular activity because it isso time consuming.

“I love crew because it is allabout teamwork, not about beingthe best rower,” he explains. “It also has taught me a lot about lifeand discipline and keeps me ingreat health.”

Trisha GardTrisha Gard has taken a hands-onapproach to life, preferring to getinvolved, doing things herself andlearning from her experiences. Thatapproach has served her well inengineering her college career.

“I chose computer integratedmachining technology (CIMT) asmy major because I have alwayspreferred working with my hands,”says the 23-year-old from FisherBranch, Manitoba, Canada. “I enjoydoing things like fixing my car andworking on my friends’ cars.”

For two years, Trisha has servedas a teaching assistant for CIMTstudents enrolled in NTID’sfreshman seminar course.

“My job is to help studentsthrough their freshman year byhelping them bond together,” sheexplains. “Developing a sense ofcommunity is really important.”

Trisha extends her community-building efforts into her work as aresident advisor (R.A.) in RIT’sEllingson Hall dormitory, a positionshe has also held for two years.

“I like to help other students,especially freshmen,” says Trisha,who received an award last year forher work as an R.A.

Now in her third year at NTID,Trisha plans to pursue a bachelor’sdegree in engineering at RIT next year. She hopes to somedayreturn to NTID as a teacher in the CIMT program.

Delee WindsorAt age 2, Delee Windsor, now 20,was abandoned at a police station inKorea. His deaf parents adoptedhim when he was 3, and he becamean American citizen at 4 years old.Delee did not let this inauspiciousstart stop him from becoming anhonors student and well-roundedindividual at RIT.

Delee has traveled throughoutthe world through the uniqueForeign Exchange program at hisschool, the Rochester School for theDeaf. In 1996, he lived with hostfamilies in France and England fortwo weeks. In 1999 he stayed withhost families in Sweden, France,and Italy for about two and a halfweeks. Delee hopes to travel toAustralia and visit his country ofbirth, South Korea.

A second-year student in theComputer Integrated MachiningTechnology program, Delee creditsNTID’s Summer Vestibule Program(SVP) with helping him select themajor that complements his skillsand interests.

“SVP helped me to find mymajor, and I love what I am doingnow,” he says.

Jamie Biser

Delee Windsor

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16 FOCUS

Trisha Gard

as ASL Floor President and Kappa PhiTheta Vice President.

A 2000 graduate with a bachelor of science in biology from RIT, Andy is now working towards his advancedcertification in interactive multimediadevelopment. His graduate pursuits aresupported by NTID’s ProfessionalFellowship grant program.

“I hope to create multimedia siteson the Internet to help simplify andteach the difficult concepts andinformation for those interested in the field of biology,” he says.

Erin VlahosFirst-year student Erin Vlahos seessomething unique in college life atNTID/RIT.

“There’s a special magic in theactivities and clubs and in the way that people are involved—students and staff,” says the 19-year-old fromPittsburgh, Pa., who plays intramuralvolleyball and softball at RIT and is amember of the swing dance and snowskiing clubs. “You don’t feel alone here;people are very nice and supportive.”

The support services at NTID/RITare one of the reasons Erin chose tocome to college here.

“I went to mainstream schools mywhole life and had no help,” sheexplains. “Faculty and staff at NTIDand RIT provide support and haveexperience working with deaf students.”

One of eight children, Erin hastraveled extensively with her familyand alone. She lived in Brazil for a yearand is fluent in Portugese. She plans totravel more in the future, but for nowis concentrating on college.

Erin, who is a science student at RIT and plans to be a heart surgeon, is following in the medical-careerfootsteps of her family. Her father is adoctor of anesthesiology, her mother is a registered anesthesiology nurse,and one of her sisters is studyingultrasound technology.

“My uncle always tells me, ‘Life isshort; live it well,’” says Erin. “That’swhat I want to do.”

FOCUS 17

Erin Vlahos

Jerald CreerJerald Creer, a 25-year-old social workstudent from Richmond, Va., boasts anextensive resume in his field of study.He has just completed a two-quartercooperative education experience withAIDS Rochester, Inc., as a social workintern. His other experiences includeworking with Hillside Children’sCenter in Rochester for three years,serving as a peer outreach educatorwith the Men of Color HealthAwareness Project, and attendingHIV/AIDS related conventions in NewYork City; Albany, N.Y., Rochester,N.Y., and New Jersey.

His experience as a fourth-yearstudent in RIT’s Social Work program aswell as the NTID/RIT Dance Companyled Jerald to decide he wants tobecome a dance therapist, particularlyafter becoming involved with theAmerican Dance Therapist Association.

“I got involved with dance because I find it very therapeutic,” he explains.“Theater has offered me opportunitiesfor spiritual growth along with mentaland physical growth.”

Jerald has been involved with theGarth Fagan Dance Company inRochester, but has had to put hisdance career on hold while focusingon completing his degree.

“I never really connected dance andsocial work until I did some researchon disability and movement,” he says.“It is something that I want to do fulltime someday.”

Andy TaoAndy Tao, 24, decided to attend RITbecause of the quality of RIT’s educationand the opportunity to become involvedwith the hearing and deaf worlds.

“I have improved my skills withhearing people through interaction withmy hearing peers on campus,” he says.

Andy currently works as a tutor and Webmaster for NTID’s Science and Engineering Support ServiceDepartment, helping non-biologymajors tackle difficult courses such as microbiology. In his ongoing questto become a leader, he has beeninvolved in a multitude of roles, such

Jerald Creer

Andy Tao

Ed MolloyEd Molloy, 51, lost his job as asupervisor for a laundry company in1990 due to his deteriorating visionfrom Usher’s Syndrome. Motivated to continue to be a skilled worker, he passed his General EducationalDevelopment (GED) exam andreturned to college in 1995, 32 yearsafter leaving high school.

A fourth-year applied computertechnology student at NTID, Ed isback on a career track.

“I felt that working with computerswould be an ideal job for a person ofmy disability and because it is an areaof high demand,” he explains.

At NTID, he says that he receivesexcellent services to assist his visionneeds. Such services include havingan interpreter in the classroom who signs at a close proximity andtechnologies such as ZOOM textsoftware that enlarge the texts on computers.

Last summer, he worked at theAssociation for the Blind and VisuallyImpaired as a systems administrator.When he graduates this May with his associate of applied computertechnology degree, Ed hopes to find ajob and continue to work toward hisbachelor’s degree.

Stephanie ChesterA native of Baltimore, Md., Stephanie Chester, 31, says her lifehas improved since receiving her new cochlear implant (CI) andtransferring to RIT.

Before she transferred to RIT,Stephanie received a CI in 1998 toimprove her hearing and speech skillsbecause she felt she did not benefitfrom her hearing aids.

“I can hear well enough now tocommunicate with others in socialsettings,” she says.

Stephanie receives free speechtraining at NTID and says that theservices are extremely helpful for her.

In search of a new academicenvironment, Stephanie enrolled inRIT’s Information Technology

program. A talented basketball player, she decided not to pursue her basketball career at RIT, optinginstead to focus on her academics.Her diligent academic focus hasearned her Dean’s List honors and a4.0 grade point average in the springquarter of 2000.

Stephanie expects to graduate inMay 2002 and find a job as a PCsupport technician or programmer.

Tim VailTim Vail, 20, a second-year computerscience student from Lebanon, Pa.,has achieved some uncommondistinctions. Growing up in ruralPennsylvania, Tim competed in cowshow competitions. He proudlyboasts that his cow, Posie, was the 4-H grand champion three years at his local county fair and won All-PAhonors in 1998 for her class.

At RIT, Tim has not lost hiscompetitive edge, becoming involvedwith the campus chess club. He was victorious in the RIT/Gallaudetweekend chess competition in 1999 and placed second in a chesstournament in his section during hisfreshman year.

Tim has earned Dean’s List honorsevery quarter since entering RIT witha cumulative grade point average of3.9. He is a student lab instructorhelping deaf and hearing studentswith their studies and also is involvedin the Campus Crusade for Christand Intervarsity clubs.

Tim is still unsure of what hewants to do with his career.

“I like programming, but I feelthere might be other technical thingsthat I would like to do,” he says.

18 FOCUS

Tim Vail

Stephanie Chester

Ed Molloy

Antilla ZulkiflAntilla Zulkifl has a real zest for life.She likes to get involved in manyactivities and try new things.

“I enjoy playing sports, socializing,and performing,” says the 20-year-oldfrom Atlanta, Ga. “I’m into so manythings; I don’t want to choose just one.”

She selected NTID/RIT for collegebecause of the unique options andexperiences available to her here.

“I like being with people who grewup in a mainstream environment like I did,” explains the second-yearstudent, “but I also wanted toexperience deaf culture and meetpeople from other countries.NTID/RIT is a great place to do allthat and get a good education.”

Captain and MVP of her highschool swim team two years in a row,Antilla is now in her second year onthe RIT women’s swim team. She’salso a member of the NTID/RITDance Company and performed inNTID’s production of The Tempestlast year, traveling to New York Cityfor a two-week off-Broadway run of the show.

Antilla plans to major in graphicdesign and is considering a career asan artist or actor. She would also liketo travel and someday coach a teamof deaf and hearing swimmers.

Chris SanoA recent RIT information technologygraduate from Albany, N.Y., 23-year-old Chris Sano knows what hardwork can involve. He completed acooperative work experience (co-op)with Microsoft Corporation inRedmond, Wash., as a product userinterface designer last summer.

“I worked closely with projectmanagers, developers, and engineersin the Visual Studios department todevelop design and implementationstrategies for their latest softwarerelease,” he says. “I was thrown inthe middle of the production processand had the opportunity to do somedesign work and witness theexcruciating procedures that areendured during the production cycle

of software development.“It was a great experience. The

hardest part was learning programminglanguages that were so new there wasno written documentation.”

For Chris, college has offered aspectrum of experiences. In additionto working on his master’s degree insoftware development andmanagement at RIT, he is serving asecond term as president of the MuZeta chapter of Sigma Nu InternationalFraternity and a second year asresident advisor in Ellingson Hall.

“Even though it’s beenoverwhelming at times, college hasmade me who I am today,” he says.

Juanita MontesJuanita Montes of Brooklyn, N.Y., haspursued her passion for dancing andart throughout her life.

She is involved with the NTID/RITDance Company, performing in manyof the group’s productions.

“Dancing and the performing artshave been my life,” explains Juanita,27, an avid dancer since she was 6years old. “Everything I have donehas revolved around it.”

She serves on the executive board of the Hispanic Deaf Club as an assistant public relations officer and strives to help the Hispaniccommunity understand its cultureand history.

RIT’s Nathaniel Rochester Societyhas recognized her for her activeparticipation in student clubs andorganizations and outstandingacademic achievement. She also wasawarded the Michael Thomas TheatreScholarship for her exemplaryperformances and participation in the theater.

Juanita will graduate this springwith her bachelor of fine arts degree in illustration. In the future,she wants to become involved withtheater arts and art studios.

FOCUS 19

Antilla Zulkifl

Chris Sano

Juanita Montes

Remaining invigorated,inventive, and industrious isessential to being an effectiveinstructor. Without

opportunities to recharge and acquirenew knowledge and skills, facultymembers cannot sustain their highquality instruction over the years.

To assure the vitality of its facultymembers, NTID offers a special short-term professional leave program.This program was established in 1997specifically to support faculty membersin their efforts to upgrade their skillsand expertise so they can develop new curriculum and innovativeeducational delivery systems. Fundingis available for those leaves supportingdirect service to students as a primaryresponsibility, which can include but is not limited to classroom instruction,counseling, advising, interpreting,mentoring, tutoring, and notetaking.These leaves free faculty and staffmembers from their regularresponsibilities to address issues ofimportance to the growth and vitality of the Institute.

“The continued excellence of NTIDrests on the vigor and resourcefulnessof its faculty and staff members,” saysDr. Robert R. Davila, RIT vice presidentfor NTID.

Several NTID faculty members havebeen granted short-term professionalleaves over the past two years because their leave activities involveddevelopment and delivery of new or revised curriculum initiatives, use of technology, or development ofdistance learning or other continuingeducational experiences that they nowuse in their classrooms.

Curriculum materials

After team-teaching a mathematicscourse with a text that they felt couldbe improved, Mary Lou Basile, associateprofessor in NTID’s Business CareersDepartment, worked with DorothyBaldassare and Ann Bonadio, assistantprofessors in NTID’s Science andMathematics Department, to design andwrite a mathematics textbook duringspring quarter 1999.

The originally chosen textbooklacked explanations of the conceptsinvolved in the course, “MathApplications for Business Technology.”As a result they began developingsupplemental materials, using thetextbook only for homework.

“It seemed unfair that the studentswere expected to buy an expensivebook and not fully utilize it,” says

Bonadio. “We knew that we could write a book that was more supportive ofour students’ needs than those available,but the constraints of our teachingschedules made this impossible.The short-term leaves gave us theopportunity to develop this book.”

This required text provides mathinstruction tailored for students inBusiness Careers programs.

“Our goal was to write a book that iseasy to read while providing the studentswith mathematical understanding thatwill enhance their ability to succeed inbusiness areas,” says Baldassare. “Wefeel that the book has already been asuccess in the classroom, and we arecurrently looking into the possibility of professional publication.”

“This book has enhanced thelearning of business students taking thiscourse,” says Basile. “In the process of

20 FOCUS

Faculty Leaves Enhance theClassroom ExperienceBy Kathryn L. Schmitz

Long-time colleagues Ann Bonadio, left, and Dorothy Baldassare, assistant professors inNTID’s Science and Mathematics Department, have worked together at NTID for 26 years.

INSTRUCTION

producing this book, I was able to gainmore in-depth skills and knowledge ofdesktop publishing, which I now applyin my own classroom instruction.”

To support his classroom instruction,Vincent Ortolani, assistant professor inNTID’s Business Careers Department,took a leave during winter quarter 1999.Ortolani developed student assignmentsfor three departmental courses in textand document production.

“The assignments are designed toreplicate business communication styles students will find on the job,”says Ortolani. “Unlike the textbookassignments, these materials do not givevisual clues and specific directions tothe students, which encourages them touse their own knowledge and skills incompleting the work.”

Another leave that resulted incurriculum modifications was taken byDr. Karen Christie, assistant professorin NTID’s Cultural and Creative StudiesDepartment, winter quarter 1999.Christie spent her leave reviewingmulticultural literature to findappropriate novels that could be usedin the “Explorations in Literature”course. She read more than 10 novelsafter reviewing titles of possible booksfrom multicultural Web sites and otherresources and selected Kehinde, byBuche Emecheta, as the most promising.

“I took this leave because many newmulticultural texts have become widelyaccessible and studied,” she explains.“As our student population continuesto be more culturally diverse and valuesthe study of cultures other than theirown, inclusion of works from AsianAmericans and Native Americans, forexample, is important in making ourcurriculum relevant to the world today.

“Novels used in Explorations in

Literature can be challenging forstudents,” she adds. “I developed in-depth study guides and vocabulary listsfor each of the 21 chapters of Kehinde tohelp students with the novel’s concepts.”

During her leave Christie alsoreviewed films and identified “SmokeSignals” and “A Thousand Pieces ofGold” as reasonably representative ofminority cultures based on positivefeedback of the films by members ofthose cultures. She now uses thesematerials in her teaching.

New curriculumBrand-new courses also have

resulted from professional leaves takenby NTID faculty members. During hisleave spring quarter 1999, Paul Taylor,associate professor in NTID’s AppliedComputer Technology Department,developed materials to offer a newcourse in fiber optics cabling that has

been popular among students. At theend of the course, students take acertification test, and 45 students wereawarded their certification during the1999-2000 academic year.

The course offers material on thefundamentals of optics, how lighttravels down a glass fiber, splicing glassfibers together, attaching connectors tofibers, the various types of cables usedin industry, and fiber optic standards.

“Only recently has the cost of fibercome down to be competitive withcopper, the old industry standard,”explains Taylor. “Industry forecastsshow that replacing copper with fiberwill take place over the next 20 years,due to the labor-intensive nature of the changeover.”

“This is new cutting edge technology,not taught by many other colleges, thatwe expect will help create many jobopportunities for our students,” saysDonna Lange, chairperson of the AppliedComputer Technology Department.

Three new courses that may lead to a Certificate in Entrepreneurship weredeveloped by Edward McGee, assistantprofessor in the Business CareersDepartment, who used his fall quarter1999 leave to work on the first course.After gathering information fromvarious resources throughout theUnited States on other similar courses,he determined that the topics to be

FOCUS 21

Using the material Vincent Ortolani, assistant professor in NTID’s Business CareersDepartment, left, discusses course requirements with students Tricia M. Poisson, center, andNikunjkumar (Nick) R. Patel.

“This leave offered me the opportunity to focus on a new curriculum area that I feel willbenefit not only the students on this campus, but ultimately will stretch beyond its bordersthrough distance learning.”Edward McGee, assistant professor, Business Careers Department

Another department that has added Internet-related courses to itscurriculum is the Applied ComputerTechnology Department, where DonaldBeil, professor, works on Internet-relatedactivities. During fall quarter 1998, Beil,working with Simon Ting, developednew curriculum and materials for thecourse, “Internet Technologies II.” In adding new sections on dynamichypertext markup language (alsoknown as HTML), he selected a newtextbook and with Ting developedmaterials for instruction. He also addedan instructional unit on e-commerce, inwhich individual students develop theirown bookstores on-line through theAmazon.com associates program andoffer items for sale through eBay, theon-line auction house.

“I view the completed leave as a successful opportunity for me to haveuninterrupted time to study the Internet,”says Beil. “I also believe it has and willprovide significant benefit for ourstudents through new and extendedmaterials in our Internet Technologies IIcourse and through distance learning.”

“These courses are excellentexamples of how the Web can be usedto support teaching,” says Lange.

The dean of NTID, Dr. T. AlanHurwitz, places a high value on faculty leaves for professionaldevelopment that are related to teaching,curriculum development, research,instructional development, and studentdevelopment. Hurwitz credits thesuccess of the leave program on soundfiscal management in providing fundsand on flexibility demonstrated bydepartment chairs and faculty membersin working together to enable theircolleagues to take leaves.

“I firmly believe that these leavesprovide a wonderful opportunity forfaculty renewal, rejuvenation, andcreativity,” says Hurwitz. “I am excitedabout the areas that our faculty havetaken the time to work on during theirleaves. The past two years have shown avariety of important areas that are beingaddressed by our faculty, includingdiversity, technology, entrepreneurship,new job market niches, textbooks, andother instructional materials that arerelevant to student and curriculum needs.”

presented would include types ofownership, economics, accounting,marketing management, legal issues,and business plans. All of these topicswill be taught in each course, with thelevel of difficulty increasing in courseprogression.

The “Entrepreneurship I” courseprovides an introduction to the basicconcepts necessary to operate a business.During his leave, McGee was able tofinish developing materials for the course,which include a course syllabus, courseschedule, handouts, lecture materialsthat include PowerPoint slides, lecturenotes, and unit objectives.

“This leave offered me the opportunityto focus on a new curriculum area thatI feel will benefit not only the studentson this campus, but ultimately willstretch beyond its borders throughdistance learning,” says McGee.

McGee is currently working on the final two courses in the sequence,which he hopes to finish by the end ofthis academic year so that the coursescan be offered beginning in academicyear 2001-2002.

Curriculum and theInternet

Several professional leaves havefocused on the use of the Internet inoffering curriculum to deaf and hard-of-hearing students, reflecting the Internet’spopularity and ubiquity.

Taking advantage of the growingpresence of computers in students’work and lives, Julie Cammeron,associate professor in NTID’s Culturaland Creative Studies Department,worked with Simon Ting, instructionaldeveloper in NTID’s InstructionalDesign and Evaluation Department, fall quarter 1999 to enhance coursematerials for the course, “Making aDifference—A Social Science Perspective,”which she offers online.

This course explores some of the coreconcepts found in the social sciencesand uses biographical sketches ofindividuals who have made a differencein the lives of others. Cammeronincludes biographies of Mother Teresa,Anne Frank, Helen Keller, JackieRobinson, and Tiger Woods, and alsopresents homework assignments andother information on the site, found athttp://idea.rit.edu/MAD/index.htm.

22 FOCUS

Seeing the light Paul Taylor, associate professor in NTID’s Applied Computer TechnologyDepartment, left, and ACT student Manuel Garcia-Castro work together on a cable in NTID’scourse in fiber optic cabling.

Most people view college as an important steptoward a successful future,and indeed it can be. But

before students can pursue their futuresuccess, they must succeed in college.This is no easy task. According to theNational Center for EducationalStatistics, on average across the UnitedStates, only 23 percent of students attwo-year colleges and 46 percent atfour-year colleges persist to graduation.

There are a variety of reasons why so many students fail to complete theircollege education, including financialdifficulties, lack of preparedness, familysituations, learning difficulties, substanceabuse, and physical and mental healthissues. Many factors are outside a college’scontrol, but others can be addressed.

Although NTID’s graduation rate—50 percent for students enrolled in sub-baccalaureate programs and 61 percent

for students in baccalaureate programs—is better than the national average, overthe last several years the college hasmarshaled additional resources to focuson student retention and success.

“The college years are an exciting butrigorous period of transition in a youngperson’s life,” says Dr. Robert R. Davila,RIT vice president for NTID. “Studentsface many challenges, but at NTID, theydon’t face them alone. We are dedicatedto providing students with the toolsthey need to succeed in their studiesand persist to graduation.”

According to Dr. Gerard Buckley,NTID associate dean of student affairs,the college is looking at a wide range of

factors, curricular and co-curricular, toimprove student retention and success.

Off to a good start

Chief among NTID’s retention andsuccess strategies is the First YearExperiences (FYE) effort, now in itsthird year. To ensure that freshmeneffectively manage the challenge ofadjusting to college life, have asuccessful first year, and continue on to receive a degree, each student’s FYE is tailored specifically to him or her.Students work closely with counselors,faculty advisors, and other staff membersto discuss their goals and select theappropriate courses and co-curricularactivities. First-year students alsoparticipate in structured extracurricularactivities designed by faculty andupperclassmen, who serve as peerteaching assistants, to introducefreshman to their fellow students and to the new experiences of college life.

In the fall quarter, incoming students enroll in a Freshman Seminarcourse that covers many college lifeissues: personal and social experiences,academic expectations and success,career decision making, and learningabout campus resources and facilities.

“By designing a quality, extendedorientation program, we give youngpeople a good start on making NTIDtheir home,” says Ellie Rosenfield,associate professor and FYE coordinator

FOCUS 23

Staying the College CourseBy Pamela L. Carmichael

ON CAMPUS

“This one step—choosing a goal and sticking to it—changes everything.”Scott Reed, political strategist

Helping steer the course NTID Associate Professor and First-Year Experiences CoordinatorEllie Rosenfield, left, works with Natasha McCardle and other students in her Freshman Seminarclass to help them successfully navigate their first year of college.

at NTID. “No college is right foreveryone, but for those students whohave found the right fit at NTID, wewant to do everything possible to seethat they succeed.”

Joining the effort to enhance studentsuccess and overall satisfaction is NTID’sStudent Life Team (SLT).

“National research shows thatstudents spend 75-85 percent of theirtime outside of classes,” says KareyPine, SLT director. “How we structurethat time significantly impacts thestudents’ experiences and success here.”

Having more faculty and staff on campus in the evenings and onweekends to interact with students and encouraging upperclassmen and student leaders to serve as rolemodels in dorms are two ways thatNTID’s SLT is working to improvestudent retention.

“Students want to make connectionswith others,” explains Pine, “and theirability to do that is a critical factor intheir interest and willingness to stay in college.”

Rosenfield agrees, “Data show thateven one significant relationship cankeep a student in college.”

Social norming theoryBecause students who engage in

unhealthy or risky behaviors are less

likely to succeed in college, a newapproach to student life programmingcenters around social norming theory,which argues that individual behavior is often based on misinformation ormisperception about what is consideredthe norm. The mistaken belief thateveryone else is engaging in unhealthyor risky behaviors leads many studentsto do just that.

Determining what existing socialnorms really are on campus andpromoting these to students helpsreduce peer pressure to engage in risky

activities such as excessive alcoholconsumption or using drugs. One of the primary social norming messagespromoted this year is that most studentsat NTID/RIT do not engage in heavydrinking. Research shows that manystudents on campus drink no alcohol,and many more drink fewer than fourdrinks in a single sitting.

Combating misperceptions aboutrisky behaviors to reduce perceived peerpressure to engage in those behaviors is essential, but equally important isdeveloping alternative activities forstudents. NTID recognizes this need and is providing students with what are known as social mentoringopportunities—large scale, alcohol- anddrug-free social events in the eveningand late evening.

“First we’re educating students onwhat’s really the norm on campus, andthen we’re providing them with funalternatives to risky behaviors that aren’tthe norm,” explains Pine. “These twocutting-edge programs, social normingand social mentoring, have been very wellreceived by freshmen and upperclassmen.Many students have told me that they feelrelieved from the perceived pressure toengage in negative behavior.”

“We’re on the forefront in the nationwith these programs,” adds Buckley,“and we’re clearly tapping into something.Students are buying into the fact thatthey can have fun without drinking orusing drugs.”

24 FOCUS

Making connections Student Life Team Director Karey Pine, center, chats with students at anevent celebrating dormitory renovations. “Learning can happen anywhere on campus, not just inthe classrooms,” says Pine. “Students are thirsty for conversations—they want to make connectionswith faculty and staff.”

Striking up conversations Dr. Gerard Buckley, NTID associate dean of student affairs,converses with students and staff at NTID’s annual bowling tournament, which provides anopportunity for off-campus student and faculty/staff interaction in a fun atmosphere. More than200 students, faculty, and staff participated in this year’s event.

Early warningFor those students who do begin

struggling academically at NTID, lastyear the college piloted the StudentEarly Warning Notification (SEWN)program. If a student is not attendingclass or is having other problems, the professor sends the student anelectronic message outlining his or herconcerns. The student’s counselor and the chairperson of the academicdepartment are copied on the message.

“As soon as a professor identifies astudent who is having a problem, wecan begin working with the student toresolve whatever issues are interferingwith his or her performance,” explainsLee Twyman, associate professor andchairperson of the NTID CounselingServices Department. “This system, and everything we do, is based on anearly-intervention model.”

Because early intervention can becritical, information provided to NTIDcounselors by staff members in NTID’sadmissions department and freshmanorientation programs is used to identify,before or soon after they arrive oncampus, students who may need extrasupport. Many NTID counselors alsoteach Freshman Seminar classes, whichallow them to see first hand howstudents are performing in the classroom.

“A student’s performance in

Freshman Seminar is generally predictiveof their overall college performance,”explains Twyman. “If a student ishaving difficulty in Freshman Seminar,the counselor teaching that course canintervene right away and help thestudent develop a plan to correct thesituation and succeed.”

Despite all of the resources NTID has focused on student retention andachievement, students themselves are ultimately responsible for their own success.

“Students must be committed tosetting and reaching their own goals,”says Rosenfield. “Support is available,but students must work hard and reachout to faculty and staff for help whenthey need it.”

Indeed, reaching out and makingconnections between students andfaculty and staff will continue to be atthe heart of NTID’s retention efforts asthe college evaluates current strategiesand develops new retention initiatives.

“We know that the ability to connectwith a social group, academic area, ormentor is a significant factor instudents’ success,” says Buckley. “Weare really focusing on making thoseconnections with students, and it’sexciting. You can feel it in the sense ofcommunity spirit that’s growing. Ourefforts are starting to pay off.”

FOCUS 25

Alim Chandani“At Student Life Team(SLT) and NTIDStudent Congress(NSC) events, I meta lot of differentpeople, especiallyolder students, and Iwas able to adjust tocollege life through

the support of friends,” says the 22-year-oldChandani from Northridge, Calif., third-year new media major and president ofNSC. “If I hadn’t participated in SLTevents and NSC, I probably would havegone back to California.

“All of the experiences I’ve had herehave helped make me who I am today. I’m grateful to NTID for providingopportunities for us to grow and preparefor the real world.”

CharmaineMendonsa“Freshman Seminarclass really helpedme adjust to college life,” says the 24-year-oldMendonsa fromJackson Heights,N.Y., who graduated

from NTID’s Business Technologyprogram in 1999 and is now pursuing a degree in NTID’s Digital Imaging andPublishing Technology program. “Ilearned about time management and how to focus in the classroom and aboutlife issues like living away from home and understanding relationships.

“Participating in Student Life Teamevents and NTID Student Congress andserving as a Student DevelopmentEducator have also had a really positiveeffect on me. I have met many new friendsand older students who have shared theirexperiences with me. I’ve learned how tobalance my social life and my education,learned a lot about leadership, and Iunderstand myself better.”

While NTID’s retention strategies are carefullyresearched and evaluated for effectiveness,student feedback clearly demonstrates thesuccess of the college’s programs. Echoing thesentiments of their fellow students, CharmaineMendonsa and Alim Chandani offer theirperspectives on NTID’s retention efforts:

A caring guide Lee Twyman, right, associate professor and chairperson of the NTID CounselingServices Department, meets with Heather Pavey, a second-year psychology student. Twyman and otherNTID counselors provide personal and career counseling as well as academic advising for students.

In 1995, a careerchange for James F.X.Payne changed his life. Then an assistant

vice president at SprintCommunications Company,Payne was assignedresponsibility for marketing and sellingtelecommunicationsproducts for deaf users forthe multibillion-dollarcorporation.

“In my professionalexperience it was typical tohave new assignments thrustupon you,” he says. “I pridemyself on my ability to movequickly into new areas andown them. I approached thisnew assignment with mytypical high energy, eager tolearn and understand.”

Payne also inherited alarge group of deaf and hard-of-hearing employeesin the new assignment andfound himself immersed in a culture that was differentfrom his own.

“What I learned was thecultural differences, that atfirst seemed overwhelmingto me as a hearing person,were actually indicative of the emerging culturaldiversity that is happeningall over the country today,”he says. “I learned toembrace this diversity, learnfrom it, and as a result, havebecome better at what I do. Ialso learned that all of us —hearing and deaf — areseeking the same thing;better and improved meansof communication.”

Payne became aprofessional mentor andpersonal friend to a numberof his deaf co-workers,including NTID alumniAngela Officer and AndrewBrenneman. Both Officer and Brenneman were servingas members of the AlumniLeadership Team for thecollege’s first fundraisingcampaign “Fulfilling thePromise: The Campaign forNTID” and spoke often withPayne about the college and

its mission. Their enthusiasmwas contagious for him.

They soon enlisted Payne to become a memberof The NTID Foundationboard of directors. He wasinstrumental in Sprint’sdonation of a V-Tel videotelecommunications systemto NTID, an integral part of the state-of-the-art SprintVisual CommunicationsCenter that is located in theNTID Learning Center. Thesystem is used to conductconferences, meetings, andinterviews through audioand video between deaf andhearing people anywhere in the world.

Payne, who is now senior vice president forgovernment systems forQwest telecommunicationsin Arlington, Va., earned abachelor’s degree in businessmanagement at GeorgetownUniversity and a master of business administration in marketing at GeorgeWashington University. He serves on the board ofdirectors at GallaudetUniversity and theUniversity of Rochester,Infotest International, GlobalInformation InfrastructureCommission, and thePresident’s Commission on

Critical InfrastructureProtection and the WhiteHouse Partnership forCritical InfrastructureSecurity. He also served onVice President Gore’s NetDay 1997.

Of his experiences atSprint and with thefoundation, Payne says, “I am very proud of myassociation with the deafemployees who were on my staff. I was perceived as accomplishing greatthings while assigned to thedepartment, but in realitymy success was nothingmore than realizing that the leadership had alwaysexisted in that group. My job was to learn to listen andoften get out of their way.

“It’s the same with thefoundation. I listen to theleadership, the administrators,faculty, staff, and students. I learn from them and dowhatever I can to help maketheir needs a reality. It is inthis way that my associationwith NTID keeps remindingme I can learn so much from others.”

26 FOCUS

THE NTID FOUNDATION

by Susan L. Murad

James F. X. Payne

“I’m hooked on thisplace,” Gracie Colemanproudly proclaimed in front of a group of

faculty, staff, and friends ofNTID recently. The dynamicchairperson of The NTIDFoundation doesn’t leave anyroom for doubt regardingher feelings about thecollege, its leadership, andparticularly its students.

“In 1989 I was workingfor AT&T in the area ofproduct design, manufacture,and sale for people withdisabilities,” she explains.“That’s when I came to NTIDto gain a better understandingof what deaf and hard-of-hearing people wanted from telecommunicationsproducts. I met with andbegan thinking about the

students and their needs,and they made such animpression on me — I just couldn’t get them off of my mind!

“At the time, Frank Blountof AT&T was a member ofNTID’s National AdvisoryGroup (NAG), but he wasleaving the company to workwith TelCom in Australia, soI was asked to replace himon NAG. I immediately said‘yes.’ It was an opportunityto learn more about NTID,and with each visit and eachnew person I met I becamemore deeply committed.”

Coleman began to hireNTID students as interns invarious positions at AT&T.She hired other students forcooperative work experiences,donated TTYs to the collegeto support a TTY-A-Thon,and donated a variety oftelecommunications productsfor the former product lab. It was then that she metformer NTID Dean James J.DeCaro and Michael Catillaz,former executive director of The NTID Foundation.

“As soon as I met Jim and Mike, I knew there wasno turning back,” she jokes.“These were the beginningdays of the foundation’sfundraising efforts. I got a

look at the college’s strategicplan, and it so exceeded myexpectations, it just blew me away. Here was anorganization that stuck to itsstrategy and mission. Theyachieved what they said they would do. The plan wasnot just another documentcollecting dust on a shelf, andthat’s why I wanted to be apart of making things happenhere. I believe in doing, notjust talking about doing.”

Coleman proves herself asa “doer” in her role as chair-person of the foundationboard and in her professionalcareer. She spent 30 years inthe telecommunicationsindustry, starting with asummer job in high schoolas a long distance operator atthe Chesapeake and PotomacTelephone Company (nowpart of Verizon), thenworking through the ranksat AT&T (she was one of the first women to become a materials managementforeman, working on theloading docks with what shedescribes as “a very eclecticgroup” of co-workers).While she was working as ahuman resources businesspartner at LucentTechnologies, Colemanmade a career change. She

is now senior vice presidentof Human Resources forSprings Industries, a leadingmanufacturer of homefurnishings with annualrevenues of $2.5 billion head-quartered in Fort Mill, S.C.

“One day I got a call from a recruiter in Charlotte,N.C., who wanted to know if I would be interested inmaking a change to acompany called SpringsIndustries,” she says. “Hewas so surprised that I evenknew about the company,but as it happens, my unclewas a long-time employee,and I grew up not far fromthe headquarters. It was afamiliar place.”

As with her experience at Springs, Coleman quicklystopped being a stranger atNTID soon after her firstvisit. She is a woman with a wealth of experiences anda commitment to helpingNTID’s students achieve. Her ability to lead The NTID Foundation to exceedits $11 million goal in thecollege’s first-ever fund-raising campaign proves that when she believes insomething, she gives it her all. And when she’shooked, those around herbenefit greatly.

27 FOCUS

THE NTID FOUNDATION

by Susan L. Murad

Gracie Coleman

Peter Thorp, vicepresident foruniversity relationsat Citigroup, has

become an integral part ofthe success of deaf and hard-of-hearing students at NTID/RIT by strengthening theCitigroup/NTID relationshipfinancially, technologically,and personally.

There was a deepening of that commitment whenThorp first visited NTID in1994 and met a number ofthe Citigroup Scholars.

“People in the mainstreamwill never understand thechallenges or rewards untilthey visit here,” he says.“That visit was a personallearning experience that can only be described asphenomenal. I couldn’t help

but come away with adeepening sense of purpose.To not be personallyinvolved with NTID wouldhave been a great mistake.”

Financially, the CitigroupFoundation has increased itscommitment to the Institute.Since its establishment in1988, the foundation hasprovided financial support to more than 126 studentsenrolled at NTID and thosepursuing baccalaureatedegrees in RIT’s College ofBusiness. In addition, Thorpestablished the CitigroupAwards for Excellence,which are presented to highachieving deaf and hard-of-hearing students in any ofthe colleges of RIT.

“When I met with thestudents who receivedCitigroup scholarships, I wasamazed at their stories,” hesays. “The impact of thesescholarships on the studentswas immense. There was anemotional aspect that I hadn’texpected. Their gratitudehad as much to do withCitigroup’s belief in them asdid the actual dollar amountof the scholarship.”

Not satisfied with onlyproviding financial support,Thorp recognized theimportance of keeping the

college technologicallycompetitive with othercolleges and universities. He arranged to provide NTIDwith VIEWnet, a video tele-conferencing system, whichuses a high-speed telephonetransmission line, televisioncamera, microphone,personal computer, andsoftware, allowing studentswho are searching for jobs tointerview with several dozenmajor companies withoutleaving campus.

Thorp has taken thecorporate commitment ofCitigroup to heart and becamepersonally involved in themission of NTID through hismembership on the NationalAdvisory Group (NAG).

“In the beginning, I feltthat Citigroup’s involvementwith NTID made goodbusiness sense, and I stilldo,” he says. “In this newmillennium, business andindustry must be aware of the need to develop bright young talent fromdiverse backgrounds andexperiences. This not onlymakes good business sense,it is ethically sound.

“I was personally, deeplyhonored to be asked tobecome a member of theNAG,” he says. “I’m pleased

that the group feels I can bring something to the table. The commitmentby everyone associated with NTID — faculty, staff,administration, and theadvisory group — is based ona single purpose: to ensurethat young deaf people havefull access to the best possibleeducation and opportunitiesfor meaningful careers whenthey graduate.

“My colleagues on the NAG and I have theopportunity to makeadditional connections thatwill benefit the college. Wecome in twice a year, listento what is being done andwhat needs to be done, andhelp determine how we can best help NTID reinvestfor the future.”

For Thorp, who isscheduled to officially retirefrom Citigroup in May 2001,the future is full of exciting possibilities.

“I plan to develop an evengreater enjoyment of life,” hesmiles. “I am committed toputting something back intothe system that has given meso much. I will still remain amember of the NAG for aslong as they will have me.”

28 FOCUS

NATIONAL ADVISORY GROUP

by Susan L. Murad

Peter Thorp

Asummer jobchanged thecourse of Dr. OlgaMichele Welch’s

career path. At age 19, shewas a summer worker at the offices of the NationalAssociation of the Deaf (NAD)in Washington, D.C., whereshe had attended nearbyHoward University, majoringin history.

“I knew I wanted to be ateacher ever since I was ayoung child,” she says. “ButI didn’t decide on the field ofdeaf education — thedecision found me. It turnedout to be life changing.”

Three leaders in the deafcommunity — Al Pimentel,Terry O’Rourke, and FredSchrieber — saw in Welch apotential that they were notabout to let pass by.

Her future mapped out,Welch had received ascholarship to OxfordUniversity in England andhad two weeks left at NADbefore leaving. On a Fridayafternoon, the three menasked her to considerstudying deaf education atthe University of Tennessee,Knoxville (UTK). They evensuggested the possibility of a full scholarship.

“I thought theirproposition was impossible,”says Welch, “but when Iarrived at work Mondaymorning, they handed me an acceptance letter to UTKwith a full scholarship! I’mstill amazed that they wereable to pull it off. Remember,this was before there waslarge-scale access to TTYs,and fax machines and e-mailswere non-existent!”

Welch went on to earn her master’s and doctoraldegrees at UTK. She taughtat the Model SecondarySchool for the Deaf (MSSD)in Maryland and at theTennessee School for theDeaf. Her first boss at MSSDwas Dr. Robert Davila, nowRIT’s vice president forNTID. As chairperson ofNTID’s National AdvisoryGroup (NAG), Welch isback with many of her

former colleagues.When Welch is not

chairing the NAG, she isback in Tennessee headingthe Department ofCounseling, Deafness andHuman Services at UTK and working with graduatestudents. She provides themwith her unique perspectiveon education in general and educating deaf people in particular.

“Over the years I’velearned that the more youknow, the less you know,”she says. “I was going to bethe one who would ‘empowerdeaf people.’ That was anarrogant attitude! Now Irealize that my job is to help create an environmentof collaboration.

“When instructingstudents in the education of deaf people, the mostimportant lesson I can sharewith them is to hold on totheir core integrity. I tellthem ‘you must identify thatpiece of yourself that willnot be bought, bartered, orcharmed away — your soul.It is the part that you willfight for, leave a job for, andeven be willing to die for.You will know when peopleget close to it, and you won’tlet anyone take it from you.’”

Welch brings that same

integrity to her work on theNAG as the organizationprovides strategic advice oneducational issues for NTID.

“It is work that I have greatrespect for and belief in,” sheexplains. “It allows me toserve in a way that fosterscollaboration and collegiality.

“We on the NAG boardmust be careful not toproduce a laundry list ofrecommendations thatcannot be met, but to bringour advice as people who are not at NTID every dayand still have a caringinterest in the institution. It’s not window dressing —we use our meetings to learnmore about the institutionand to facilitate and supportthe mission of NTID. Welearn much more about our planning for the futurethrough open conversationswith everyone at NTID, then use our connectionswith business and industry,thus feeding back into the classroom.”

Welch says she neverknew teaching would leadher to such a fulfilling life.

“At the NAG meetings, AlPimentel enjoys seeing me inthis leadership role,” shesays. “He’ll say to me, ‘Weknew you were a leaderwhen you were 19!’”

29 FOCUS

NATIONAL ADVISORY GROUP

by Susan L. Murad

Dr. Olga Michele Welch

The process of teaching and learning toward theacquisition and applicationof knowledge and skills has

changed little since the introductionof chalk and blackboard.

Students, like those at NTID, typically acquire facts and informationfrom knowledge masters. This knowledgeis tested, refined, and examined to thesatisfaction of teacher and learner. In an ideal world, mastery successfullypasses from one mind to another, andthe limitless life cycle of learning and knowing continues.

NTID, by design, incorporatestechnology to aid the teaching andlearning process. With its specializedfacilities and innovative pedagogy toteach deaf and hard-of-hearing studentstechnical and professional careers at themainstream college level, NTID, as itexists on the RIT campus today, is aunique college representing one of thenewest and most effective programs toblossom on the American universitylandscape in the last four decades.

Right from the start leaders at NTIDhave known that in order to positivelyinfluence student development andlearning outcomes, substantial andongoing investments must be made inthe area of teacher development. Facultymust be provided resources andopportunities to develop and refine thedelivery of innovative instruction forRIT’s deaf and hard-of-hearing students.

“NTID takes special pride in beinginnovative and creative in servingstudents,” says Dr. T. Alan Hurwitz,dean for NTID. “We have made bold

moves to come up with our own unique methods and support for faculty development.

“We have been very deliberate overthe years to increase support for facultydevelopment at NTID. Our strategicplanning process identified an evenstronger position in this area, and threeyears ago we acted on it.”

The plan called for instructionaltechnology support housed in a year-round learning environment thatencourages faculty to develop furthertechnology skills. This effort wouldallow faculty to access instructionaldevelopment and media professionalsfor consultation and advice and allow faculty and staff to try new andemerging technologies for classroom use and for the development of

instructional materials.This vision became reality in 1998

when the Instructional TechnologyConsortium (ITC) was formed. Todaythe ITC functions to improve studentlearning and the practice of teaching byputting new instructional tools directlyinto the hands of faculty. The ITCnurtures an environment in whicheducators can keep pace with changingpedagogical needs of students in thecontext of a model for excellence in theapplication of instructional technologyin the education of deaf and hard-of-hearing students.

Members of the ITC form a steeringand implementation committee madeup of faculty from across the college ofNTID. ITC members facilitate dialogueso that the views, concerns, and ideas of members of NTID’s centers and theITC planning and implementationprocess are shared. Through the ITC,teaching faculty consider the issue of encouraging and assessing theinnovative application of instructionaltechnology tools in service of productivelearning throughout the college, all of higher education, and the field ofeducation of deaf and hard-of-hearingstudents at the college level.

Dr. E. William Clymer, associateprofessor in NTID’s Department ofEducational Resources, coordinatedNTID’s ITC from 1998–2001 andworked with the consortium to plan,implement, and assess ITC activities.Clymer’s primary interest is thedetermination of how technologicalinnovations can be applied to solvinginstructional and administrative

30 FOCUS

Teachers Teaching Teachers: NTID’s Instructional TechnologyConsortiumBy Frank A. Kruppenbacher

Learning from each other Colleen Pouliot,education specialist in NTID’s Department ofAmerican Sign Language and InterpretingEducation, left, and Kenneth Hoffmann, associateprofessor in NTID’s Department of DigitalImaging & Publishing Technology, confer during an ITC studio session on Web-basedinstructional strategies.

problems in educational environmentsserving persons who are deaf. Hiscurrent work includes instructionaldesign, management and theory,interactive multimedia, and distancelearning technologies.

“The ITC functions as an incubatorfor ideas,” says Clymer. “We are creatingopportunities for teachers to discuss andlearn from one another about strategiesfor maximizing the ‘learning benefits’ of using instructional technologies asteaching and learning tools.”

The structure of the ITC consists of four content strands — the WorldWide Web, visual presentation, rapiddevelopment tools for building Web-based courses, and Blackboard, acommunication software product thatstudents and faculty use to participate in courses offered over the Internet.These strands are the general topics for workshops, or ITC studios as theyare better known, focused on usinginstructional technology solutions forteaching and learning projects.

Studio participants submit a briefproposal that outlines their instructionalproject as it directly relates to educationalinteractions with students, along withtheir evaluation plan assessing the impactof the project on student learning.Participants are expected to attend all five,full-day studio sessions. ITC studios aretypically offered in the spring followingRIT’s commencement with two summersessions occurring in the middle of June.

“The format of ITC studios providesparticipants with demonstrations ofsoftware applications and instructionaltechnology hardware,” Clymer explains.

“The majority of time spent during thestudio week is devoted to individualfaculty projects. Individuals from CRTLwith instructional technology expertiseare available during studio time toprovide consultation and support.

“It is important to emphasize that we have our own skilled teachers andinstructional developers from throughoutNTID and the rest of RIT as facilitatorsof these strands in the ITC studios,” he adds.

Unique to the ITC is the provision of a visual materials presentation strandin American Sign Language (ASL) only.No interpreters are provided.Participants communicate in ASL, andas with other studios, the mornings aredevoted to small group presentations

and discussions while the afternoons are used for individual projects.

ITC studios have appealed to a rangeof faculty and staff at NTID, from so-called techno-wizards to technophobes.Solange (Sally) Skyer, associateprofessor in NTID’s Counseling ServicesDepartment, resided in the latter groupuntil just recently.

“Until the ITC came along, I did notconsider myself to be a technical person,”says Skyer. “It took me three years justto get on the World Wide Web. I thinkit’s important to show students that weas teachers are willing to take risks sothey, too, will experiment and take risksin order to further their own learningand understanding.”

At the other end of the paradigm is

FOCUS 31

Teachers as students Michael Kleper, right, former NTID faculty member and now Paul and Louise Miller Distinguished Professor in RIT’s School of Printing Management and Sciences, leads an ITC studio discussion on the topic of instructional technology with faculty colleagues.

In the lap of instructional technology From left to right, Nora Shannon, coordinator of student teaching in NTID’s Master of Science in Secondary Education of Students Who are Deaf or Hard of Hearing, Camille Aidala, instructional developer in NTID’s Department of EducationalResources, and Valarie Yust, assistant professor in NTID’s Audiology Department, become familiarwith portable laptop computers in an ITC studio.

Victoria Robinson, assistant professor inNTID’s Science and MathematicsDepartment. She says that her studentswere reared on technology and instructorsneed initiatives like the ITC to keep pace.

“Five years ago, it was problems in a book,” says Robinson. “Today, theWeb is the Gutenberg Press of ourera. A Web site I developed illustratesproblems from the book using Quick-Time movies, so they’re not just wordson a page anymore. After we do physicsexperiments in class, the students areable to perform them again and againfrom simulations I made with specialmodeling software. Technology givesstudents infinite opportunities to learn,but it never substitutes for the actualexperience in the classroom.”

One area truly capitalizing oninnovative applications of instructionaltechnology is NTID’s Digital Imaging &Publishing Technology (DIPT) program.David Hazelwood, assistant professor,and other DIPT faculty attend ITCstudios as a component of ongoingprofessional development plans.Hazelwood has also been a facilitator ofITC studios and says that a high level ofcommitment is critically important.

“Every DIPT instructor has attendedITC studios,” says Hazelwood, “and forone simple reason — we cannot forgetNTID/RIT’s ‘T’ for technology. In DIPT

we are tied to the high tech machineryof our craft. Rather than resist it orbecome overwhelmed by it, we embraceit because every time we teach with itwe are constantly learning.”

Michael Schwartz, visiting instructorin both NTID’s Department of Culturaland Creative Studies and RIT’s Collegeof Liberal Arts, has attended two ITC studios since 1999. According toSchwartz, instructional technology isessentially useless without content.

“It’s like an automobile without fuel,”says Schwartz. “Once a teacher getsfamiliar with the tools, time can bedevoted to critical thinking on creativecontent solutions.”

Schwartz maintains a sharp perspectiveon the increasingapplications ofinstructionaltechnology, at NTIDor any college forthat matter.

“I learned manythings in ITC studios,and they boil downto this: No amountof technology cansubstitute for goodold-fashionedhuman interactionand the power of themind,” he says.

In order tomaintain relevancyand effectiveness, theITC is in the processof reassessing itself,evaluating the long-term influence of

ITC studio participation on teacher andstudent behaviors in the classroomwhile moving forward with new contentstrands and studio formats.

The consortium will play a key rolein the International Symposium onInstructional Technology and Educationof the Deaf: Supporting Learners, K–College, hosted by NTID in June 2001.Content strands for the symposiuminclude: Using Technology to SupportLearning; Measuring the Impact ofTechnology in the Teaching/LearningProcess; Using Technology to SupportStudent Transition to the Workplace;and Online and Distance Learning.

“The timing and fit are perfect,” saysClymer. “Our ITC studios will be a partof the symposium. It’s an excitingopportunity for us to extend ourknowledge and innovations to others.Who knows what new ideas andthinking will result?”

32 FOCUS

High tech huddle From left to right, Simon Ting and Carol Petote, instructional developers inNTID’s Instructional Design and Evaluation Department, team up in an ITC studio with John-AllenPayne, associate professor in NTID’s English Department.

“It’s official” Michael Schwartz, left, instructional faculty in NTID’sDepartment of Cultural and Creative Studies, and Veronika Talbott, careerdevelopment counselor in NTID’s Counseling Center, proudly displaycertificates they earned through their participation in week-long ITCstudio sessions.

Editor’s Note:For more information oninstructional technology initiativesat NTID, visit the following pageson our Web site:

NTID Instructional Technology Consortium, www.rit.edu/~ntiditc/

Instructional Technology andEducation of the Deaf: Supporting Learners, K–College: An International Symposium, June 25 – 29, 2001,www.rit.edu/~techsym/

"The Rustle of a Star," a multi-media production written and directed by Bonnie Meath-Lang, artistic director in NTID's Cultural andCreative Studies Department, was staged in the Robert F. Panara Theatre February 8-10, 2001. This tribute to Robert F. Panara, RIT's first deafprofessor and now professor emeritus, is a fantasy based on the literary and historical influences on his life. The title is taken from the last lineof Panara's most famous poem, "On His Deafness," an ode styled on the famous poem by John Milton, "On His Blindness."

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Diggin' the arts! Groundbreaking ceremonies were held November 3, 2000, at the future site of the Joseph F. and Helen C. Dyer Arts Center at NTID. Among those attending were, from left to right: Robert Skaggs, second-year applied computer technology student at NTID and a recipient of theDyer Scholarship, representing the Dyers; Gracie Coleman, chairperson of The NTID Foundation; Elizabeth W. "Cookie" Williams, foundation boardmember and donor; Dr. Robert Davila, RIT vice-president for NTID; and Dr. Albert Simone, RIT president. Construction on the center, located within theLyndon Baines Johnson Building, began in December and is scheduled to be completed Fall 2001.

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