Mensions - D'Youville College

SUMMER 2OO5contents6Photo by Robert KirkhamCOVER:Baccalaureate 2005, Holy Angels Church‚DD’Mensions is published by theDepartment of Institutional8Advancement in conjunction with theCommunications Office.D’Youville College631 Niagara StreetBuffalo, NY 14201www.dyc.edu716.829.8000For comments and suggestions, contactthe editor at 716.829.7802Editor-in-ChiefPatricia Lyons Van Dyke, ’52Graphic DesignCher RavenellContributorsD. John BrayDirector of Public RelationsFrank Brathwaite, Ph.D.Sr. Paula Fox, OSFEric Little, Ph.D.Canio J. Marasco, Ph.D.Amable Paulino, Ph.D.Penelope Prentice, Ph.D.Patricia M. Smyton, ’65Marjorie Hunt Van DykePeter Van Dyke, ’85Lauren M. Waukau-Villagomez, Ph.D.Publications MentorMarilyn Gohr McTaggart, L.H.D.1242 message from the presidentclass of 2OO54 baccalaureate andcommencementhonored alumna6 life above the cloudsAnn Wood-Kelly, ’38, LL.D. (hon.)8 college notebookValued vice-president announcesretirement, SIFE students finish in top 20,Senior captures scholar awards,P.A. program expands, Tuition agreementwith NYSUT, Sports teams, Two facultyauthors, Chiro continuing educationprogram, Study abroad 2005, Urbaneducation symposium, Middle Statesreaccreditationfolio12 creativity in teaching at DYC28 book reviewThomas L. Friedman’s The World is Flat30 alumni eventsGraduate brunch, Boston & Rochesterchapters, Spring luncheon, Delta Sigmahonorees32 class notes33 life transitions36 taking action38 intelligent givingBACK COVER:Alumni events for the season ahead

class of 2005Baccalaureate2005Commencement&Bathed in the golden light in HolyAngels Church, the class of2005 celebrated its interfaithbaccalaureate. The theme for the service,“Let us build, Let us welcome and Let usserve,” was well defined throughout theservice in the readings from Proverbs, fromthe Book of Matthew and from the traditionof Islam, in the music including the openingsong, “All are Welcome,” and in SisterDenise Roche’s remarks.In her reflection, Sister Denise contrastedthe position of our graduates of 2005 andthat of St. Marguerite d’Youville. She wasleft a widow with two small children andvirtually in ruin when she established asmall shop to support herself and her family.Later, she opened her home to the poor andhomeless. She became so well knownfor her generosity and ability to cope andget things done that the church and civilauthorities in Montreal asked her to restoreand run the hospital that had been a refugefor the sick and the poor. Sister remindedour graduates today that they are equippedwith an education that will enable them toprovide for themselves and their families.She urged them to be cognizant of thosewho have so much less. “Use youreducation to provide for the poor and theneedy,” she said. She suggested that they

In her baccalaureateaddress, Sr. Denisereaches heavenwardin imitation of St.Marguerite.take Marguerite’s message of compassionto the marginalized, neglected, rejectedand forgotten, wherever they are andwherever you call home.Several members of the faculty wererequested by students to assist with thehooding ceremony.Rev. Thomas A. Ribits, OSFS, director ofcampus ministry, closed the baccalaureatewith a benediction consonant with theceremony theme.That same theme was evident at thecommencement ceremony when490 graduates crossed the stageof Kleinhans Music Hall to receive theirdegrees from D’Youville’s President,Sister Denise A. Roche, GNSH, Ph.D., atthe college’s 97th Commencement.Wolf Blitzer, the honored speaker, aWestern New York native and Universityat Buffalo graduate, serves us all inproviding news coverage as anchor of thenightly Wolf Blitzer Reports and as host ofLate Edition with Wolf Blitzer on CNN. Hewas awarded a Doctor of Letters degree(Litt.D., hon.).Ann Wood-Kelly, ’38, was honoredwith a Doctor of Laws degree (LL.D.,hon.). In the early 1940s, she opted to servewhen she joined the British Air Transportferrying planes from factories to air basesin England and France. At the very startof World War II, she was honored for herpioneering role in women’s aviation. Mrs.Wood-Kelly’s degree was accepted inabsentia by Dr. Ray Raymond, politicalofficer from the British Consulate in NewYork. In his remarks he noted, “GreatBritain is in debt to the women who servedin the British Air Transport for theirs wasa service that contributed to the survivalof the country. The British government ishonored to participate in this recognition ofAnn Wood-Kelly.”A stirring salutatory was delivered byLoreto (Jojee) Osorio, Jr., ’05, M.S. ininternational business.Commencement participants, Hon. Kevin Dillon,chair, board of trustees; honorand Wolf Blitzer,guest speaker; Sister Denise Roche, GNSH,president; and Dr. Ray Raymond, British Consulate,New York City, accepting for honorand Ann Wood-Kelly, ’38Carla M. Bisceglia, ’07,campus ministry clubpresident, welcomes theclasses and introduces thespeaker.The hooded classof 2005 pours outof Holy AngelsChurch.Dr. Robert J. Gamble, chair,department of education,hoods one of his joyfulstudents.Loreto (Jojee) Osorio, Jr., ’05,delivers the salutatory oration.

honored alumnaAbove AboveAbove the CloudsAbove the CloudsAbove the CloudsAbovAbove the CAboveAnn in her SpitfireRaising the Air Transport Auxiliaryflag, WWIIAnn is pictured with Lord Beaverbrook, grandsonof Lord Beaverbrook, minister of aircraftproduction, WWII, and Winston Churchill, M.P.,grandson of Sir Winston Churchill at St. Paul’sCathedral in London at award ceremony.Ann at home with her sonWoody Kelly, 1994Ann with friends atRemembrance Day Parade, 1992

eloudsLife Abovethe CloudswithAnn Wood-Kelly,’38, LL.D.Ann withATA pilot,Peter George,at St. Paul’sCathedralCeremony,1992Ann receiving her D’Youville LL.D. (hon.) fromSister Denise Roche, GNSH, accompanied bylong-time friend Patricia Lyons Van Dyke, ’52The 1938 D’Youvillian could be describedas prophetic in relation to the remarksabout one member of the class. In the firstfew lines of the class prophecy, CatherineBrady wrote, “[W]hile I was dining at theHotel Ambassador, I was accosted by avery gay voice, the owner of which turnedout to be Ann Wood. It seemed that Annwas in Washington for only a few days;after that she was to return to New York ;whence she was to sail for Paris to resumeher duties to the French Ambassador. Shespoke animatedly of her return to Parisand of the social and business events thatawaited her.”No, Ann did not reside in Paris, butin London. No, she was not an assistantto the French Ambassador but she was,after World War II, first assistant toAmerica’s first Civil Air attaché basedin London.The commencement citation detailsbriefly why Ann received an honorarydegree but it merely scratches the surfaceof a woman whose jaunty exteriorconceals her unflinching courage,unstinting patriotism, and eternaloptimism: traits that have carried herthrough her daredevil life adventure.However, there is another side tothis woman glimpsed only by her goodfriends. Beneath the regal posture is aheart filled with caring and compassion.A very young woman in the days of aterrible conflict picked strawberries totake to fighter pilots about to take off ona dangerous mission. She knew manywould never enjoy another strawberry.She is a woman who offers comfort andassistance to a friend dealing with theimpending loss of a loved one bringingsmall gifts, a reminder of her presenceand love. There is so much more to thisgrand lady, Ann Wood-Kelly.The citation, when her honorarydegree was conferred, states:“One of the nation’s first and youngestfemale aviators, Ann graduated fromD’Youville College in 1938 and herclassmates describe her in these words,‘our genial, all-round girl and born leader;unruffled in manner and savoir-faire.’”Two years later she was in the CivilianPilot Training Program at BowdoinCollege where she earned her privatepilot and commercial license as well.With only eight hours of flying time,she soloed. She then became a flightinstructor to male students.In 1942, Ann joined the British AirTransport Auxiliary, one of only 24women. They were based in wartimeEngland. The Auxiliary, known as theLegion of the Air, transported planes fromfactories to air bases and Ann made morethan 900 trips flying 15 different types ofplanes to fields throughout England andFrance, all without radios or radar. Annwas 24 years old. She did this for threeyears until the end of the war.She was one of the very few women whoflew well-known and challenging planessuch as the Spitfire, the Hurricane, P-38Lightning, P-40 Kittyhawk, P-51 Mustangand the Mosquito fighter-bomber. Sheonce said, “I like the Spitfire and theMosquito, they were the fastest.”After D-Day, the Auxiliary continuedflying but now it was food and suppliesto the liberated countries. She likesto recall one of her missions when thecargo was enough champagne for theirvictory party.She continued to serve as first assistantto America’s Civil Air attaché. Inrecognition of her outstanding service inWorld War II, King George VI awardedAnn Wood-Kelly the King’s Medal.She joined Northeast Airlines inBoston and was special assistant tothe president and to the chairman ofthe board. Later, Ann became PanAmerican Airways’ first woman staffvice-president. In recognition of herrole in women’s aviation, PresidentLyndon B. Johnson appointed her tothe Women’s Advisory Committeeon Aviation. President RichardNixon later made her chair of thecommittee.In 1965, Ann became the first womanto be named president of the prestigiousAero Club of New England. In herhonor, in 1985 the club established theAnn Wood-Kelly Scholarship.A pilot for 65 years, Ann still fliestoday, continuing her life-long love, asshe says, above the clouds.

COLLEGEnotebookMichael Cipolla,D’Youville’svice-presidentfor financeandcollege treasurerValuedVice-PresidentAnnouncesRetirementMichael Cipolla, long-time vice presidentfor finance and the college treasurer,announced his plan to retire effective thisDecember. Sister Denise Roche, D’Youvillepresident, made the announcement to thecollege community early in May.He will continue in his current positionuntil a replacement is hired and will help inthe transition. He will then be available asneeded for special projects at the college.Mike was named director of budgetand finance/treasurer in January 1980 andcontinued in this position until 1984 whenhe left for a similar position at LorettoCollege in Denver, Colorado. He returnedto D’Youville in the fall of 1987.In making the announcement, SisterDenise praised him for being “a dedicatedand stalwart member of the collegecommunity… His kind and collaborativemanner and his unflinching support ofthe college’s mission and values havemade him an irreplaceable colleague andfriend.”A graduate of Niagara University,he holds a certificate from the CollegeBusiness Management Institute of theUniversity of Nebraska at Omaha. Hewas an accountant at Peat, Marwick,Mitchell Co. in Buffalo prior to joiningthe University at Buffalo as an endowmentfunds accountant in 1971.“My years at DYC were wonderful,thanks to the many individuals I workedwith in the D’Youville community. [Ienjoyed] the challenges and opportunityto help the college grow to what it istoday. Working with Sister Deniseis always a pleasure and I will misseveryone,” he said.SIFE volunteer assists West Sideresidents under the IRS VolunteerIncome Tax Assistance Program.D’Youville SIFE StudentsFinish in Top 20in Free Enterprise CompetitionThe D’Youville College SIFE (Students inFree Enterprise) team had an outstandingyear. Competing in New Orleans withstudents representing over 800 collegesfrom across the United States, the teamof Michael Smith, Jojee Osorio, PatriciaHeredia, Denise Cotto, Jose Ballestero,Adam Morris and Greg Ayers advanced tothe semi-finals in Kansas City.The D’Youville team finished in the top20, eliminated by the University of Arizona.But the name of “that small college fromBuffalo” will be remembered.Robert E. Rich, Jr., president of RichProducts Corporation and chairman ofthe SIFE board of directors, was there tocongratulate the hometown students. Hecomplimented them saying, “D’YouvilleCollege proudly represented our Buffalo/Niagara region in the competitivenational championship. The D’Youvillestudents developed innovative outreachprograms for tracking entrepreneurialand management skills and helping ourcommunity understand the ethical andsocial responsibilities that underscore ourmarket economy.”The team was approached by severalCEOs discussing employment opportunitiesand by professors from many colleges, asclose as Elmira and as remote as Nigeria,who extended invitations to the students forjoint collaboration with their own studentson exciting projects.SIFE is a national organizationconsisting of more than 800 college anduniversity teams working to improve thefinancial literacy of high school and collegestudents, to help struggling entrepreneursand to help the current and future businesscommunity understand that the successof the free enterprise system is based onethical business practices.Over 15 projects were completed this yearthat helped the local community: teachingCuban and Puerto Rican immigrantsabout personal finances, assisting a localentrepreneur in developing a professionaldodgeball presentation, holding an eBayseminar for the public, assisting hundredsof residents of the West Side with their taxreturns through the IRS Volunteer IncomeTax Assistance Program, and collecting foodand clothing for Haitian hurricane victims.

COLLEGEnotebookSenior CapturesScholar AwardsThe faculty of the department of liberalarts and the department of mathematicsand natural sciences jointly awardedthe distinguished scholar award and themedal of science and humanities to HoangNguyen, a senior in the biology programat D’Youville College. He was chosenas a student who has exhibited a genuinededication to the pursuit of knowledge, anoutstanding breadth of mind, a steadfastintellectual integrity, a spirit of free andself-directed inquiry, and a magnanimity ofcharacter. The recipients of this award arestudents who, in the opinion of the facultyof both divisions, have gone beyond theboundaries imposed by their academicmajor by cultivating in themselves abroad understanding of the principle ideasin mathematics, the sciences, and theliberal arts and who have consistently andhumanely used their talents to understandand serve their immediate community andthe larger society that they inhabit.This year the award was presented inloving memory of Professor Emeritus PaulCostisick.Hoang Nguyen of Vietnam, at theacademic department awards ceremony,is joined by Marion Pace Olivieri,’86, Ph.D., chair of the department ofmathematics and natural sciences andAndrew A. Schmitz, Ph.D., chair of thedepartment of liberal artsDYC’sPhysician AssistantProgramExpandsD’Youville College will expand its currentphysician assistant program by offering anew combined bachelor’s and master’sdegree five-year program and a stand-alonemaster’s degree program.The five-year program will include 172credit hours with 30 of those credits countedas graduate credits, according to MaureenF. Finney, department chair. “Our newmaster’s degree program is innovative inthat it incorporates clinical competence andapplied clinical research. This allows the P.A.program at D’Youville to remain a leader inphysician assistant education,” she said.Both programs were approved by theNew York State Education Departmentand are accredited by the AccreditationReview Commission on Education for thePhysician Assistant.D’Youville started the area’s firstphysician assistant program in 1993 andhas graduated more than 290 students inthis field.The new programs will start this fall andthe current four-year program will be phasedout and will graduate its last class in 2009.D’Youville ForgesTuition Agreementwith NYSUTUnder a new agreement with the New YorkState United Teachers (NYSUT) union,D’Youville College will accept up to ninecollege credits for acceptable graduate workcompleted through the union organization.Students may then enroll at the college tocomplete the remaining courses for theirmaster’s degree at a 20 percent tuitiondiscount.This arrangement will help teachersearn their required advanced degree faster,according to college and union officials.New York state requires teachers to havetheir masters’ degrees within five years ofthe time they begin to teach.“The agreement with NYSUT isexclusive in Western New York toD’Youville, offering education programsin early childhood, childhood, adolescenceand special education in those fields tounion members,” according to Dr. RobertJ. Gamble, chair of the department ofeducation at D’Youville, who helpedprepare the agreement. “Under thisagreement, D’Youville will grant transfercredit for those courses taken throughNYSUT programs and help teacherscomplete their professional certification.”The agreement is in effect now and it isexpected that individuals participating willsave up to $4,000 in tuition costs.NYSUT, the largest union in NewYork State, represents more that 525,000classroom teachers and other schoolemployees and retirees; academicand professional faculty at the state’scommunity colleges, State University ofNew York and City University of NewYork; and other education and healthprofessionals. NYSUT is affiliated withthe American Federation of Teachers,AFL-CIO.

COLLEGEnotebookDYC Sports TeamsEnjoy Banner YearJohn Hutton, DYC associate director ofathletics and head volleyball coach, reportsthat the 2004-05 academic year saw 117student-athletes, come from a multitude ofhometowns, give their best efforts proudlywearing the red and white of D’Youville.They come from all quadrants of NewYork state, representing 55 different highschools. They come from six differentstates, the farthest travelers being twinsisters from Arizona. And they come fromdifferent countries: yes, from our neighborsin Ontario, Canada, and also from Jamaicaand from the African nations of Ghana andGambia.New rivalries took shape as the NorthEastern Athletic Conference (NEAC)expanded its membership and geography.A dozen members now compete underthe NEAC flag, with schools located nearSyracuse, New York City, Baltimore,Philadelphia, and Scranton, Pa.Women’s crew, using the West SideRowing Club facility located at the footof Porter Avenue as home, became theeleventh varsity intercollegiate team atD’Youville. Also offered for women aresoccer, basketball, cross-country, softballand volleyball. The male offerings arebasketball, soccer, baseball and volleyball.Golf competes as a mixed team.“The athletic programs at D’YouvilleCollege do more than provide studentswith the opportunity to play sports. It isan opportunity for students with differingbackgrounds and experiences to bond asa team, united in the common goals ofrepresenting themselves, their team andD’Youville College in competition,” statedHutton.Two FacultyAuthors ReleaseNew BooksJohn Donohue, Ph.D., executive directorof doctoral programs in education, hasreleased his second novel, Deshi, whichalready is being praised by The ChicagoSun as “another excellent tale of clashingcultures, and exquisitely flavored andnuanced mystery.”Donohue is a nationally recognizedauthority on martial arts. He brings thisknowledge to his novels, interweavingmartial arts philosophy, Tibetan mysticismand the Samurai heritage with subtle humorand a good tale of intrigue and murder.Publishers Weekly said, “...this mystery withits fresh protagonist will appeal to all kindsof readers, not just martial arts aficionados.”Olga Karman, Ph.D., professor of liberalarts, gave a reading from her about-tobereleased memoirs, Scatter My AshesOver Havana, at the Burchfield-PenneyArt Center, Buffalo, N.Y. The highlysuccessful performance was given to astanding-room-only audience as part of theBurchfield’s series of programs, “Art onthe Hyphen: Cuban-American Artists ofWestern New York State.”Dr. Karman’s well-received work alsowas featured in The Buffalo News in theArts & Literature Review.Participating in the chiropractic program’s firstcontinuing education session are Dr. GeoffreyGerow, Dr. Benjamin Bartolotto, Dr. Ali Jafari,presenters Anna Allen, R.N., M.S.N., C.L.N.C. ofIowa and Dr. Stephen Savoie, D.C., F.A.S.O. ofFlorida, and Dr. Stephen Zajac.DYC InitiatesChiro ContinuingEducationProgramsThe New York State Education Departmenthas designated D’Youville College as oneof two postsecondary institutions of highereducation in the state as an approvedprovider of continuing education programsfor chiropractors. To renew licenseregistration as a doctor of chiropractic,New York state education law requirescompletion of 36 clock-hours of continuingeducation in each three-year registrationperiod. In March, DYC’s doctor ofchiropractic program held its first approvedcontinuing education session. Over 50doctors attended. Participants receivedan official D’Youville College Certificateof Continuing Education, documentingten clock-hours of advanced continuingeducation.The topic of the program was“Chiropractic Risk Management,”presented by Stephen M. Savoie, D.C.,F.A.S.O., of Florida, and Anna K. Allen,R.N., M.S.N., C.L.N.C., of Iowa. Both arerenowned speakers within the chiropracticprofession. Conference participantsincluded other recognized leaders ofchiropractic including Dr. Ali Jafari andDr. Benjamin Bartolotto, the chairman and10

COLLEGEnotebookIn Toronto, Ronald H. Dannecker, directorof admissions, speaks to enthusiasticstudents, many of Hungarian descent, aboutthe Balassi Balint Institute/DYC HungarianStudy-Abroad program.vice-chairman, respectively, of the NYSRegents Board for Chiropractic.During a break from the program, thedoctors were provided an opportunityto experience D’Youville by touring thecampus. The tour included visiting thenewly completed, campus-based clinic andmeeting with the chair of the department ofintegrative holistic health studies and withthe director and clinical coordinator of thechiropractic program.It was Dr. Bartolotto’s first visit toD’Youville. Both he and Dr. Jafaricommented on how impressed theywere with the college, its 97-year historyof providing quality education, and,especially, the integrative nature of thechiropractic program.Study-Abroad ’O5Ronald H. Dannecker, director of admission,is traveling to the Toronto area to speakwith high school students about the BalassiBalint Institute/DYC Hungarian Study-Abroad Program beginning in fall 2005.The area was pinpointed for its largepopulation of students of Hungarian decentwho speak the language fluently. Severalexpressed excitement about the crossculturalprogram.Academic credits earned will beapplicable to DYC’s global studies andinternational business programs.First InternationalSymposium onUrban Education atDYCDraws LargeAudienceD’Youville College hosted the FirstInternational Symposium on UrbanEducation and Intercultural Learning onApril 30.“We want to promote conversationswith Canadian, English and U.S. educatorsregarding the challenges urban youth face inschools today,” said Dr. Frank Brathwaite,assistant professor of education at DYC andone of the organizers of the symposium.Approximately 200 registrants attendedincluding school administrators, graduatestudents in education, and faculty membersfrom various institutions interested in urbanschooling.Sister Denise A. Roche, college president,opened the conference with a welcomingaddress. Dr. Peter McLaren, professorin the Graduate School of Education andInformation Studies at the University ofCalifornia, Los Angeles, delivered thekeynote address.Presenters included Dr. Avis Glaze fromthe Ontario Ministry of Education, Dr.Brian Burt, University of Pittsburgh, Dr.Carl James, York University, Dr. DavidHill, University College of NorthamptonUK, as well as representatives from localcolleges and universities.There was a featured session on CharterSchool Proposal in Buffalo by Benjamin Randleand Joseph Murray of the Buffalo Schools.“We hope this will help individuals learnnew approaches, encourage future supportto carry on the examinations of urban youthand education, and help the situation of urbanteachers and students,” Brathwaite said.Middle StatesCommissionReaccredits D’YouvilleThe Middle States Commission on HigherEducation has reaffirmed the accreditationof D’Youville College for a ten-year period.The reaccreditation was issued followingan intensive self study begun in 2003by a DYC committee and a visit by anaccreditation team made up of individualsfrom peer colleges and universities.Middle States Commission on Higher Education,3624 Market Street, Philadelphia, PA 19104-2680,Tel: (267) 284.5000, Web site: www.msache.orgErratum—The International Folio in the springissue of D’Mensions showed the Vietnamese flag in itsold form. We regret any distress that this caused ourVietnamese students and their families. The new flagis shown below.•11

With the societal turbulence that is evident across our society generally, severalindividuals pose probing questions about schools, teachers and students. Asworldwide demographics continue to change, it is clear that North Americansociety is increasingly ethno-culturally diverse and that the schools reflect these shiftingrealities. When these societal shifts combine and collide with the thousands of children,whose lives do not mirror those of the current policy makers, one is able to discern quicklythe challenges that confront public education generally and teacher education specifically.Today’s teacher education graduates need to possess, demonstrate and employ an everincreasingnumber of varied skills sets, broad knowledge bases and values that reflect culturalsensibilities in a results-oriented environment.Three other variables that are having an impact upon North American schoolsare shifting and declining enrollments and the resultant altered levels of resourcesupports, the wave of baby boomers who are retiring from teaching and schooladministration, thus opening new teacher opportunities, and the significantlygrowing role of international cultural values on all of society’s institutions.There are several engaging factors that influence the teacher educators’ roleat D’Youville College and at other institutions of higher learning. Prospectiveteachers who have a desire to make a difference will be confronted withquestions that challenge thinking at both the macro- and micro-levels of schoollife and school communities. To what extent will the foundations of educationbe examined through social and philosophical frameworks? Will the specificexpectations for creating a thematic unit of study be developed to best servestudents who, in turn, will be assessed primarily through a standardized test?To what extent do the pre-service teacher candidates learn to be appreciative of the dynamicinterplay between culture, multiculturalism, socio-economic factors and the need to preparechildren to live in a technological world where values such as job security, globalization andwidespread international poverty are evident?My experiences within the department of education at D’Youville College have confirmedthat future teachers are being provided with both theoretical constructs and instructionalstrategies that will enable them to meet student-focused challenges. For instance, these preserviceteachers will be dealing with children who are living with increased levels of poverty,a variety of global health issues, financial, power and academic inequities among students inthe same school, and accelerating pressures to perform on high-stakes testing.Teacher educators spend considerable time focusing on provincial or state curriculumrequirements, standards and expectations that are organized in a comprehensive manner tofacilitate the teacher’s classroom planning. Often, these curriculum requirements are alignedwith international and national bodies that strive to prepare individuals to learn a specific bodyof information and skills that will enable the graduate to apply the concepts and skills anywhere,nationally or internationally. Thus, the teacher educator’s role is to assist the individual to learn,develop and to practice a range of instructional strategies that will facilitate future public schoolstudents with the tools/skills needed to create personal meaning and understanding from text.Additionally, teacher educators demonstrate, model, practice and engage the teacher candidates towork co-operatively, to develop social skills, to utilize research, technology and communicationskills in order to organize ideas in a clear, understandable and coherent manner.To illustrate, the students at a large urban public elementary school are focusing onthe topic of medieval times. While the children’s backgrounds may be varied andthey may have some experiences with video games, they lack understanding ofthe broad social studies content, skills and attitudes of this time in history. To activate thestudents’ prior knowledge, the teacher may choose a children’s picture book, a short clip froma video or a K-W-L chart. The K-W-L chart [Know—Want—Learn] is a graphic organizerthat the teacher may use during the introduction of a new unit of study, providing students at. .Creativity FOLIOFrank Brathwaite, Ph.D.Assistant ProfessorDepartment of Educationoninstillingcultural competencein ourfuture teachersEducation:Walden University, Ph.D.,Educational LeadershipUniversity of Calgary,Graduate Diploma in Education,Educational Administration andPolicy StudiesUniversity of Toronto, M.Ed.,CurriculumWaterloo Lutheran University, B.A.,Political Science and GeographyProfessional Experiences:Teacher, grades 1 – 12, SocialStudies and English andMathematics, grades 3 – 10Alberta and Ontario, Principal,grades pre-K – 12York Region District School Board,Assistant Superintendent ofHuman ResourcesSuperintendent of SchoolsProfessional Affiliations:American Educational ResearchAssociationNational Council of the Teachersof EnglishNew Jersey Council of Social StudiesOntario College of TeachersOntario Public Supervisory Officials’AssociationReading Recovery Council of NorthAmerica13

all levels to become engaged with the topic. The information is recorded in chart form, basedon the following guides: what we currently know about the topic [K]; questions the studentshave that they want to have answered [W]; and at the end of the unit, when students havecompleted instructional activities—computer-based research, readings from a text, a seriesof novels or databases, observing a videocassette or a dramatic performance and/or fieldtrip—recording information that answers the question, what have we learned [L]? While theK-W-L graphic organizer is more than a visual representation of the knowledge, the studentsare able to create a schematic framework that can be employed effectively when individualassignments are created. Thus, it enables the teacher to have the students identify and listwhat is already known about medieval times. The second state is to ask students to pose andrecord their questions, which may serve as the researching guide for an individual or group.With these two frameworks established, the teacher works collaboratively with the students,the teacher librarian or computer instructors, who schedule instructional activities. Over aperiod of twenty days, students learn a defined body of information, learn and apply newskills in social studies, researching and writing, and learn to create and present information inan engaging manner. Students also may work alone reading, questioning, writing, clarifying,researching, and reflecting about the ideas that have been learned. During the same period,teachers develop a plan that will ensure that the state or provincial curriculum requirementsare learned, applied and will be assessed so that students and their parents/guardians will knowwhat learning has occurred. At the conclusion of the unit of study, the children gather againas an entire class with a culminating activity (e.g., medieval feast) and a general recording ofwhat has been learned during the past twenty days. This process of using the K-W-L strategyprovides an avenue for all of the children, regardless of their backgrounds, their experiences orexceptionalities, with a forum through which they can participate. This instructional strategyis widely used with all students from pre-K to university levels.Another challenging variable that teacher educators must acknowledge dealswith the pressing role that standardized assessments play in school culturegenerally and in students’ lives specifically. While the research is varied whendescribing the potential value of such assessments, these procedures are incorporated intothe life of each public school. While each state or provincial jurisdiction has identified aweighting value of these tests as a marker of school effectiveness, teachers need to learnstrategies to assist the students with the stressors that surround these assessment experiences.In some jurisdictions, the test scores reveal the defining standard of achievement, while otherschool districts choose to use the results for curriculum revisions, for creating supplementaryresources allocations and for strengthening teacher professional development programs.While teacher educators hold varying beliefs about this form of assessment, the challengeremains to prepare teacher candidates to be familiar with standardized assessments as one toolfor measuring an individual’s progress and achievement. To that end, the teacher candidateslearn about the nature of assessing students’ activities, progress and achievement throughexposure, discussions and practice. The connections between the role of assessments, theinstructional planning processes, the nature of students’ activities and the importance ofparental communication are presented and explored. It is important for teacher candidates tounderstand, to appreciate and to work with various assessment tools through their on-campuspre-service classes and the practice teaching components of the college’s teacher educationprogram.In addition to schoolteachers presenting a more and more compressed curriculumfilled with educational content and skills, teacher educators need to prepare futureteachers to understand and to appreciate the changing contexts in which students live.When one considers the significant wealth, power and energy that urban areas create for mostnations’ economies, it is regrettable to note that many urban schools across North Americafail to offer hope and vitality to the student. While many urban schools present a bleak picturefor young people generally and for minority students specifically, the teachers must work to14

support the individual students on a daily basis. What the majority of students are seeking atschool is to build strong, purposeful and respectful relationships with adults who can serveas role models, mentors and keepers of hope for individuals who are struggling throughmarginalized experiences. To be effective, teacher preparation programs need to provide arange of experiences to engage teacher candidates to become culturally competent. In practicalterms, teacher education programs present a model of a teacher who promotes social justicevalues in the classroom, where the teachers demonstrate a clear purpose to prepare all studentsfor a life that is constantly changing. Teacher candidates need to be passionate about theircraft and their profession and this is demonstrated through their knowledge of instructionalstrategies that engage, challenge and acknowledge each person’s contributions to learning. Theteacher’s role within this framework requires the individual to move beyond the job mindset toa life of purposeful work with young people. When one considers the role of the teacher as alifelong learner, the values that reflect this attitude will be an ongoing commitment to learningabout the curriculum and, more important, to learning about the lives of the students whom theteacher chooses to serve. By identifying this framework, the teacher is prepared to work withchildren from all socio-economic levels as well as cultural groups since the teacher’s role hasshifted from simply the organizer of information to one in which the students’ lives shape theprocesses that support problem solving, interpersonal skills development and communicationstrategies within a more equitable balance of power in the classroom and school.Given the changing nature of urban education across North America and givenD’Youville College’s location on Buffalo’s West Side, the teacher educators inthe department are developing ways to create engaging learning experiences forour students by volunteering at P.S. No. 3/D’Youville-Porter Campus, by connecting literacytheories with instructional reading strategies for elementary students and by creating units ofstudy that integrate subjects across the curriculum. D’Youville teacher educators are providinginstructional activities that will help pre-service teachers be able to serve students in urban,suburban, small town and rural settings with effective and stimulating strategies, as follows:ß Within the science program, teacher educators offer laboratory assignmentsbased on chemical principles or physics experiments.ß For individuals preparing to teach elementary language arts, assignments arecreated that have the teacher candidates create integrated or thematic units ofstudy and then have that person present a lesson for other candidates to assess.Teacher educators have the pre-service teachers read children’s stories that reflectmulticultural contexts. In addition, teacher candidates learn strategies such asprediction or vocabulary development that will help the student gain broad skillswith universal applications.ß For educators who are working with prospective foreign language instructors,teacher candidates create a unit of study that may incorporate imaginary travel toa French, Hispanic or German country.ß For social studies teachers, the teacher may have the student create a casestudy of a specific environmental, historical or political issue and then have theteacher candidates present this information using a debate, an oral report, or adramatization.Teacher educators are consistently seeking to find ways that link theory, subject frameworkand instructional strategies.While social change continues to accelerate and educational demands increase, the teachereducators’ joys and challenges are many. Everyone who chooses to attend D’YouvilleCollege’s teacher education program brings a strong desire to improve the lives of youngpeople. For each teacher educator, the goals of unlocking the candidate’s potential to engagein the serious work of teaching and learning are vitally important.®15

. .Creativity FOLIOERIC Little, Ph.D.Assistant ProfessorDirector, Center for Cognitive Scienceonbreaking the boundariesof cognitive scienceEducation:University at Buffalo, PostdoctoralFellowshipUniversity at Buffalo, Ph.D.Professional Experience:Canisius College, FacultyUniversity at Buffalo, FacultyAir Force Office of Scientific Research,Principal investigator, co-principalinvestigator, and consultant onnumerous federally funded grantprojectsThe Lockheed Martin CorporationThe Development and Research for theDefense of CanadaThe National Institute of StandardsAwards:Postdoctoral Fellowship,University at Buffalo, Department ofIndustrial EngineeringCognitive Science Special Fellow,University at Buffalo, Center forCognitive Science, 2000-2001Technical University of Darmstadt,Germany, DAAD Award from theGerman government for research,1997-1998Works in Progress:“Cognitive Linguistics, Force Dynamicsand Ecology”“Reconsidering Memetics”Translation of “Der Leib, Der Raumund die Gefühle” (Embodiment,Spatiality and Feelings) by HermannSchmitz, 1998Dr. Eric Little is an assistant professor and acting director of D’Youville College’scenter for cognitive science. The center is focused on providing researchopportunities for faculty and students in a multitude of interdisciplinary areasincluding, but not limited to: cognition, ontology, learning, behavioral sciences, consciousnessstudies, biopsychology, spatial reasoning, and extended biomedical applications. One of thecenter’s main areas of emphasis is working closely with students in doctoral programs in orderto provide research initiatives for their dissertations as well as field mentorship opportunities.One such doctoral student, Maria Moore, has recently completed her field mentorship withinthe center. Her research project was aimed at uncovering current programs thatfocus on educational reform in war-torn places such as Afghanistan. Work iscontinuing on this project through connections with agencies such as UNICEFand Teachers Without Borders, in order to find out if there is a way for D’Youvilleto become involved in broadened international teacher-training opportunities forpeople living in these war-torn areas where educational resources are severelylacking. Communication to these parts of the world is slow and cultural changeoccurs at an even more retarded pace, but contacts have been established andsubstantive quality information on both current needs and trends has beengathered. Continued efforts hopefully can yield more ways in which one ofD’Youville’s strengths, international education, can be further bolstered.A second doctoral student, James Velasquez, will be co-authoring a paper withDr. Little aimed at the physiological dangers and ethical dimensions of steroiduse in sports-related activities. The research for the paper stems from courseworkdone by the student in Dr. Little’s doctoral course in Professional Health Education. This is atopic of social interest within both athletic and medical fields and one which warrants attention.The paper is going to be submitted for publication.Dr. Little has published several papers in his fields of interest and has deliverednumerous presentations at national and international conferences on the topics ofconsciousness, ontology [the study of logically structured categorical models], andinformation fusion. He presently is serving on the reading committee for the internationallyrenowned Fusion 2005 conference in Philadelphia, July of this year, where his most recentpublication, “Ontology Meta-Model for Building a Situational Picture of Catastrophic Events,”was also accepted by a peer-reviewed panel. Dr. Little has also been invited to be a paneliston the topic of “Ontological Research and its Applications to the Biomedical Domain” at theannual meeting of the American Society for Information Science and Technology (ASIST)in Charlotte, N.C., later this fall. Additionally, he is currently looking into securing fundingfor a collaborative medical conference with UB’s National Center for Ontology Researchand Center for Excellence in Bioinformatics, which would provide a venue for D’Youvillefaculty to exchange ideas on areas such as medical diagnosis, electronic organization ofmedical records, biomedical ontologies, health policies, etc. This venue would provide anopportunity for both faculty and doctoral students to present their own research materialand to attend presentations by leading researchers in these areas as well.Both a current and future goal of the center for cognitive science is to secure grantfunding from local and national agencies, by forming partnerships with various localand non-local entities that can supplement D’Youville’s current academic strengths.One such project currently underway is a collaborative grant initiative aimed at producinga Visualized Ontology (VisiOn) software product capable of producing complex, abstractorganizational diagrams (often called ontologies) in a visual, 3D format. A tool such as thiswould provide a suitable human-computer interface for designing and presenting large amounts16

of interrelated ontologically structured data. The project has received a seed grant from theNational Center for Ontology Research (NCOR) for $3,000. This seed money will be usedto write several larger proposals aimed at medical and defense applications. Partners in thisproject will include UB’s Center for Multisource Information Fusion (CMIF), the Calspan-UBResearch Center (CUBRC) and Lateral Eye Inc., a local company in Williamsville, N.Y.A second grant project, just initiated this semester, is aimed at improving digital imagerecognition and retrieval for medical applications such as digital x-ray machines. By usingontologies, researchers can warehouse hundreds of thousands of digital images within databases,systematically arranging them according to certain essential features, attributes, functions, etc.Using these ontologically structured databases, various kinds of image recognition softwarecan better “understand” the kinds of images they process, culminating in improved queryingcapabilities, diagnostic support, and unified terminologies across sub-disciplines within themedical field. There is a growing awareness of need for medical ontologies, since the amountof electronic data in the medical sciences is growing exponentially and is currently not wellorganized. In recent months, politicians such as Newt Gingrich and Hillary Clinton havecalled for government spending on such projects, arguing that such steps could save millionsof dollars within the medical field. The National Institutes of Health (NIH) as well as theNational Library of Medicine have both begun offering research opportunities for work in thefield of medical ontology.The project currently being designed will focus on describing and cataloging digitalimages and text-based terminologies from the field of chiropractic medicine. Afurther step could include merging chiropractic ontologies to other ontologicallycategorized areas of medicine such as orthopedics and general anatomy. The department ofintegrative holistic health studies at D’Youville College has just installed sophisticated digitalX-ray equipment, complete with training peripherals, which is used to teach students state-ofthe-arttechniques in the use of digital X-rays. This equipment can serve as a test platform andit will provide not only research opportunities in terms of testing new algorithms or softwareenhancements, but also will provide an opportunity for improving the cognitive interfacebetween humans and machines, e.g., to improve things such as human performance, teachingmethodologies, human pattern recognition, etc. In this sense, knowledge can be gained forboth research and teaching applications.Current partners in this endeavor include Dr. Eric Little, (DYC, director, center for cognitivescience), Dr. Miguel Ruiz (UB, department of informatics), Dr. Paul Hageman, (DYC, chair,department of integrative holistic health studies), Dr. Geoffrey Gerow, (DYC, director,chiropractic program), Dr. Steven Zajac (DYC, director of clinical services, chiropracticprogram), and Galina Rogova, (Encompass Consulting). D’Youville College will also besoliciting the services of doctors, chiropractors and computer scientists from other supportinginstitutions such as ECMC, The Foundation for Chiropractic Education and Research and TheNational Center for Ontology Research.®17

. .Creativity FOLIOpenelope prentice, Ph.D.Professor EmeritaDepartment of Englishonlove, death andteachingat d’YouvilleEducation:Loyola University of Chicago, Ph.D.Loyola University of Chicago, M.A.Miami University, Oxford, Ohio, B.S.Professional Experience:University at Buffalo,Assistant Professor of EnglishAttica State Prison, playwriting courseWBFO, The Writer’s Place,Program Host and ProducerCentral YMCA Community College,Chicago, Ill.Awards:Edward Albee Foundation FellowshipMcDowell FellowshipNew York Foundation for the ArtsSponsorships (2)Playwright-in-Residence (5), includingThe Chautauqua Institute andNew York’s Perspective TheatreBooks:The Pinter Ethic: The Erotic Aesthetic.New York: Garland Press, 1994,2nd ed., 2000.Just Love: The Promise of Writing inthe Quantum Weirdness of the 21stCentury. Cithara, 1999.Capturing the Light [Poetry]. Lewiston,New York: Mellen Press, 1996.Harold Pinter: Life, Work and Criticism.Fredrickton, NB: New York 1991.The Pinter Interviews (publicationpending)continued page 20Shelley expanded definitions of the poet to include statesmen, lawyers, anyonewho brings order to the world, calling poets “unacknowledged legislators of theworld.” To be a citizen of the world calls on the creativity of us each to be anarchitect of peace. To be an architect of peace requires courage, far more courage than to bea destroyer or warrior. At a time such as the greatest 20th century poet Yeats describes when“The best lack all conviction, while the worst are full of passionate intensity,” we ask, Wheredoes courage come from? In the firestorm of fear that swept through after 9/11, energizingdestruction globally while paralyzing the voices of mediation and peace, the question may be,How do we transform fear to courage?Creative no longer describes mere ideas, self-expression, inspired enthusiasm.Adventurous writers, Hemingway and Fitzgerald, names enjoying celebritynow reserved for rock stars, no longer apply.Creation requires action. Some of the most creative people we know paintno pictures, make no films, compose no music, write nothing, yet their powercomes from what they say, think, feel and above all do in the world to makeit better. A free society, requiring us all to be heroes in a threatening world,demands such creativity of us all.If, as in the law of thermodynamics, it’s easier to destroy than to create, to askhow we transform fear into courage may seem as impossible as asking howwe spin gold from straw. But Yeats said, “Impossible tasks make life worthliving.” I found we need to look no further than our heart.I loved teaching creative writing at D’Youville where I learned that the goal of writing, ofteaching writing or literature, of all we do, is to awaken consciousness that inspires courage toact with just love—a love that is just. A creative writing teacher only points students towarddeveloping their own values, voice and above all vision, that is, what motivates characters andus to act, and what Virginia Woolf said distinguishes the good from the great.Learning basic form and technique in all genres—fiction, poetry, and drama—studentscompose a wish list for themselves and the world. They find there are no rules, butif you write deeply enough the writing will take you everywhere. Students discovertheir values by writing a credo: This I Believe statements. They gain a voice through the practiceof listening to others and to themselves, by reading and then by creating a vision by knowingthemselves, their desires, their fears and joys.I believe great art gives us another lifetime in this one. German art critic, Anton Ehrenzweig,says the function of art is to delight and to disturb. If it doesn’t delight, it is forgotten; if itdoesn’t disturb, it takes us nowhere new.Beginner’s mind, open to all possibilities, like what I call beginner’s love, still enthralls. Toseek just love, a love that is just, requires being open, a trust in the self, an ability to seek wiseteachers and continue to teach ourselves. After enlightenment, we must return to where westarted, to what I call beginner’s mind, like beginner’s love, but at a new level, still in touch withthe student in ourselves, if we are to create a new vision.Vision, defined as answering the question, What motivates human beings to act?,manifests itself in literature and film by what drives desire: what a character wants.Opposing desires create conflict. Conflict, the essence of drama, can be creative ordestructive. Through conflict our received attitudes are challenged and we are summoned tochange. We can endorse the received Old World heroic vision, or we can create a new vision.To confront a worthy opponent in the face of impossible odds, to secure the safety and peaceof a community threatened with destruction, is the classical enactment of the heroic quest that18

Loveplay, which was a Sponsored Project of the New YorkFoundation for the Arts and was directed by Elowyn Castle, is thestory of Sarah (played by Jeannie Dalton), joyfully married to thebrilliant Jean (Nick Battiste). The play opens in their Paris apartment, lateat night. They have just returned home late and a little drunk from a dinnerin honor of Jean. Their children peacefully asleep, they are content. Thephone rings; it is Karen (Jill Melanie Wirth), Sarah’s college roommateand friend. Karen is in Paris, she will be there soon, she will be stayingovernight. Karen is talented and ambitious. A journalist, she aspires to ademanding, accomplished professional career. The next morning Karenand Sarah talk about their lives, their loves, and their aspirations. Karenthinks that Sarah, who is a gifted landscape architect, is too invested inher husband and family and is self-abnegating of heraccomplishments. Sarah does not feel that Karen believesenough in the transformational power of love, that Karen’sbelief in self-fulfillment may be a dead end. Karen hasbecome involved with Timothy, another journalist, who likeSarah is from Buffalo, and whom Sarah possibly knows. Itis the conversation of old, devoted friends, candid, critical,unafraid, at times tinged with exasperation, but alwaysaffectionate. Then Sarah loses the person she loves themost, and her life changes radically. Alone, she returns toBuffalo with her children to be closer to her parents. Forcedto make a new life, Sarah must confront her own gifts andtalents, haunted by the past, by her lost love for Jean. Heremains a presence in her life and psyche, editorializing onher thoughts and undermining her emotions. She discovers that Karen hasbetrayed her in a way that will be very difficult to forgive. The lives andrelationships of Sarah, Karen and Timothy change, intertwine, develop anddetach. Time passes. Careers develop with successes and disappointments.Children grow up, spouses die. The characters meet and remeet, supporteach other, get angry with each other, infuriate each other; ultimately, theyunderstand how much they love, need, and admire each other. Sarah, theemotional center of the play, finally, through others and through her work, isable to herself experience and embrace the transformational power of love.. .Creativity FOLIORecent Work:LOVEPLAYby Penelope PrenticeLa MaMa ExperimentalTheatre Club, NYC2005A review byMarjorie Hunt Van Dyke...giving justice to those with fewest choices can give us all more choices...It is a fascinating story, passionately written and beautifully acted. On aspare set with evocative music by Eric Ewazen and visuals by MaryannDiCenzi, the four characters tell us about lives that are (like most lives)both typical and unique. There is minimal scene or costume change, butthis reviewer left the theater with a profound sense of having participatedin a story that describes the fabric of our experiences, the texture of thestruggle and triumph of lives lived....paints a life-and-death world of the unseen [that] we create and carryuntil the final confrontation with The Ghost Paradox:“The only way to banish a ghost is to embrace it,” according to Prentice...®21

. .Creativity FOLIOCANIO J. MARASCO, Ph.D.Assistant ProfessorDepartment of Mathematicsand Natural Sciencesonon avoidingthe privilegeof negligenceEducation:Roswell Park Cancer Institute,Postdoctoral FellowUniversity of North Carolina, Ph.D.D’Youville College, B.A., ChemistryProfessional Experience:OmniPharm Research Institute,Director of ChemistryUniversity at Buffalo, Lecturer,Department of ChemistryRoswell Park Cancer Institute,Researcher, Department ofBiophysicsErie Community College (North),Lecturer, Department of ChemistryRoswell Park Cancer Institute, ResearchaffiliateUniversity of North Carolina, ChapelHill, Teaching/Research Assistant,School of Pharmacy, Division ofMedicinal Chemistry and NaturalProductsAwards and Honors:Niagara Frontier Inventor of the Yearawarded by the Niagara FrontierIntellectual Property and PatentLawyers Association, 1997Professional Associations:American Chemical SocietyAssociation of AmericanPharmaceutical ScientistsIs my teaching style creative, and if so, what makes it creative? This is not an easyquestion to answer. I believe my hesitancy in answering this inquiry arises from akernel of self-doubt within me. Do I consciously try to be creative in my attempts toinstruct chemistry to our students or am I merely mirroring my department’s concerted effortsto teach and convey the sciences more effectively to our undergraduates?I believe the latter to be true. I have benefited from my association with my colleagues inthe department of mathematics and natural sciences. The efforts of our department to moresuccessfully instruct the sciences is exemplified by the ability of our students to do advancedbiotechnology research with Drs. Olivieri and Hurley, the development byDr. DeHaven of niche science courses that creatively fill the curricular needsof our students, the eager use of flora, fauna, and fossils by Dr. Dowds tocaptivate his students, the breadth of knowledge and the skill displayed byDr. Hart in gross anatomy, and many more examples that can be listed areonly a subset of the good and creative works that are being performed bymy fellow faculty.The department of mathematics and natural sciences has taken up the yokeof self-analysis. One of our stated desires is to monitor how effectively weteach our science courses to our majors and non-majors. To achieve this endwe have implemented a program in which at least twice a semester a differentfaculty member spends approximately one hour discussing how she/heinstructs individual courses. All aspects may be shared, teaching philosophiesand strategies, course topics that are covered, material presentation, samplehandouts, tests and any other information that the instructor deems relevant. As a departmentwe can then discuss the merits of each approach and when appropriate even offer suggestionsfor improvement. This open discourse can only serve to foster creativity, for as each of usstruggles to teach the sciences we constantly seek better ways to illustrate, captivate andconvey our disciplines.If I accept the proposition that my teaching style is creative then this creativity is born out of myfear of complacency. Whenever I feel content with a course or even my career I often recall apassage penned by the 18th-century British poet and writer Samuel Johnson in which he wrote:It frequently happens that applause abates diligence. Whosoever finds himselfto have performed more than was demanded will be contented to spare thelabour of unnecessary performances, and sit down to enjoy at ease his superfluitiesof honour. He whom success has made confident of his abilities quickly claims theprivilege of negligence, and looks contemptuously on the gradual advances of arival, whom he imagines himself able to leave behind whenever he shall againsummon his force to the contest. But long intervals of pleasure dissipate attentionand weaken constancy; nor is it easy for him that has sunk from diligence intosloth to rouse out of his lethargy, to recollect his notions, rekindle his curiosity,and engage with his former ardor in the toils of his study.—Rambler #111, April 9, 1751Consequently, I am never satisfied with a course. I am continuously seeking ways to improvemy capacity to convey the course material as concisely and unambiguously as possible. Thecreativeness that I bring to my courses is not witnessed in the presentation of the coursematerial but rather in the explanation of its substantive principles. With current technologyit is relatively easy to put together an effective presentation via PowerPoint or some othersoftware application, whereas I prefer to focus my attention on the development of alternatelines of explanation to further elucidate my lecture material.22

Acourse that frequently draws upon my resourcefulness is CHE142 (Molecules).Molecules is a chemistry course intended for non science majors, consequentlymost students enter this course with little or no previous instruction in chemistrywhether at a high school or college level. Nevertheless, with patience, I am always proud ofand amazed by the amount of chemistry mastered by these students by the end of the semester.Often in this course fundamental principles must be explained in unique ways.Last semester I used a yo-yo to describe potential energy, kinetic energy and the First Lawof Thermodynamics. As the yo-yo is held, it has a certain amount of potential energy, oncereleased the potential energy is converted into kinetic energy, and when it recoils kineticenergy is converted back to potential energy thus showing that energy is interconverted andconserved as stated by the First Law of Thermodynamics.Another topic that requires imagination concerns the classical experiments that were performedto determine the structure of an atom. For example, we discuss the work of Ernst Rutherfordwho in 1911 put forward his hypothesis regarding the structure of an atom. His hypothesis wasbased on an eloquently simple experiment in which heavy radioactive particles were aimed ata thin piece of gold foil. Rutherford rationalized that if the particles were deflected this wouldindicate the presence of a structure within the atom with mass; whereas, if the particles passedthrough the atom unimpeded, then it could be concluded that the structure of an atom wasdiffuse. Rutherford found that the majority of particles passed through unimpeded, but a smallnumber were deflected, indicating that the majority of the volume of an atom was diffuse (theelectron cloud) while a small portion of the atom had mass (the nucleus). To illustrate thisexperiment I simply bring a rubber ball to the lecture. I shut off the lights and ask my studentsto tell me how can I use this rubber ball to indicate to myself if I am about to walk into a wall.They readily respond throw the ball ahead of you, if it bounces back to you there’s a wall, andif it doesn’t come back there is no wall. Then I ask them what if I repeat this task several timesto make certain of my results and a couple of times it bounces back to me, but most times itdoes not. It could be that there is a wall with some type of opening in it such as a windowor doorway. This is analogous to Rutherford’s experiment with the ball representing theradioactive particles, the wall, the solid nucleus, and the doorway, the diffuse electron cloud.Admittedly this is simplistic, but it is equally enlightening to my students.My advanced chemistry classes require a different form of illustration oralternate lines of explanation. Since D’Youville College does not have amajor in chemistry, at this point in time, the majority of my students in organicchemistry belong to other disciplines such as physician’s assistant, chiropractic and biologymajors. Often it is difficult for my students to see the relevance between organic chemistryand their chosen fields. Prior to my career at D’Youville College, I spent almost ten years asa cancer research scientist at Roswell Park Cancer Institute, and even after joining D’YouvilleCollege I have maintained an active research program and an affiliation with several researchlaboratories. I bring these experiences to my lectures to help make the connection between aseemingly unrelated series of reactions and rearrangements and the health sciences.For example, to understand how certain organic molecules react or do not react, chemistsoften look at the electron clouds around these molecules or their molecular orbitals. Inlecture we might study what seems to be an obscure reaction such as a [2+2] cycloadditionas a demonstration of Woodward and Hoffman’s rule of Conservation of Orbital Symmetry.Nonetheless, I explain to my students that this seemingly insignificant and irrelevant reaction isthe same reaction that is responsible for the dimerization of thymidine residues within our ownDNA when exposed to ultraviolet radiation (sunlight). Furthermore, it is this dimerization thatcan lead to the possible formation of certain cancers such as melanoma. Whenever possibleI try to use my pharmaceutical and research training to breath life into what appears to be a23

andom array of carbon bonds breaking and reforming. For I stress to my students that whetherthe chemistry is occurring in a laboratory flask or in our cells, we are carbon-based organisms,so if you understand the properties of carbon you understand the chemistry of life.My discomfort with complacency is also evident in my science labs. Several yearsago, Dr. Caren Shapiro made me aware of a growing organization of scienceinstructors that use and share case studies to more efficiently construct theirlectures and laboratories (you will note that once again I am benefiting from my associationwith a mathematics and natural sciences colleague). Whether organic chemistry lab is taughtat D’Youville College or any other college or university, they follow the same pedagogy, theintroduction of purification techniques in the first semester and the performance of classicname reactions in the second semester. The use of case studies allows for the majority of thesame material to be taught, but in a manner that will entice and sate one’s intellectual curiosity.For example, a case study that I am currently developing uses a metabolic disorder to illustratethe purification techniques of extraction and gas chromatography. In general, the case studywould read as follows: an eighteen-year old man becomes unexpectedly ill, he displays signsof mental confusion, diarrhea, vomiting and then ultimately dies after a brief hospitalization.The organic chemistry students are supplied with fake urine samples and assume the role offorensic investigator. The organic materials within the fake urine sample are extracted andanalyzed by gas chromatography. By identifying which organic molecules are present inelevated levels, the students, with a little bit of investigation, should be able to identify themetabolic disorder that led to this gentleman’s demise.Is my teaching style creative? Certainly I am no more creative than my fellow faculty.I believe the good works and creativity exhibited by my colleagues and me is bornfrom the same diligence and is best summarized by the sentence, “He whom successhas made confident of his abilities quickly claims the privilege of negligence.” As a group,the department of mathematics and natural sciences has resisted the urge to coast, to claim theprivilege of negligence, to weaken constancy, to avoid sinking from diligence into sloth andhas strived to continuously engage the ardor in the toils of our studies.Editor’s Note: Dr. Marasco was voted faculty member of the year, spring 2005. ®24

Ibelieve that Native American children are almost genetically encoded with areverence for storytelling and oration. Storytelling could be considered a part of ourmental traditions. I believe as an educator it is important to build on the strengths ofthe student. The oral tradition is a positive attribute of many Native American children andshould not be disregarded when exploring every avenue to increase their success in school.The folktales and fairytales, the myths and legends, the tall tales and fables that children lovetoday came from the oral tradition (Savage, 2000). All cultures and societies had or havean oral tradition where culture, traditions, and history were passed down from generation togeneration by word of mouth.A wonderful strategy to incorporate in teaching Native American children to read is the readaloudbecause Native American people come from such a rich oral tradition.History, culture, and traditions are all passed down by word of mouth. The readaloudfollows along this same line and capitalizes on this practice. It can be asimple, inexpensive way to help Native American children begin to acquire theliteracy skills they will need to be successful in school.Today there are approximately 500 different tribes who speak 200 differentlanguages in the United States. All of these tribes typically relied upon passingtheir history, culture, and customs on to their children through the oral traditionbecause very few tribes had a written alphabet. Many Native Americans stillhave a strong oral tradition today that has a powerful impact on their lives. TheMenominee Indian Tribe of Wisconsin, of which I am a member, is a goodexample of a Native American tribe with a living oral tradition. Many of ourgreat orators and best speakers are able to tell us stories as they speak.My younger sister, Leslie Teller,* an English teacher and remedial readingteacher at the high school level on the reservation, believes that Native children have inheriteda reverence for storytelling and oral traditions. She thinks we can build a frame or scaffoldfor the students that help them make the leap to greater comprehension of written text bycreating stories of their own. She says that Native story cycles are like a star quilt: one storyweaves into the next, each building on the other, making a beautiful harmonious tapestry.Students are encouraged to find design strength in nature and to bring in examples. Studentshave photographed spider webs or brought in oak leaves or the abandoned bird nest. Studentsevaluate their own stories using as one of the criteria, “Does my story reflect the strength ofdesign in nature?” In this way, literacy becomes relevant and meaningful to them, a reflectionof their Native culture and tradition of storytelling.For younger children, storytelling and read-alouds can be magical, enchanting and fun.Storytelling and read-alouds reinforce the concept that language learning in story form is avalued activity. Both activities enhance listening skills and enrich vocabulary.Read-alouds can also help children develop their background knowledge through vicariousexperiences. Because Native American children so often live in poverty and many live inisolated areas resulting in limited experiences in the outside world, we must provide theseexperiences in other ways. We have found on the reservation that the use of literature is awonderful way to accomplish this goal with our children.My older sister, Lynn Skenadore, is the Menominee tribal school librarian. Recently, she wasusing multicultural literature picture storybooks to teach comprehension skills to her middleschool students. Some of the books they studied included Deloris and Roslyn Jordan’s Saltin His Shoes, Jane Yolen’s Encounter, Robert Coles’s The Ruby Bridges Story, and Holly* Editor’s Note: The three Native women teachers sited in this article are all sisters of the author. Together, thefour women have accrued 90 years of teaching and research with Menominee children. Two of the sisters haveserved as chair of the tribe, and their late mother was the director of the Federal government’s first reservationbasedHead Start program in the 1960s, thereby rounding out a remarkable family committed to leadership ineducating disadvantaged children in a transcultural setting.. .Creativity FOLIOlauren M.waukau-villagomez, Ed.D.Assistant ProfessorDepartment of EducationonLISTENING TOTHE DRUMBEATSOF LONG AGOEducation:The Pennsylvania StateUniversity, Ed.D.University of Wisconsin, M.S.University of Wisconsin atMadison, B.S.Professional Experience:Kenew Consulting ServicesOtter Medicine PublishingMenominee Indian Headstart,Program Supervision, Development,and ImplementationMenominee Indian Tribe ofWisconsin, Superintendent ofTribal EducationLac Du Flambeau Public School,Wisconsin, PrincipalWounded Knee District School,South Dakota, PrincipalMenominee Indian SchoolDistrict, Guidance CounselorProfessional Affiliations:National At-Risk Education NetworkNew York State Reading CouncilInternational Reading AssociationPresentations:“Improving Reading Skills Using Read-Alouds,” National Indian SchoolBoard Assoc. & Assoc. of CommunityTribal Schools Summer Institute, 2005“Multicultural Issues in At-RiskEducation,” National At-RiskEducation Network (NAREN),Panelist, 200525

Keller’s Grandfather’s Dream. The story, Grandfather’s Dream, caused an interestingreaction in the students. The name of the main character in the book is “Nam” and as aresult the students thought that the story was Native American. A common traditional nameon the reservation today is “Namakesa” (Little Thunderbird), which is often shortened to“Nam.” They were more than a little surprised to find out the story was about a Vietnameseboy and his grandfather living in the Mekong Delta after the Vietnam War. The Sarus cranesdisappeared during the war and the boy’s grandfather believed that the cranes would returnwhen the rain came and flooded the land. Cranes are the Vietnamese symbol for family andlife. The students were sure that Nam was a Menominee boy and they argued with Mrs.Skenadore about it. Actually, they were especially convinced of this fact after the mention ofcranes in the story because the Menominee have a Crane Clan and the children see cranes onthe reservation all the time. She was amazed by her students’ initial confusion and then theirrealization of how closely connected dissimilar parts of the world can be.Community-wide English fluency is a relatively recent phenomenon for manyIndian tribes in the United States. In today’s world more than two-thirds of NativeAmerican young people speak American Indian English and it is the only Indianrelatedlanguage that they know (Leap, 1993).In discussing language, it is important to understand Joos’s Registers of Language. Accordingto Joos (1967), every language, including English, has five registers:ß Frozen Language that is always the same. This would include prayers, poems, etc.ß Formal The standard sentence syntax and word choice of work and schoolß Consultative Formal register used in conversationß Casual Language between friends characterized by a 400-800 word vocabularyß Intimate Language between lovers or twinsRuby Payne postulated in her book, A Framework for Understanding Poverty, that childrenfrom generational poverty, as opposed to situational poverty, do not speak in the formal registerof language. She defines generational poverty as being poor for at least two generations andit is more devastating than situational poverty. Payne estimates that approximately 260,000Native American children live in generational poverty today.The use of formal register is required on tests, in schools, and in the world of work. Theproblem for minority children and poor children is that they do not have the vocabulary or theknowledge of sentence structure and syntax to use formal register. This will doom them tofailure in school and in their lives beyond school.Menominee children are no different from many of the Indian people that William Leapstudied in his book, American Indian English. Menominees were forced to learn French andEnglish languages as their world was invaded by the French fur traders and the Americansettlers in the 1700s and 1800s. After analyzing the influence these languages had on theMenominee language, it can be determined that English spoken by Menominees today hasbeen heavily influenced.We can call this language Menominee Indian English (MIE) or as I humorously call it,“rezonics.” Lisa Waukau, a high school social studies teacher on the Menominee IndianReservation, observes that MIE is not English slang that young people tend to invent to excludetheir elders. Many MIE words have been around for several generations and everybody onthe reservation knows their meanings and uses them correctly. Even long-term non-Indianteachers at reservation schools are able to understand MIE or “rezonics.”Leap believes that MIE is the only Indian-related language that many Indian people know.Furthermore, he observed that Indian people learn their rules of grammar and speech fromtheir ancestral language traditions.Fragment of original painting, courtesy of Carson Waterman, noted Native American painter, Salamanca, N.Y.26

John Satterlee,* who was an early educator on the Menominee Reservation, taught in what wasknown as Crow Settlement. Interestingly, he taught school in both English and Menominee,which was long before the bilingual approach to education was implemented. Another strategyused by Satterlee was that he had his students memorize poetry and recite it because it hada rhythmic quality to it. He knew that the first sound we hear in utero is the heartbeat of ourmothers, which is why we like the rhythm of poetry.Satterlee, a teacher in the early 1900s, developed a strategy that is still useful with our childrentoday. In our read-aloud research on the reservation, we have discovered that Menomineechildren particularly love the rhythm, repetition, and word plays included in many of the readaloudbooks. We think that this corresponds with traditional singing and drumming, which isan integral part of Menominee and other native cultures. Research supports this approach aswe know these words become imprinted on the brain as a result.Jim Trelease, the read-aloud guru, puts it very simply when he says that children learn asecond language when they are being read to from good books. They hear standard English,which is a part of the literature being read to them. The importance of this interaction can notbe underestimated for Native American children. Native American children must learn to bebilingual today so that they can function in both the reservation world and the outside worldof all racial groups. Multicultural literature, as well as other genres, serves as a bridge of sortsopening different worlds for our Native children who spring from a culture that champions itsoral tradition.Circle of FriendsCelebrating Diversity through Different CulturesA personal interpretation of the traditional Medicine Wheel by Dr. Waukau-VillagomezThe Medicine Wheel is a circular symbol employed as a teaching tool by manyNative American people. Elders use the medicine wheel to pass on traditionalteachings and knowledge to their children. It signifies the cycle of life, theinterrelationship of life and the harmony of life. The four colors of White,Red, Yellow, and Black represent the four directions of North, South, East,and West respectively. The color Green on the wheel personifies motherearth and the color Blue represents spirituality. The four directions can becompared to the stages of life. The East is seen as the beginning of life orinfancy, while the South is seen as childhood. The West is seen as adulthoodand the direction North is old age. It correspondingly encompasses the mental,emotional, spiritual, and physical dimensions of life.ßMenominee Tribal SchoolLibrary Circulation, K - 8,and Terra Nova ReadingTest Scores, Grades 4 & 8school year’02-’03 ’03-’04 ’04-’05163571141469%2411166872%239Library Circulation LogTerra Nova Test ScoreStudent Population[projected]230In addition, the Black, Yellow, Red, and White colors of the Medicine Wheel are used torepresent the four major races of the world. It is a wonderful approach to use for sharingmulticultural literature with children so that they can appreciate the different cultures andpeople of the world. This traditional symbol can be used to teach diversity to all children andit can be used in any classroom.ßBibliographyLeap, W. (1993). American Indian English. Salt Lake City: University of Utah Press.Payne, R. (1998). A framework for understanding poverty. Highlands, Texas: RFT Publishing Co.Savage, J. (2000). For the love of literature. New York: McGraw Hill.Trelease, J. (1995). The read aloud handbook. New York: Penguin Books.* Satterlee, J. (personal diaries, 1870-1950) housed at Menominee Historic Preservation in Keshena, Wisc.•27

BOOKreviewTHE BOOK:Thomas L. Friedman’s The World is Flat:A Brief History of the Twenty-First CenturyFarrar, Straus and Giroux, 2005,488 pages, ISBN-10:0-374-29288-4THE REVIEWER:Amable Paulino, Ph.D., assistant professor ofinternational business, has a long-standinginterest in comparative education for nationaldevelopment and for societies and states witheconomies in transition.Against theFriedman backdropof global technology,outsourcing,supply-chaining,and “flattism,”Amable Paulino, Ph.D.,assessesthe underlyingneoconservativepolitical philosophythat scrutinizeseducational andsocial policiesrather thanthe essence ofcultural differencesor ethical values.Arapid review of the literature on diffusion of innovations,information society and globalization with its economicaspects makes one encounter multiple ideas of the limitedrole of education for national development. This also includessecurity and self-interests in support of one’s own country’scompetitive advantages. On the other hand, a review of the historyof human development demands that we distinguish the limitedrole from the broad role of education.In doing so, this distinction demands that we think, understand andact based on sensible ethical relationships and social responsibilityfor the implementation of a plan to improve living standards. Thisplan rises above the superficial description provided by The Worldis Flat, and it goes deeper in interpreting face-to-face relationshipswith other human beings.Limiting the role of education as a valued position advancesthe argument in The World is Flat. By limiting education theneoconservative can claim that the American education systemshould be reformed based on the grounds that the United Statesis losing its competitiveness. This lost competitiveness is derivedfrom other countries’ current intellectual abilities to capitalizeon disaggregating well-established American jobs for the newinternational division of labor.In doing so, this argument has been framed in the tradition ofa business-political analysis that belongs to the same group ofMarxist prophets of the ethnic-business orders of Marcus Garvey,W.E.B. Dubois, George Padmore and C.R.L. James. While theyhave studied the behavior of the Black working class duringhistorical trends of the White Anglo-Saxon Protestant work ethics,the argument in the book has chosen to manage the workingdynamics between countries, among chief decision makers andwithin ethno-religious groups. These groups operate within theglobal economy by creating a brief history of the 21st century.This brief history, used as the author’s unit of analysis, belongsto the non-dimensional position of the here and now. From thatnon-dimensional point, the whole argument in The World isFlat is drawn. Then, the leading argument is moved by selectinghistorical periods to show geographical evidences that will hint toa skillful reader, within the tradition of Leo Strauss [noted politicalphilosopher], the unfair treatments to successful ethnic-religiousgroups who were settled in Spain by 1492.28

ALUMNIeventsAnnualAlumni GraduateBrunch WelcomesNew AlumniAssociation MembersPreceding the hustle and bustle ofcommencement rehearsal, guests weregreeted at the annual Graduate Brunch bymembers of the Alumni Association boardof directors, Patricia Marino Smyton, ’65,director of alumni relations, and PatriciaLyons Van Dyke, ’52, director of majorand planned giving. A small gift wasgiven to each graduate along with a packetcontaining information about alumniservices and an alumni card, entitling eachnew alum to free use of the library andcollege center facilities.Alumni board member, B. JeanHarrington Duggan, ’48, presentedher thoughts on being a member ofthe D’Youville family and welcomedthe class of 2005 into the AlumniAssociation. This annual event, a traditionof commencement week, is sponsored bythe Alumni Association, the alumni officeand institutional advancement. Facultymembers look forward to this opportunityto visit with their students informallybefore the hectic weekend begins.Several alums were given engravedDYC charms representing their connectionto 2005 graduates: Danielle Laura Carile,’03, sister of Christina Carile, ’05; AdeleDePasquale Marino, ’51, grandmother ofMichael David Cole, ’05; Beverly Reap,’95, step-mother of Christina Reap, ’05;Mary Schreiber Borzillire, ’78, motherof Sean Ian Borzillire, ’05; and MariaCarmen Cruz, ’82, sister of Ada Miller,’05, (pictured above: honored alums areshown seated). Patricia Marino Smyton,’65, (far left) joined the group.Boston and RochesterChaptersA group of Boston area alumni convenedat the Marriott Boston Newton for adelightful luncheon on June 30. MaryAnn Brett Corcoran, ’62, with assistancefrom her sister, Maureen McQuillen, ’62,coordinated the event.A lively conversation provided anexchange of information: Sister Deniserecounted the many changes and activitiesat D’Youville and the alumni describedhow their D’Youville education influencedtheir lives and contributed to their success.On July 23, a gathering of Rochesterarea alumni took place at Hawthorne’sRestaurant in Rochester. More than thirtyalumni and friends attended.Spring LuncheonDelta Sigma AwardsNewest members of Delta Sigma, theMarguerite d’Youville Honor Society,were welcomed at the 14th annual SpringLuncheon held on Saturday, June 18 atthe Hyatt Regency Hotel, Buffalo, N.Y.The graduates selected for membership,each in her own special way, epitomizethe spirit of St. Marguerite. There is acommon thread recognizable in all: adeep humility that what they do is simplythe work of a Christian responding to theneeds of others. In speaking to the guests,Sister Denise Roche, GNSH, Ph.D., notedthat our graduates carry out the mission ofthe college through their daily lives andserve as examples to the current students.Honored were: Rosemary Dean Delaney,’48, Anne M. Keating, ’54, MargaretBeuerlein Bartolotti, ’67, and MaryKearns Skibinski, ’78.Alumni Event CommitteeAlumni board members Jean Roth Duffy,’51, and Susan Jablonski Fiden, ’69,were co-chairpersons of the event. Theircommittees included B. Jean HarringtonDuggan, ’48, Jean M. Knopinski, ’ 48,and Cynthia Wierzba DeLuca, ’75.Thomas J. DeLuca, ’76, was the officialphotographer of the day.Alumni President’s ReportDolores Gaeta Prezyna, ’70, alumnipresident, thanked the alumni boardrepresentatives for their dedication to thegoals of the association. She noted that asa result of their efforts, over $6,000 will begiven to the Sister Mary Charlotte BartonAlumni Kinship Scholarship recipients inthe 2005-2006 academic year. In attendancewere Eileen Hanley Noworyta, ’78,3O

ALUMNIeventsSigmaThe Delta Sigma HonoreesAbove, New Delta Sigma Members (l to r):Mary Kearns Skibinski, ’78, MargaretBeuerlein Bartolotti, ’67, Anne M. Keating,’54, with Sister Denise A. Roche, GNSH.Honoree Rosemary Dean Delaney, ’48, wasunable to attend.Lower (l to r): Genevieve McNeil Dobmeier,’52, Debbie Smith, Sister Denise Roche,Mary Elizabeth Crowley Carosella,’52, Ann Marie Vacca Bradley, ’52Patricia Kelly Losito, ’85, and TheresaDiLuca Vallone, ’04, who along with JulieMarinaccio, ’04, and Ryan R. Miller,’05, were elected to three-year terms atthe May alumni board meeting. LaurenHooser Rosso, ’97, who chaired the foodand beverage committee of the 2003 golftournament, was the only retiring boardmember this year.Sister Francis Xavier TributeMs. Debbie Smith, daughter of thelate Shirley Hochmuth Dearing, ’52,presented a collage honoring the late SisterFrancis Xavier Lynch, GNSH, formerpresident of the college. The nursing classof 1952 located several pictures depictingtheir days at D’Youville and commissionedDebbie to prepare the tribute in memory andhonor of their former nursing instructor. Itwill hang in public view in the college.Rosemary Dean Delaney’s commitmentto serving people through her volunteeraffiliations has helped her learn “moreand more about ‘the way to the Lord.’”Through her church, she providessponsorship of RCIA candidates. As aEucharistic Minister, she brings empathyto nursing home residents when she visits.She has given her time and talents toseveral youth groups, a library, a museumand the Lewisburg Civic Club and acts asa counselor with Birthright International.In 1992, Rosemary was appointed to theTribunal of the Diocese of Harrisburg, Pa.,drawing on her experience as a caseworkerfor Catholic Charities. She has acted asa case assessor, assisting judges in theinstruction of marriage nullity cases. Shebrings compassion to petitioners who areexperiencing life-changing adjustmentsand decisions. She considers this ministryher most important work, truly in keepingwith Marguerite d’Youville’s philosophy toserve those in need.Anne M. Keating, in 1976, long before itbecame a national concern and popularproject, became part of a task force onbattered women. Through Anne’s effortsto garner support in her community, withthe Mayor’s Office of Quincy, Mass., andthe assistance of the district attorney, shewas able to form and become the foundingpresident of Domestic Violence Ended,(DOVE) Inc.In cooperation with community andgovernment agencies, this organizationprovides immediate support, crisisintervention, short-term counseling,advocacy, housing, and appropriatereferrals for women, children, and teenvictims of domestic abuse. DOVE, Inc.,assists over 2,000 people each year whoexperience violence in the home.She continues her involvement on theMayor’s Commission on Women and theU.S. Coast Guard Auxiliary, among others.fMargaret Beuerlein Bartolotti becamefamiliar with many of the issues that oursenior citizens deal with everyday. Whileparticipating on a committee in Albany,she met a D’Youville graduate, class of ’39,who shared the problems that many retiredteachers have with health insurance andpensions with no cost-of-living features.Margaret began to work for improvementof both of these issues. Her research led tothe presentation of workshops on the newMedicare law affecting all seniors thatwill take effect in 2006 and to seminarsproviding Social Security information forseniors and other retiree groups.With her parents as her life model,Margaret is motivated to reach outthrough her neighborhood volunteer workwith the Heart Fund, March of Dimes,Lung Association, and Cancer, AmericanDiabetes, and Leukemia societies. She isthe first retiree to have a vote and a seaton the Webster, N.Y. Teachers Associationexecutive board and representativecouncil. Margaret has been honored by theRochester, New York Labor Council, AFL-CIO as the retiree activist of the year.Mary Kearns Skibinski’s concern for othersis evident in her professional social servicework. Examples of the recognition of heroutstanding dedication are many: the Headand Heart Award from the Buffalo VeteransAdministration Medical Center and twicenamed the Veterans’ Administration WesternNew York Healthcare System’s employee ofthe year. She received recognition awardsfrom the American Cancer Society for a chemocoach project and from the Cancer WellnessCenter.Mary’s willingness to serve others extendsto the young and old. She was a religiouseducation teacher for thirteen years at St.Agatha’s Church. At St. Stephen’s Church,she has been a lector, a Eucharistic Minister,a member of Parish Mission Renewal, and theChristian Service committee chairperson.31

CLASSnotes’54Everywoman Opportunity Center, Inc. is a notfor-profitcorporation that has served WesternNew York since 1977. It offers holistic andindividualized services to help women achievepersonal and economic self-sufficiency whenthey wish to enter, re-enter, upgrade or changecareers in the paid work force. In May, Dr.Jane Flanigen Griffin was presented withits award of excellence at their annual dinner.Jane was recognized in celebration of theachievements of women who have been rolemodels, risk takers and path finders for otherwomen.’55Catholics from the Diocese of Buffalo selected toreceive the Lay Award of St. Joseph the Workerwere honored at a mass in St. Joseph’s Cathedralin April. Bishop Edward U. Kmiec presentedthe award to Angeline Brucklier Padula forher parish activity. Those who receive thehonor are recognized as people “who endlesslygive of their time and talent for the good of theirChurch and are dedicated in their own quiet wayto further increase the love of God in others.”Angeline is involved in nursing care at theVeterans Administration Medical Center.’59Jo Ann M. Mecca was named a director of theLeague of Women Voters of Buffalo/Niagaraat the organization’s recent annual meeting.’62Zdenka Gredel-Manuele would like to sharesome information with former economicsstudents of the late Monsignor James A. Healy.Dr. Gredel-Manuele is a professor of historyand chairperson of the history departmentat Niagara University. While in the UnitedKingdom to deliver a paper at the joint annualmeeting of the Renaissance Society of Americaand the Society for Renaissance Studies, shestopped in London to uncover the truth ofMsgr. Healy’s teaching about Jeremy Bentham,as follows:“While flicking his cigarette over the roofof the laundry adjacent to the old classroombuilding at D’Youville, and most likely feelingthat he was doing penance teaching these youngladies economics, Msgr. Healy decided to shockhis class with stories pertaining to some of thegreat economic thinkers of the times. He feltthat this would be of greater value to those of usmark theseLeft, ZdenkaGredel-Manuele, ’62,with old friendJeremyBenthamwho were students of history than to impart thecomplex workings of stocks and bonds. One ofthese stories that he told was of the proponentof utilitarianism, Jeremy Bentham. He calledhim the man in the closet since the tale was thathe has had his body mummified and put in acloset to be taken out and cheered on occasionat meetings and the celebration of his birthday.Of course, none of us young ladies believedhim.” Fiction or fact? At the City College ofLondon, dressed in his finest suit and hat andholding his favorite walking stick, Jeremywas waiting for Zdenka. He was eager for herapproval, but he said nothing.When Patricia Martin Cullinan and herhusband celebrated their 40th weddinganniversary, they were delighted to have someD’Youville “New Yorkers” join them. Jakeand Mary Casey Hiel, ’61, and Bernie andMaryann Norton Gehan, ’63, were amongthe Spring family and friends Luncheonwho attended a luncheonto mark the event. Pat and Martin have twograndsons, Hyatt Regency Declan and Buffalo Liam.Honor those elected to Delta Sigma,’63the Marguerite d’Youville HonorA member since 1995, Barbara J. Campagnawas Society, elected to and a two-year also retiring term on alumni the boardof directors board members. of the Rotary Club of Buffalo,serving as treasurer and chair of the financecommittee. In 2004, Rotary honored her withthe Paul Harris Award for her service to theclub. JULY Not quite Fri. retired, Barbara keeps busyselling promotional and advertising productswhich “supports her golf trips and vacations tovisit D’Youville family and friends around thecountry.”’66A Distinguished Alumnae Award was presentedto Mary E. Bisantz at Holy Angels Academy’sannual alumnae association dinner. Mary, whoholds a Juris Doctor degree from SUNY BuffaloSchool of Law, is a U.S. Administrative LawJudge of the Social Security AdministrationOffice of Hearings and Appeals. She lives inRodanthe, N.C.Above, Eileen Clifford Cavanaugh, ’63, andMaryann Norton Gehan, ’63, at the BlueLagoon outside of Reykjavik, Iceland’7OAdvisors to the Lambda Sigma, Mary EllenMoriarty, a reading /writing specialist in theLearning Center and Thomas Milano, ’97,information technology, distance learningassistant, were recognized at the MovingUp Day ceremonies in May. The studentshonored Tom as administrator of the year.In a letter from the national Lambda SigmaSociety to Sister Denise Roche, GNSH, bothwere commended on their outstanding chapteron the D’Youville campus. Lambda Sigmais a national honor society for second-yearmen and women dedicated to the purpose offostering leadership, scholarship, fellowshipand the spirit of service among its membersas they promote the interests of the collegesand universities they represent. Membershipin Lambda Sigma is not only recognition foraccomplishment, but also a challenge to servethroughout a person’s college career.As analum, Mary Ellen is enrolled in the educationalleadership doctoral program at DYC.’71Ann Duggan Bratthauer has 22 yearsexperience in exotic animal clinical pathologyand she believes that this is an unusual applicationof her medical technology degree. Ann worksat the National Zoological Park, SmithsonianInstitution, in Washington, DC. She and herhusband, Gary, live in Kensington, M.D.’73A resident of Arlington, Va., Elizabeth P.Loden launched her own business, iRainmakersLtd., in 2000 to align businesses and nonprofitorganizations through cause marketing.The company helps these groups boost theirimages, missions, brands, and bottom lines byforging teamwork that gives consumers valueaddedgoods and services, heightens corporatecitizenship, and strengthens whole communities.“When we say, ‘Business is good,’ we meanwe’re a good business growing through goodbusiness practices. We also mean we expect goodto come from our business. We aim for resultsthat are profitable and socially responsible.”32

’78David J. Mohr has been an account managerat Buffalo Newspress for 23 years. He alsois a WNY baseball official. Dave and MaryAnn, his wife of 25 years, are the parents oftwo sons. They recently attended the CollegeWorld Series to see their son Ryan, a student atSUNY Brockport, ranked sixth in the nation,finish the season.’79The students at Buffalo’s South Park HighSchool dedicated the 2005 yearbook to MaryPat Furey, calling her a friend and colleague.A teacher there for 23 years, she providedguidance to the yearbook staff as they capturedthe moments of South Park from 1984-1992.“Through the years, the students have felt thatMiss Furey is more than a teacher; she is morelike a mentor with an ear to listen and a handto help.” The daughter of Ann Kilroy Furey,’53, Mary Pat served as president of the DYCAlumni Association from 1995-1998.’81Self-described as a big Syracuse Universitybasketball fan, Patricia Golombek Ferrois a full-time faculty member at St. Joseph’sCollege of Nursing in the Syracuse, N.Y.,area. She received an M.S. in healthcareadministration in 1998 from New SchoolUniversity, New York City, N.Y. Patricia isa volunteer at SUNY health science center inpediatric oncology. Married for over 20 years,she has a daughter, 18 and son, 16.’84Dr. Canio Marasco, assistant professor ofchemistry, was named faculty member of theyear at the Moving Up Day ceremonies held onthe DYC campus in the spring semester.Elizabeth Muscoreil, a resident of Akron,N.Y., is a school social worker with Erie IIChautauqua-Cattaraugus BOCES.’92Dr. Judith Shrubsole recently received tenureat Cedarville University, Ohio, an accredited,Christ-centered, Baptist university of arts,sciences, professional and graduate programsas well as a worldwide Christian ministriesprogram. An associate professor of nursing,she has been at Cedarville since 1992. Judiholds diplomas from Hamilton Civic HospitalBarbara StelleyFernandez, M.S., ’01,shown with New YorkCongressman ThomasM. ReynoldsSchool of Nursing and the University ofWestern Ontario. She earned a B.S.N. from theUniversity of Western Ontario before receivingher M.S. in community health nursing fromD’Youville. In 2003, she earned a D.N.S. fromRush University.’98Jill M. Kaczmarek, M.S.N., ’00, is a nursepractitioner at Foreststream Pediatrics.’OOJoseph R. Baumgarden, an adjunct facultymember, and Brett A. Morgan, ’99,are colleagues at Greenfield Health andRehabilitation Center in Lancaster, N.Y.’O1A citation recognizing Barbara StelleyFernandez, M.S., ’01, as one of three national2005 CARE Award recipients was included inthe Congressional Record by N.Y. CongressmanThomas M. Reynolds who stated, “Withpassion and commitment, Barbara has madeand continues to make a profound, positive,and lasting impact on all the students’ livesshe touches. ...[S]he exemplifies all the idealsof this award.” Presented annually to teacherswho have made significant contributions to theeducation and development of middle and highschool students with educational, attention,and learning difficulties, this award wasfounded by the Commonwealth Academy inVirginia, a school which provides educationalopportunities for special needs students.Barbara attended the University at Buffalo andwhile in a junior-year-abroad program in Spain,met and married her husband. She completedher degree in history, received certification inMontessori teaching methods, and spent 30 yearsteaching bilingual programs to children andyoung adults in Spain while raising her family.After returning to the United States, she earnedher M.S. in special education at D’Youville andis now fulfilling a lifelong dream teaching lifeskills and college transition curricula to specialneeds students at Williamsville (N.Y.) NorthHigh School. Barbara is the daughter of JaneRoberts Stelley, ’42.’O2David Zawistowski is a registered nurse withKaleida’s Buffalo General Hospital.CLASSnotes’O3Kari Denison Van Camp has been busysince she received her M.S. in communityhealth nursing. She worked as an APN/CNSin Hawaii for two years. While there, she wasable to teach as an adjunct faculty member inHawaii Pacific University’s undergraduatenursing program. Kari received her advancedpractice nursing addictions certification and isnow an advanced practice nurse at WestparkHospital in Toronto, Ont. She is appreciativeof the efforts of all her D’Youville professorsand other college members in helping her toachieve her goals.’O4Classmates Kristin Angel Butera andKristopher R. Schultz are working as physicaltherapists at Our Lady of Peace Nursing CareResidence in Lewiston, N.Y.weddingsPatrick M. Cullinan, ’01, to Molly J. KneyChristopher J. Schafer, ’02, to Amy L. WebberTabrina S. Schreier, ’02, to Andrew JaworskiStacey M. Kroboth, ’03, to Mark J. TillmannsGichell Francisco, ’04, to Steven B. WatsonbirthsSeth William, son of Mr. and Mrs. PhillipTipton (Tracey Armstrong, ’97)Alex Michael, son of Mr. and Mrs. ThomasGwitt (Monica Wrobel, M.S., ’03)sympathies to the familiesHelen Kinsley Morey, ’39Alice Zboch Scalzi, ’59Eileen Sczcerbowski Dziob, ’03Full obituaries will be published should moreinformation become available.33

LIFEtransitionsobituariesMadonna Keller Baier, ’29, (April 15,2005) died in Wilkes Barre, Pa. She was anactive member of her class who continuedher involvement with DYC after graduating.Her husband Milton, chairman of MerchantMutual Insurance Group, predeceased her in1980. President of her class, she was a cumlaude graduate, and went on to teach Latinand French for several years in the BuffaloPublic Schools. She resided in Palm Beach,Fla., from 1978 until 1991, when she relocatedto Blakeslee, Pa. She resided there with herdaughter Kathie, ’69. A memorial Mass wascelebrated on Friday, April 22.Anne McMahon Smith, ’29, (July 24, 2005),a last remaining member of her class, died inHamburg, N.Y. Anne worked for 45 yearsat Western Union as a chief supervisor andtelegraphy instructor. She retired in 1970. Anactivist, she helped found Local 41, CommercialTelegraphers Union and served as president for15 years. She was the first woman appointed tothe union’s international executive board. Shewas a member of the AFL-CIO Council, theYouth Board of Buffalo and the Buffalo RedCross. She served as president of the MercyHospital League, Western Union Credit Unionand St. Joseph’s Guild. Her husband died in1962. She is survived by her daughter Patriciaand a son Arthur, five grandchildren and sevengreat-grandchildren. A mass of Christian burialwas celebrated at Sacred Heart Church.Elinor Carroll Voltz, ’31, (March 15, 2005)wife of the late Edward, was buried from herhome parish, Most Precious Blood Church inAngola, N.Y. She is survived by her children,Carol LaDuca, Edward, Mary Jo Carroll,Victoria Van Horn and Joseph. Elinor wasgrandmother to 16 grandchildren and fivegreat-grandchildren.Mary Brennan, ’35, (June 8, 2005) taughtEnglish in the Niagara Falls public schoolsfor almost 30 years. Prior to that, she taughtat Gaskill Junior High School. She died inWheatfield, N.Y., after a brief illness. MissBrennan was 91. She was born in Cleveland,Ohio. She enjoyed reading and in her youngeryears, she loved to travel. She is survived byfour nephews.Rose D. DiPasquale Gian, ’37, (June 15,2005) was the wife of the late Emilio J.Gian. She is also survived by her two sons,Robert Gianfranceschi and David, and by hergrandchildren, Meghan Howie, Rebecca, DavidJr., Patricia, and Noah Gianfrancheschi. Sheis also survived by many cousins. A mass ofChristian burial was celebrated at St. Gregorythe Great Church on June 20th.Mildred Crane Travis, ’40, (April 1, 2005)died in her home after a long illness. She grewup in the old First Ward and was awardedscholarships to Holy Angels Academy and toD’Youville College. She and her husband Jimmarried in 1946 and she dedicated her life toraising their six children. When the youngeststarted school, she enrolled at the University atBuffalo and earned her teaching certificate andworked as a substitute teacher. She is survivedby her husband; her three daughters, twins AnnErsing of West Seneca and Kathleen Cloos ofBuffalo, and Marynell Zieziula of New Hope,Pa.; two sons, James of Orchard Park, andJohn of West Seneca; 22 grandchildren, and11 great-grandchildren. Her funeral mass wascelebrated at St. Thomas Aquinas Church.Ethel Sokol Hinkley, ’43, (March 15, 2005)resided in Castro Valley, Calif., for many yearsuntil her move to a retirement facility. Shegraduated with a B.A. in biology and afterrelocating to California studied for an M.A. tomeet the California requirements for medicaltechnology. Throughout her entire life, Sokiewas an enthusiastic skier, tennis player andgolfer. She and her husband, Dr. WilliamHinkley, played at the Sequoia Country Cluboften accompanied by her sister Helen. Worldtravelers, she and her husband visited everycontinent but Antarctica. A talented painter,she worked and took painting classes andshowed her work at The Paint Box. Sokie issurvived by her daughter, Danielle Putnam,and two sons, Peter and David Putnam. Shealso leaves three grandchildren, Julie, Billy andJimmy Putnam, and her sister Helen.Eleanor Mielcarski Valentine, ’43, (February24, 2005) died at her home in Gloversville.Eleanor graduated from Riverside High Schoolbefore matriculating at D’Youville whereshe earned her degree in sociology. DuringWorld War II, she was an archivist for the U.S.Navy. After her marriage to the late EdwardL. Valentine, M.D., they lived in New Orleansand North Carolina before settling in Elma in1950. Eleanor and her husband were prizewinninggardeners, specializing in growingirises, and were also adventurous travelers.She is survived by her five daughters: JaneBurdette, Loudon, N.H., Mary Jo Bingham ofRiyadh, Saudi Arabia, Anne of Verona, Wisc.,Eleanor of Yerevan, Armenia and Dr. Kathleenof Richmond, Calif.; three sons, Dr. Edward ofGloversville, Robert J. of Denver, and RichardP. of Buffalo; a twin sister, Virginia Stosits ofBuffalo and a brother, A. Paul Millcarski; 15grandchildren and 16 great-grandchildren. Afuneral Mass was celebrated in Buffalo at St.Marks Church.Mary Jo McKinley Rutledge, ’44, (May 18,2005) died peacefully in her home in NewCanaan, Conn., where she had resided for 35years. After graduation, Mary Jo worked asan accountant at Lehigh Coal and Navigationuntil her marriage to John W. Rutledge.He predeceased her in 2000. She activelyparticipated in many charities including St.Aloysius Church, the Women’s Club and theGirl Scouts. She is survived by two daughters,Ellen Valenti and Amy Jebrive; by a son John;and a sister, Jean O’Sullivan. She also leavesthree beloved grandchildren, Courtney andMegan Rutledge of Chestnut Hill, Mass., andOlivia Jebrive of Stamford, Conn.Mary Frances MacPherson Flanigen, ’46, (May13, 2005) is survived by her two daughters,Cathleen Ackerman and Diane T. Flanigenand four grandchildren: Olivia, Connor andAlexandra Roat and Dal Ackerman IV. Marygraduated with a B.A. in chemistry and workedas a chemical librarian with Buffalo ElectroChemical Co. before her marriage and the birthof her children. She then immersed herselfin volunteering, serving as president of theFederation of Home Schools at St. John theBaptist parish. She was also involved with theNeumann Guild, the Kenmore Mercy JuniorBoard and the Republican Couples Club. Sheand her husband were partners in the RichardH.T. Flanigen Insurance Firm. They were activemembers at Park Country Club where Maryenjoyed bridge and golf. Additional survivingrelatives are her sister, Jane D’Agostino, andbrother, John.Jean LeMay Hurley, ’47, (June 10, 2005)died in her home after a long illness. Aftergraduating from D’Youville in business,Jean attended Buffalo State College to earn34

LIFEtransitionsobituariesa teaching certificate and taught first gradeat Public School 28. When she married, shedevoted herself to raising her six children. Latershe worked as a medical records clerk at ErieCounty Medical Center until retiring in 1998.For almost 60 years she enjoyed playing bridgewith her card-playing friends from D’Youville.A woman of great civic pride, she enjoyedthe many cultural events Buffalo has to offer:Studio Arena Theatre, Kavinoky Theatre andthe Buffalo Philharmonic Orchestra. Jean wasdevoted to her parish, St. Rose of Lima, whereshe attended daily mass. She was active withErie County Hospital Association, the SetonGuild of Sheehan Memorial, the First FridayClub, Friends of Amherst Symphony Orchestra,Gilda’s Club and Albright Knox Art Gallery.She is survived by four daughters, Mary ofSan Francisco, Martha of New York City,Margo Baker of Batesville, Ark., and Mauraof Kolkata, India; and by two sons, George ofTampa, Fla., and Joseph of Amherst, N.Y. Shealso leaves six beloved grandchildren.Mary Ellen Keiran Carney, ’48, (June 22,2005) died after a lengthy illness. She issurvived by her husband Bernard W., herchildren, Michael, Ellen Koessler, Mary, GraceAinsworth, Jeanne Wolf, and Karen Fumerelle;by her sister, Margaret Keiran and sixteengrandchildren. While at D’Youville, Mary Ellenwas a totally involved student and beloved byall who knew her. After graduation, she taughtat Sacred Heart Academy and later for theBuffalo Board of Education. For many years,she was an executive with the Girl Scouts. Amass of Christian burial was celebrated at OurLady of Perpetual Help Church in Lakeview.Mildred Di Biase Beck, ’50, (April 23,2005) died unexpectedly. For many yearsshe was a teacher and an administrator in theBuffalo Public Schools. After graduation fromD’Youville, she earned a master’s degree fromCanisius College. She worked at Public School81 as an English teacher, was assistant principalat North Park Academy, and also worked atthe Early Childhood Center at Public School54. She and her husband Donald maintainedhomes in East Amherst, Fort Lauderdale, Fla.,and Hawaii. In addition to her husband, she issurvived by her sister, Florence Bailey, ’55. Amass of Christian burial was celebrated at St.Gregory the Great Church.Sister Anne Marie (Patricia) Fitzsimmons,RSM, ’51, (March 13, 2005), a superiorgeneral of the Sisters of Mercy of Buffalo from1984 until 1992 and the founding director ofan educational preparatory and support centerin South Buffalo, died at the age of 75. Inher position, Sister Anne Marie assisted withthe 1991 merger of 25 independent MercyCommunities across the United States, Canadaand Central and South America into a singleentity, the Institute of the Sisters of Mercyof the Americas. Following her graduationfrom D’Youville, Sister entered the Sisters ofMercy in 1953 and professed her final vows in1956. She went on to earn a master’s degreeat Canisius College and a doctoral degreefrom Catholic University. Described by hercongregation as a brilliant and gentle leader,Sister Anne Marie was an associate vicar forreligious for the Catholic Diocese of Buffalo inthe mid-70s and executive director of the BetterWorld movement which is Washington, D.C.based. Sister is survived by her older sister,Sister Rosemary, RSM.Mary Catherine Forde Donner, ’51, (March13, 2005) was an active parishioner at GoodShepard Church and volunteered in theirschool. Her husband Clement predeceased her.She is survived by sons, John and Robert andher daughter Ann; dear grandmother of Joseph,Danielle, Juliana, Vincent, Matthew and Luke;and her sister, Marcella Uhlman, and manynieces and nephews.Celine McGrath Rank, ’53, (March 29, 2005)died in Rome, N.Y. Celine graduated with anursing degree and her career included stintsat Kenmore Mercy Hospital and Erie CountyPublic Health Department, during which timeshe was the public health coordinator for Romeand Rose Hospitals. Later, she was employedby the Utica Psychiatric Center until retiring in1984. She married James J. Rank in 1955, whosurvives, in addition to two daughters, Mary KayBrognano and Carrie Fragapane, and two sons,James and Carden; seven grandchildren; andher two brothers, David and Charles. Funeralservices were at St. Mary’s Church in Rome.condolencesJean Ortner Drescher, ’38, on the death ofher sister, Edith DrillingBetty Rae Leonard Parkot, ’46, on the deathof her husband EdwinJoanne Connolly Conroy, ’50, and SheilaConnolly Reynolds, ’61, on the death oftheir brother ThomasLucile Ernst Healy, ’54, and Joanne ErnstLangan, ’59, on the death of their motherLucileFlorence DiBiase Bailey, ’55, on the death ofher sister, Mildred DiBiase Beck, ’50JoAnne Luther Varco, ’60, on the death ofher father WesleyBeatrice Maulucci Quinn, ’60, on the deathof her mother, and Jessica Quinn Manns,’89, on the death of her grandmother, JeanLoretta Aloisio Sterling, ’62, on the death ofher father LouisM. Suzanne Goergen, ’63, on the death ofher father JohnPatricia McCooey Izzo, ’63, on the death ofher husband, and Anthony J. Izzo, ’94, onthe death of his father, AnthonyJudith Jarnot Travers, ’65, on the death ofher mother ElizabethKathleen Sylves, ’65, on the death of hersisters, Patricia and MargaretKathleen Salemi Flynn, ’66, on the death ofher father, and Amanda Flynn, ’98, on thedeath of her grandfather, ThomasBeverly Raczynski Tomasi, ’68, on the deathof her father PeterM. Katherine Baier, ’69, on the death of hermother, Madonna Keller Baier, ’29Christine Morey Kalish, ’69, on the death ofher mother, and Francis M. Kinsley, ’43,on the death of her sister, Helen KinsleyMorey, ’39Cynthia Rickard Gleasman, ’72, on thedeath of her husband ChristopherMary Pat Mirabile, ’75, on the death of hermotherKathleen Wojtowicz Olewniczak, ’76, on thedeath of her father AlfredLinda D. Young, ’83, on the death of hermother DorisNicole Martin Gallagher, ’98, ’01, andChristie Martin Maryanski ’03, on thedeath of their father JosephBernard J. (B. Jay) Ryan, ’03, on the deathof his father Bernard•35

TAKINGactionPASS ONthed’youvilleexperienceIf you know of anyone who is interested in pursuing a collegedegree, our admissions staff is ready to help. Simply completeand mail the inquiry form below and we will do the rest.D’Youville’s program offerings are available to qualified highschool seniors, returning adults, current college students orcollege graduates.DYC Alumni Referral FormName of studentStreet addressCity, State, ZipHome & business telephonesProgram of interestE-mail addressReferred by & class yearReturn this completed form to:Office of Admissions320 Porter Ave./Buffalo, NY 14201716.829.7600/1.800.777.3921admissions@dyc.edu/www.dyc.edumark thesedates onyour calendarSEPT.Fri.& Sat.&23 24If your class year ends ina “5” or a “0” we would like towelcome you back forHomecoming 2OO5Come renew old friendships!Weekend highlights:n Tour the fabulous new residence halln Tour the academic centern Enjoy off-campus socializingn Enjoy the candlelight dinner honoringfive-year anniversary classesAll classes, spouses and friendsare welcome at all events.Need more information?Want to be part of the planningcommittee?For information call alumni office716.829.7808;e-mail, smytonpm@dyc.edu;or check for updates by visiting usat www.dyc.edu.Homecoming 2OO6Fri. & Sat., SEPT. 29 & 30It’s not too soon to start planning!36"

continued from page 29What should one do with The World is Flat that has repackaged,in the year 2005, the neoconservative argument of A Nation at Risk,from the 1980s? One’s proposition depends on one’s positional andrelational identity in light of the collapse of European communismand the neoconservative strategic plan for globalization afterSeptember 11, 2001.This national strategic plan has been developed cooperativelyby several research centers, colleges and universities withStraussian style. The national strategic planners havebenefited from the services provided by numerous geographers,economists, demographers, mass media experts (includingindependent reporters) and other specialists in the process ofaudience analyses for doctrinal and material expansion. Rather thanquarrel among ourselves over what needs to be done for changes inthe global economy, here is a list of five clear positions.Position OneThe world is not made all of honey. This means that althoughglobalization has raised the notion that someone anywhere on earthcan do any job, it does not mean that Americans can not meet thechallenges on this leveled playing field unless they surrender theirspiritual foundations.Position TwoThe doctrinal expansionism for material success following exactlythe same principles of the French and British models in Africa andAsia produces negative psychological implications at the nationaland international levels.This means that by infusing fear based on transnational disease(e.g., HIV), global terrorism and threats to the transnationalAmerican workforce competitiveness, there will not be a solutionto enhance our international relations with others. Many of thestories, anecdotes or other kinds of references on which The Worldis Flat is based, need to be written from a different point of view tomake sense to traditional people. Most of these persons are differentby choice, although some transnational financial institutions haveframed many of them into a global economy against their wills.Position ThreeThe value of the argument in Friedman’s book rests on the notionthat people need to exchange ideas. In so doing, one can reviveancient moral arguments. The problem is that one needs to knowwhich of those ancient cultures whose morality is to be revived.Should one revive the Chinese, Japanese, Indian, Roman or Greekmorality in the process of reforming the American educationalsystem for the preparation of the work force to maintain a healthycountry under rapid economic changes? Should one create anideological syncretism in order to revive one’s system of values thathave been attacked by the new secular religion of globalization?Position FourPrudence is the relational value that people need to understand sinceFriedman is writing from the position of a reporter. As such, he is astoryteller who needs to create stories to make a living. Thestoryteller is also a participant in the debate. In that sense, he hasa personal bias that will limit his possibilities to develop atruthful report. In addition, the storyteller’s aspiration revealshis expectations by asking his audience to use The World is Flatas a framework for future debates or perhaps as the internationalbusiness-political policy for the foundation of the new materialreligion.Position FiveThe fifth and last position is the author’s most ambitious. It aimsto justify the new secular religion when one is used to a traditionof compassion, caring and spiritual commitment without the needto compromise the immorality of taking advantage of others basedon their temporal national tragedies, economic weaknesses andmaterial necessities.Are there alternatives to globalization modeled by the greatpowers—Portugal, Spain, Britain, France and the Netherlands—asthe new secular religion?In the field of international relations, international businessis a branch of its international law. As such, ordinary andhardworking Americans reject the notion of advancing aninternational business strategy based on the expansionist tendencyfollowed outside the pluralistic system of values and beliefs uponwhich the American nation is based.In substance, it means that neither ethno-religious groups norinternational leaders of a given secular religion based on materialsuccess can be considered the brains behind the new businessmovement of globalization. This new movement has shown thatthe world has frontiers that are interconnected, and that peoplewant better living standards without making cultural enemies ortaking doctrinal prisoners.D ‚The editor invites readers’ responses.By mail: Use attached envelopeBy e-mail: vandykep@dyc.edu37

Sister Francis XavierFX Sister Francis XavierSister Francis XavierShe alwaysprojected such an air of elegance & grace.I can picture her floating down the hallsof the school.We were always so proud of “FX,”as we affectionately referred to her.That beautiful face would just glowwith the love of God.—Marion Fulmenes Sionko, ’61Such is the remarkable outpouring of affection and grief that thecollege received on the news of the death of our past president,Sister Francis Xavier Lynch. So many of our former presidentswere viewed with tremendous respect and loyalty but SisterFrancis Xavier had the added dimension of having been the deanof the nursing school and a faculty member in addition to her roleas president.The swell of enthusiasm to do something special in remembranceof Sister has resulted in the establishment of The Sister FrancisXavier, GNSH, Scholarship to be awarded to a nursing student.Many of the scholarship gifts are accompanied by accolades forSister. Catherine Luby Ceranski, ’62, writes:I remember meeting Sister Francis Xavier on a chilly spring Saturday nearlyfifty years ago, as she made room in her busy schedule for a latecomer.Sister always projected serenity and inner strength. She was an excellentmodel for me, since I am disorganized and have a wild Irish temper. Inmy freshman year, I was summoned to her office for a discussion of mywork hours at the “other” hospital. “Miss Luby,” she said, “I know youare working twenty hours a week as a nurses aide at Sisters Hospital, butI have to warn you, your grades are going to slip. [But] after I made theDean’s List that semester, she didn’t bother me again until I was a junior.I had moved into the dorm that year (the old one on the fourth floor of theAdministration Building) and “FX” found out that I was signing out to goto work at the other hospital on weekends. Once again, I was on the carpet,literally. That semester, I got a 4.0 because my only class was a seventeenhourcourse in Maternal-Child Nursing and I got an A. Then, Sister wasbeaming as she handed out awards at one of our campus meetings.My point is that Sister kept an eye on all her student nurses; she knewand cared about each of us as individuals. She was the light that guided usthrough the program. I always felt at home and happy at D’Youville and Iam thankful every day that the Lord guided me there.3838

Named ScholarshipsOver the YearsINTELLIGENTgivingCatherine closes her letter by pledging generously to Sister’sscholarship fund and wrote she hopes that her classmates and thehundreds of other D’Youville nurses who owe their careers to thewonderful start they received will do the same.Pollyanna Radley Zinck,’64, notes that Sister knew every studentand cared about each and every one.Victoria Lampka Stronski, ’47, says that Sister Francis Xavierwould fight for the student nurses. She relates an incident whenthey were doing clinicals at Our Lady of Victory when a newadministration decided that the student nurses should pay room andboard, dismissing the fact that students were on the floor three daysper week. Sister insisted that it was unfair and she was successfulwinning half the battle. They got the room but had to pay for board.This scholarship is just one of many that has received tremendoussupport from our alumni.Other funds have been established by alumni or started intheir honor. For example, Barbara Hunter established theGeraldine Helfter Hunter, ’19, Endowed Scholarship in hermother’s name. Geraldine Helfter took the train to D’Youvillefrom Williamsville starting in 1915. When she graduated in1919, Geraldine went on to Cornell to study Chaucer, AngloSaxon language and literature. Her master’s degree was awardedin 1920 and she began teaching. For seven years, she presidedover Mary Agnes Hall as resident director.In 1994, Mary Margaret Jones Jordan ,’33, established the Myronand Mary Margaret Jones Jordan Scholarship. She so enjoyedher years at D’Youville, that she wished to assist more studentsin their quest for a D’Youville degree. Prior to establishing thescholarship, Mary Margaret gave a significant gift that providedthe impetus for the Sacred Heart Chapel restoration.A former president of the student association and one whodisplayed leadership qualities throughout her years at D’Youville,Therese Coonly Shanahan, ’49, and her husband Jim establishedan endowed scholarship just one year before her death. Tee, asshe was known to all, loved D’Youville, her classmates and theGrey Nuns. She was the ultimate D’Youville cheerleader. TheTherese Coonly Shanahan Scholarship is unrestricted and maybe awarded to a student in any discipline.A Latin and Greek scholar, who taught those languages at SouthPark High School for over forty years, Stella Tiffany, ’18, was alegend among D’Youvillian’s. From the time of her graduation untilshe became ill and frail, she never missed an event at D’Youville.The Stella Tiffany Endowed Scholarship was established by agroup of friends who admired her and who wished to honor herduring her lifetime.The Charlene Danielle Page, ’88, Endowed ScholarshipTherese (Tee) CoonlyShanahan, ’49was initiated by her parents in Charlene’s memory after heruntimely death in the winter of 1999. She was fatally injured in anautomobile accident as she returned to Buffalo for a weekend visit.Since that time, her father, Salvatore Page, has worked tirelesslyto build the scholarship corpus. A Charlene D. Page 5K Run hasbeen incorporated into the DYC Homecoming and the proceeds aredirected to the scholarship fund. The recipient must be studying inthe physical therapy program.TStella Tiffany, ’18Geraldine HelfterHunter, ’19Charlene D. Page, ’88here are many such vehicles that can be used to benefit thecollege for both current and future students. For example,several alumni have funded gift annuities and together participatein the Fund for the Future, our insurance plan in which alumni maypurchase any insurance policy, paying the premiums annually, andmaking the college the owner and the beneficiary; or they may givethe college an existing policy that has been paid up, again makingD’Youville the owner and the beneficiary.If you wish further information on these programs, please contactPatricia L. Van Dyke, office of planned giving (716) 829.7802.Mary Margaret JonesJordan, ’3339

looking looking backlookinglooking back backbackwith the class of1955andlooking forwardALUMNI CALENDAR FALL 2OO5AugustEntertainment Book saleSeptember8 Board MeetingMass for living and deceased alumni23-24 HomecomingOctober6 Winery Tour along Cayuga Lake13 Board MeetingMass for living and deceased alumni15 Kavinoky Night – Man of LaManchaNovemberWreath sale10 Mass for living and deceased alumniFinancial Planning SessionBoard MeetingDecember4 Family Sunday8 Board MeetingMass for living and deceased alumniContinuing a new tradition begun in 2004, several members of the 50-year anniversary group, the classof 1955, were recognized at the 2005 commencement exercises. Genevieve Zoltowicz Kanski, Ph.D.(far left), delivered the invocation. Standing (l to r) are JoAnne Syragusa, Rose Marie RomagnuoloParrinello, Margaret A. Haselbauer, Marie Gerace Zafron, Angeline Brucklier Padula, Sally LeeSchwach Fraas. Seated (l to r) are Marian Leahy Kerwin, Mary Frances Danner, Livia LoVallo.We’d love to have you take an active part in the alumni association.Why not choose an event, call a friend, and join us?For information on any of these events, call the alumni office(716) 829.7808, e-mail, smytonpm@dyc.edu, or check the Web page,www.dyc.edu/alumni/calendar.asp.D’YouvilleC O L L E G EADDRESS SERVICE REQUESTEDNon-Profit Org.US PostagePAIDPermit No. 3350Buffalo, NY 14201