Vantage Point Spring 2012

For Alumni, Students and Friends

UNIVERSITY of OKLAHOMACollege of Liberal Studies



UNIVERSITY

of OKLAHOMA

College of Liberal Studies

UNIVERSITY

of OKLAHOMA


DeanJames P. Pappas

associate DeanMartha Banz

eDitorMelissa Caperton

contributing WritersKelly CollyarDaniel Kemp

Julie RaadscheldersRobbie Wahnee

Design & LaYoutJoshua Gateley

www.GateleyCreative.com

PrinterUniversity Printing Services

on tHe coVerKingsley Ogbuji, the banner carrier

for winter convocation, pauses for a moment before the ceremony begins.

Photo by Melissa Caperton

Vantage Point is produced by:The University of OklahomaCollege of Liberal Studies

McCarter Hall • 1610 Asp AvenueNorman, OK 73072-6405

(405) 325-1061 • (800) 522-4389fax (405) 325-7132

cls.ou.edu

The University of Oklahoma is anequal opportunity institution. Printed and

distributed at no cost to Oklahoma taxpayers.

Spring 2012, Vol. 9, No. 1

VantagePoint

CONTENTS

A LOOK AHEAD On the Front Lines How CLS Modified its Recruitment Approach By Kelly Collyar

Heeding the Call Student Demand Spawns Three New Degrees By Melissa Caperton

Rise to a Whole New Level CLS Bachelor’s Grads: Reasons to Pursue a

Master’s from Your Alma Mater By Julie Raadschelders

Applauding a Milestone 50th Anniversary Update

FEATurES A Fresh Start Managing Career Change By Daniel Kemp

Across the Generations Tapping Our Greatest Resources in the Workplace By Robbie Wahnee

The Impact of Race CLS Professor Studies Oklahoma’s Juvenile Justice System By Melissa Caperton

IN EVErY ISSuE

The Dean’s Viewpoint

News Briefs

Rite of Passage Winter 2011 Convocation Highlights

In Memory

3

14

16

13

19

8

2

22

24

26

11

Bradford Pear trees bloom in front of McCarter Hall - March 2, 2012

Vantage Point | sPring 20122

or those of us ded-icated to adult and continuing education, awareness of emerg-ing issues in our field

is paramount. Staying in tune with trends helps us meet the needs of adult learners – the crux of our calling to this sector of higher education.

In this issue of Vantage Point, we recognize the importance of forecast-ing new and exciting developments for the College of Liberal Studies while also paying tribute to and learning from our past. The previous issue of Vantage Point – our special 50th anni-versary edition – honored our last half century and how it got us to where we

are today, but now is an appropriate time to look ahead.

There are several developments in higher education that are on the increase: 1) blended learning, 2) cer-tificate programs and 3) the nontradi-tional doctorate.

In 2009, the Department of Education commissioned a study to compare online and face-to-face edu-cation. In that study, more than 1,000 research papers were reviewed to assess effectiveness. The finding was that online education was equal to or better than face-to-face educa-tion. Some of the reasons included time on task (those who came to online education focused on learning as opposed to sitting in a large class-

room where they were more passive), learning readiness (working at times when they were attentive to the learn-ing process) and personal motiva-tion (completing the learning tasks in which they wished to engage).

One of the more interesting out-comes of the study, however, was that blended or hybrid learning, where the students had both face-to-face and online experiences, was superior to either online or face-to-face alone. As a result, many of our institutions are now exploring various blended learn-ing models to see how they can create learning environments that include the best of both worlds.

Here at the College of Liberal Studies, we are experimenting with a number of blended learning models to determine which will best serve our adult learners. These include having an accelerated face-to-face segment over a weekend, followed by online learning and followed by a second, concluding face-to-face weekend. With the emergence of new technolo-gies that will allow application both on desktop and mobile devices, the potential for blended learning is even more promising. In a few years, we may have the second wave of distance education that blends the best of online and face-to-face education for our working adults.

Another trend we’re seeing is the emerging need for certificate pro-grams. As our nation faces a weak economy and a bleak job outlook,

THE DEAN’S VIEWPOINT

F

Paving the way to a bright future

The mission of the College of Liberal Studies is to provide the highest quality interdisciplinary education to nontradi-tional students. The college utilizes its setting within a comprehensive research university to enhance student’s skills as lifelong learners, thereby enriching their lives at the personal and professional levels and encouraging them to participate in the work of active citizenship.

By James P. Pappas, Ph.D.

continued on page 21

3

A LOOK AHEAD

uantico. Las Vegas. San Diego. What do these seemingly random cities have in com-mon with the OU College of Liberal Stud-ies? These are just some of the locations that the CLS Prospective Student Services

team travels in search of individuals seeking a higher edu-cation.

Packing up and hitting the road hasn’t always been our approach. It’s just within the last few years that we’ve gone to our prospective students rather than asking them to come to us.

THe FORMATIVe yeARS

When I joined the College of Liberal Studies staff in 2007, our recruitment team was a one-man show. Aaron Jones (now the technical project manager for CLS) was the coor-

dinator of recruitment, and I was hired to give him a hand with external recruitment along with an inbound recruiter who was to handle walk-ins.

Our three-man “engine that could” set out to openly evaluate our recruiting operation, and soon we developed a strategic plan the likes of which CLS had never before seen.

In 2007, it was not uncommon for one of us to drive two hours to western Oklahoma and sit in the library all after-noon, hoping that the ad we put in the local paper would attract a potential student. It became obvious that because all of our degree programs were available in an online delivery format, the “public library approach” just didn’t work anymore. Geographic barriers that once stood in the way of adult students were completely dissolved.

Our first step, however, was a renewed focus on our own backyard. We took the academic advisers from Oklahoma City Community College, Rose State College in Midwest City,

ON THe FRONT LINeSHow CLS Modified its Recruitment Approach

By Kelly Collyar

Q

(From left) Missy Heinze, Brian Petree,

Kelly Collyar, Emily Dukes and Jeff Roby


Redlands Community College in El Reno and any other local community college who would listen to breakfast or lunch, hoping to bend their ears for a little exclusive time to dis-cuss our degree programs.

We scheduled regular hours at every community college that would have us, and we began to see a gradual and con-tinuing interest in our evening and online degree comple-tion programs. We realized that adult and nontraditional students react to our message better when we brought the message to them instead of asking them to come to us.

As an adult student myself, of course it made sense. Adult students with busy lives, hectic work schedules, daycare drop-offs and everything in between simply don’t have the time or energy to seek us out – we have to seek them out.

A GAMe PLAN

After two years of flatlined enrollments, CLS saw a mod-est increase in students at the end of 2007, and the wheels were set into motion. We had found our niche – we would bring the message to prospective students, wherever they were.

Also around this time, CLS launched a Bachelor of Sci-ence in Criminal Justice. The college also formalized the leadership concentration into its own degree – the Bachelor of Arts in Administrative Leadership. This opened up even more avenues for us to share our message.

In addition to the new bachelor’s options, over the next 18 months or so, the Master of Human and Health Services Administration degree was created, and the Museum Stud-ies program became a free-standing degree as well.

It was obvious to us that some of these specialized fields would require immersion into the professional organiza-tions that represented their membership.

We were already actively involved with several organiza-tions for museum professionals like the American Associa-tion of Museums, the American Association for State and

(From left) Mikel Siphaxay, Kimberley McDaniel and Melissa Caperton

On the Front Lines

PROSPeCTIVe STuDeNT SeRVICeS TeAM

Missy Heinze External Recruitment and Corporate Relations

Jeff Roby Recruitment and Admissions

Brian PetreeLaw Enforcement and Military Degree Programs

Kimberley McDaniel Reception and Internal Recruitment

Emily Dukes Tulsa-Area Recruitment

Mikel Siphaxay San Diego-Area Recruitment

Melissa CapertonDirector of Communications

”“We realized that adult and

nontraditional students react to our

message better when we brought the

message to them instead of asking

them to come to us.

5

Kelly Collyar answers questions at the Enforcement Expo in Las Vegas.

Local History, and the Oklahoma Museums Association, but in early 2008, we also had to start thinking about partner-ing with law enforcement organizations for our criminal justice degree.

We attended our first International Association of Chiefs of Police conference and spent a great deal of time visiting local law enforcement bureaus and police departments. It was about this time that then-Associate Dean Trent Gabert flew to Quantico, Va., to meet with the FBI National Acad-emy to pitch our criminal justice degree as a part of their Academic Alliance. The FBI National Academy Associates board voted to accept OU as an official academic partner, and we have been a member of the FBI NAA Academic Alli-ance since 2009.

TeAM exPANSION

During this period of rapid growth, it became apparent that we were going to need more bodies to help bring the message to our students. We partnered with OU-Tulsa to hire a full-time recruitment specialist for the Tulsa area, and we also partnered with OU Advanced Programs to hire

a military recruitment specialist for the San Diego naval bases.

Our programs were booming, and by the end of 2009, we were seeing exponential growth in both our undergraduate and graduate online degree programs.

At the end of 2009, Dr. Gabert announced his retirement, and because of the rapid growth CLS was experiencing, Aaron Jones was promoted to special projects coordinator,

College of Liberal Studies Students

Nu

mb

er o

f S

tud

ents

Year


and I was appointed coordinator of recruitment services for the college.

In early 2010, the first line of busi-ness was to form the rest of our recruitment staff in order to main-tain our relationships with the profes-sional organizations and continue our positive growth trend. We hired Missy Heinze to direct our external recruit-ment efforts and Jeff Roby to head up admissions as well as internal recruit-ment. Melissa Caperton, the college’s Director of Communications, is also housed in our office.

PARTNeRING uP

Around that same time, due in large part to our association with the FBI National Academy, we were invited

by the Las Vegas Metropolitan Police Department to begin recruitment efforts on the ground in Las Vegas. The department, one of the largest in the country, was seeking out educa-tional opportunities for its police and corrections staff – a large and com-plex task due to the nature of police shift work. Wasting no time immers-ing ourselves in the task, we brought our message to them, visiting each of the Las Vegas area commands. In the process, many of their employees enrolled, which today includes two deputy chiefs, four captains, five lieu-tenants, as well as multiple police and corrections officers.

Missy Heinze has invested a sub-stantial amount of time developing and stewarding relationships over the

last several years with the FBI NAA, the IACP and all of their partnering agencies. In fact, we’ve grown the relationships so much that over the past year, she was frequently out of the office. It became apparent that we would need someone on our staff who could connect specifically with law enforcement and corrections offi-cers – someone who could speak their language. In October of last year, for-mer police officer and SWAT operator Brian Petree joined our team as a military and law enforcement recruit-ment specialist.

With the recent introduction of the Master of Prevention Science degree, we immediately set out to partner with the appropriate professional organizations. Jeff Roby has led the

Emily Dukes, Brian Petree and Kelly Collyar staff the booth at the International Association of Chiefs of Police Conference in Chicago.

On the Front Lines

7

charge in this arena, partnering with Com-munity Anti-Drug Coalitions of America, the National Prevention Network and the Ameri-can Indian Institute, just to name a few.

AIMING FOR exCeLLeNCe

Fast forward to today – the College of Lib-eral Studies has experienced a 48 percent growth in student numbers since that fall of 2007, and we’re currently the fourth-largest college at the University of Oklahoma.

Our goal as a team is to continue the mis-sion of the College of Liberal Studies – to provide the highest quality interdisciplin-ary education to nontraditional students. As we continue to grow, I’m certain that our recruitment efforts will also continue to evolve, particularly with new degrees on the horizon. It looks like we’ve got our work cut out for us, but the great news is that we love what we do – bringing the message to our students.

Editor’s Note: Kelly Collyar served as the Coordinator of Prospective Student Services at the College of Liberal Studies through January 2012. While he is now employed elsewhere, he remains an adjunct professor for the college.

OuR PARTNeRS

MILITARy:•GoArmyEd, SOCAD (Servicemembers Opportunity Col-

lege Army Degree)•AFAEMS (Air Force Automated Education Management

System), CCAF (Community College of the Air Force) / AUABC (Air University Associate to Baccalaureate Cooperative)

•SOCNAV (Servicemembers Opportunity College - Navy), NCPACE (Navy College Program for Afloat College Edu-cation)

•SOCMAR (Servicemembers Opportunity College - Marines), Marine Command and Staff College MOU (Memorandum of Understanding)

•SOCCOAST (Servicemembers Opportunity College - Coast Guard)

LAW ENFORCEMENT:•FBI National Academy MOU•Las Vegas Metropolitan Police Department Partnership•International Association of Chiefs of Police

MUSEUM STUDIES:•American Association of Museums•American Association for State and Local History•Oklahoma Museums Association•Mountain-Plains Museums Association

HUMAN AND HEALTH SERVICES ADMINISTRATION / PREVENTION SCIENCE:•American Indian Institute•Community Anti-Drug Coalitions of America•National Prevention Network•Oklahoma Department of Mental Health and Substance

Abuse Services

Taylor, Steve and Brandon Herpolshiemer

FIRST VeGAS POLICe OFFICeR GRADuATeS FROM CLS

Steve Herpolshiemer, a lieutenant with the Las Vegas Metropolitan Police Department, recently became the first Vegas officer to graduate from the College of Liberal Studies under the partnership between the two entities. Herpolshiemer, also known by the moniker “Sooner Steve,” traveled to Norman with his children Taylor and Brandon for December convocation. Herpolshiemer earned a Bachelor of Arts in Administrative Leadership.

Herpolshiemer has been on the Vegas force for 22 years and started college at age 25. But as is the case with many CLS students, life got busy with family and career, and education took a back seat.

“Before I knew it, a couple of decades went by. I procras-tinated on my education until the University of Oklahoma came by. I was floored that I would have a chance to earn a degree from a respected university with so much tradition and acclaim. Kelly Collyar and crew signed me on the spot,” he said.

“A year and a half after my application, and at the age of 50, I walked the stage to take my diploma. My kids were there to watch, and that made it extra special. It was my first time in cap and gown.”


A LOOK AHEAD

Heeding the Callince its inception, the OU College of Liberal Studies has been a leader in adult educa-tion while remaining true to its mission of providing a quality, interdisciplinary education. As time passes and educational

demands shift, the college rises to meet the needs of the adult students it was designed to serve.

Looking ahead, CLS Associate Dean Martha Banz is dedi-cated to preserving the innovative spirit that has guided the college during its first 50 years.

“As we move into the next 50 years and beyond, staying on target with our ongoing commitment to the value of interdisciplinarity blended with practical application will be a priority,” Banz said. “This will allow CLS to find and pursue ‘niche’ programs where specialized education can build upon a strong interdisciplinary foundation.”

With this in mind, the College of Liberal Studies is purs-ing approval for and hopes to soon offer three new degree plans – a Bachelor of Arts in Cultural Studies, a Bachelor of Arts in LifeSpan Care and a Master of Science in Criminal Justice.

Student Demand Spawns Three New Degrees

S

By Melissa Caperton

9

BACHeLOR OF ARTS IN CuLTuRAL STuDIeS

The College of Liberal Studies has a long history of providing edu-cational opportunities to military personnel. In collaboration with the Department of Defense, it became apparent that there was a need for an online, nontraditional pro-gram tailored for military person-nel, emphasizing the development of cultural competencies to support their endeavors in diverse world regions. Thus, the idea for a cultural studies degree was born.

“It has been much observed that we live in a global community where events in one country or region dramatically affect other areas of the world,” said Dean James Pappas. “This recognition has generated increasing interest in educational programs that attempt to explore and understand the world’s various cultures.

“The new world cultural studies program will increase students’ ability to interact more effec-tively across cultures – a skill that will make them a top commodity in today’s global community.”

For members of the military, adapting to cus-toms and mastering effective communication with others from various cultural backgrounds has become paramount. Also equally important is an understanding of how the United States and its policies are perceived internationally. As the Global War on Terrorism has demonstrated over the last decade, it is incumbent for military per-

sonnel in these locales to be sensitive to cultural nuances and norms.

CLS Undergraduate Program Director Frank Rodriquez said during the early development phase of the BACS, it was noted that there are already many international studies pro-grams in higher education.

“However, the military officials with whom we spoke were insistent on a very functional and applied degree program – one that would be especially helpful to those who were deployed

or about to be deployed,” Rodriquez said. “Also, currently within the state of Oklahoma, no institu-tion offers a totally online world cultural studies degree program.”

CLS’ cultural studies degree, which will hopeful-ly begin offering classes this fall, will initially offer a Chinese track that will include a conversational language component and courses in Chinese military history and political systems. Eventually, other tracks will be offered in Russian, Arabic and Latin American studies.

The BACS includes a core component of 30 hours of world cultural studies courses. Students will take 12 hours of track-specific courses and three hours in a functional language class. The total hours for degree completion are 120.

Rodriquez said the degree curriculum is designed to increase the critical thinking capacity of students and graduates.

“The interdisciplinary curriculum is consistent with the history and philosophy of the OU College of Liberal Studies,” he said. “Completing the B.A. in Cultural Studies will increase the ability of graduates to approach and resolve cultural prob-lems from multiple disciplinary perspectives.”

While the BACS is a solid fit with military per-sonnel, it will also benefit employees with public and private organizations engaged in interna-tional enterprises and relationships.

BACHeLOR OF ARTS IN LIFeSPAN CARe

This degree was also born out of emerging societal needs. With an aging U.S. population and a growing emphasis on proactively caring for a

FACT: The older population – persons 65 years or older

– numbered 39.6 million in 2009 (the latest year for

which data is available). They represented 12.9% of the

U.S. population, about one in every eight Americans.

By 2030, there will be about 72.1 million older persons,

more than twice their number in 2000. People 65+ repre-

sented 12.4% of the population in the year 2000 but are

expected to grow to be 19% of the population by 2030.

– Administration on Aging, a division of the Department of Health and

Human Services

Heeding the CallFACT: “As a minimum, both

military and civilian personnel

should have cross-cultural

training to successfully

work in DOD’s richly diverse

organization and to better

understand the global

environment in which we

operate.”

– Leon E. Panetta, Secretary of Defense

(Aug. 10, 2011, memorandum)


Heeding the Call

person’s well-being throughout their lifetime, the need for special-ists in this area only continues to grow.

Like the tracks offered in the cultural studies degree, the lifespan care program will offer tracks concentrating on early childhood, adolescent and geriatric care.

The details of this degree are still being ironed out, but the college hopes to begin offering courses in spring 2013.

MASTeR OF SCIeNCe IN CRIMINAL JuSTICe

With the incredible success of the college’s Bachelor of Science in Criminal Justice, many students began inquiring when CLS would offer a master’s degree in the field.

“Our students who finished their criminal justice undergrad degrees were clamoring for a graduate degree in the area,” said Julie Raadschelders, coordinator of graduate programs. “We started formally discussing the idea of offering a criminal justice master’s degree about two years ago. We are excited to begin offering some classes this spring in hopes that program approvals will be granted soon so that a full slate of offerings can be quickly implemented.”

Since initial discussions, demand for the program has only grown, and it was apparent that there is a ready audience for a criminal justice master’s program.

Blending academic theory and applicable skills, the Master of Science in Criminal Justice degree is aimed primarily toward indi-viduals already working in corrections, law enforcement and the legal field.

Some courses will focus on interacting with special populations whose backgrounds may present unique circumstances, such as gangs, women and the mentally ill. During the degree planning stages, input was sought from professors of sociology and law as well as professionals working in the criminal justice realm. The total hours for degree completion are 33, like the other master’s degrees offered by CLS.

“The degree curriculum is interdisciplinary in nature, designed to increase the critical thinking capacity of students and gradu-ates, which is consistent with the history and philosophy of the OU College of Liberal Studies,” Raadschelders said. “The Master of Criminal Justice will work toward creating a new generation of leaders who can improve performance and guide developments in the field of criminal justice.”

About the Author: Melissa Caperton is the Director of Communications at the OU College of Liberal Studies.

For more information about these new degrees, contact

the College of Liberal Studies at (405) 325-1061 or

(800) 522-4389.

11

wice a year at the College of Liberal Studies convocation, I tell our B.A. and B.S. graduates that my advisors will be in the office bright and early on Monday morning to accept their applications for graduate

school. This usually gets a laugh, but it is an easily earned laugh because everyone is already feeling a sense of accomplishment. The graduates have completed a journey toward a degree that they started years, and in some cases decades, before.

After everyone has left the auditorium and the OU seal has been loaded on the truck for the next event, I continue to feel the celebratory mood. I suspect that the graduates feel the same way for several days and weeks after convocation.

At some point, though, many graduates will begin thinking about returning to school to pursue a graduate degree. I want to share some ideas about why CLS bachelor’s graduates should consider returning to CLS for their master’s degree.

BeeN THeRe, DONe THAT

One very obvious reason is that our B.A./B.S. graduates already have substantial experience with online learning, and specifically, with online learning through the College of Liberal Studies.

All CLS courses use the same course management system, Desire2Learn, and almost all graduate courses use a course website/syllabus format similar to our undergraduate courses. Our graduate courses have many of the same essential elements as undergraduate courses, including course objectives, guiding questions and the four-unit format.

One main difference is that graduate courses run for 16 weeks instead of eight weeks, so assignments and due dates are adjusted accordingly.

In addition, students who earned their bachelor’s degrees at CLS have already worked with our excellent undergraduate academic advisors. Our graduate academic advisors are just as exceptional. We currently have two

A LOOK AHEAD

T

Rise to a WholeNew Level

CLS Bachelor’s Grads: Reasons to Pursue a Master’s from Your Alma Mater

By Julie Raadschelders


academic advisors. Michelle Shults guides students through the application process and advises students in degree planning. Russ Tresner guides students through the degree completion process and serves as special advisor to our military students.

BuILT ON A FIRM FOuNDATION

A second reason is that like our undergraduate programs, all of our graduate programs are grounded in interdisciplinary learning. We believe that the issues and conditions that confront us in life and in society are best approached by using the knowledge from multiple disciplines as opposed to single disciplines. Many of the problems we seek to resolve are extremely complicated and nuanced. When students approach these issues from an interdisciplinary perspective, they will find solutions and answers that are more creative and encompassing.

QuALITy CONTROL

A third reason is the outstanding quality of our programs and professors. Like CLS undergraduate degree programs, our graduate programs go through a rigorous university and statewide review process. We bring together scholars and practitioners in each degree area to design course and program proposals. These proposals are first reviewed on campus by the OU Graduate Council and the Academic Programs Council, which are made up of OU professors from a variety of disciplines. The proposals then go to the OU Provost, the OU Regents and then to the Oklahoma State Regents for Higher Education for final approval.

The professors who teach in our graduate programs must also be approved by the OU Graduate College, and we take great care to make sure our professors are attentive to the needs of our unique students.

eASIeR ON THe WALLeT

A fourth reason is a very practical one: out-of-state students who earned their undergraduate degrees at CLS receive a special alumni tuition rate, which is the same tuition rate we offer our military students (currently $300 per credit hour). This is a unique twist on the alumni rate that many universities offer to the children of alumni. Since most of our students are working adults with families of their own – and some with children in college as well – it is more appropriate to offer the alumni rate to the student/parent as opposed to the children.

These are all excellent reasons to consider pursuing a graduate degree at the OU College of Liberal Studies. The outstanding services and programs that are available to our undergraduate students are available to our graduate students as well. Please contact us if you have any questions about our programs.

About the Author: Julie Raadschelders is the Coordinator of Graduate Programs at the OU College of Liberal Studies.

CLS Coordinator of Graduate Programs Julie Raadschelders addresses graduates at convocation.

Rise to a Whole New Level

GRADUATE DEGREES OFFERED By THE OU COLLEGE OF LIBERAL STUDIES:•Master of Arts in Administrative Leadership•Master of Prevention Science•Master of Arts in Museum Studies•Master of Arts in Human and Health Services Administration•Master of Science in Criminal Justice

Learn more about our master’s degrees at cls.ou.edu.

”“Out-of-state students who earned their

undergraduate degrees at CLS receive a

special alumni tuition rate … currently

$300 per credit hour.

”

In honor of the College of Liberal Studies’ 50th anniversary, the college is in the midst of a series of celebratory events.

STILL TO COMe…

50th Anniversary Gala Reception and Dinner

April 126:30 p.m. Cocktails, 7:00 p.m. DinnerSam Noble MuseumNorman, OK

All present and former faculty and administrators, alumni and students are invited to celebrate our last five decades and to set the stage for the next 50 years.

For further event details, visit cls.ou.edu.

eVeNTS IN THe BOOkS…

Film Screening and Panel Discussion - Women Behind Bars: The Voices of Oklahoma’s Incarcerated Women and their Children

September 20, 2011Thurman J. White Forum

Directed by an OU graduate student, “Women Behind Bars” was inspired by the research of Dr. Susan Sharp, a women’s studies professor and CLS faculty fellow. Sharp has intensely studied the issues surrounding Oklahoma’s female inmate population.

A panel discussion followed the film screening, featur-ing Amina Benalioulhaj, film director; Mike Connelly, for-mer Administrator of the Evaluation and Analysis Unit, Oklahoma Department of Corrections; Dr. Sharp; Laura J. Pitman, Deputy Director, Female Offender Operations, Oklahoma Department of Corrections; and Sheila Harbert, Chief Community Outreach Officer, Girl Scouts of Eastern Oklahoma.

50th ANNIVErSArY

Applauding a Milestone

continued on page 28


FEATurE

A Fresh Startareer changes are a fact of working life for many college graduates. We start down our professional life’s path and encounter many forks in the road.

While many of us observe this and intui-tively know that it is true, there are very few hard statistics to describe the phenomenon. One thing that is known is that the U.S. Bureau of Labor Statistics reports that the average American worker will hold 14 jobs in his or her working lifetime. That is less than five years in any single position.

Whether it is driven by promotions, obsolete technical skills, companies merging or disappearing or changing life goals and circumstances, the challenge of career change will impact many, if not most, of those entering the work-force now.

Career change can and should be managed to the great-est extent possible, and there are certainly positive steps that can be taken before and during the events that precipi-

tate the change. All are grounded in certain employment market realities.

First, have a real understanding of what employers are seeking in their workforce. If you are a specialist in some area, keep abreast of the trends and work to keep your skill set fresh. Even workers in what could be considered non-technical fields have new tools and/or regulations that will be valued by employers.

Continuing education is a key to any profession. If you are seeking to enter a completely new professional path, then you may need to plan on retraining. Find out how long that training may take, where it could be obtained and the cost. Plan ahead and be working toward that before circum-stances force short-term decisions.

Second, understand that there are skills and attributes that a wide range of employers will value. These transfer-able skills will cross many functional areas and are often difficult for employers to find. The ability to write well, dem-onstrate effective presentation skills, implement collabora-

Managing Career Change

C

By Daniel Kemp

15

”

tive work techniques and negotiate and manage conflict come into play in most management and profes-sional jobs. Know yourself and your strengths, and be able to leverage those strengths in the job search process.

Whether the skills are specific or transferable, they should be rep-resented on an up-to-date resume. Keeping it updated periodically to reflect your changing employment and evolving skill set is a prudent thing for anyone to do. Also, prior to submitting it for consideration for new positions, have a career services or human resources pro-fessional check it over. Attention to detail separates successful candi-dates from the also-rans.

For most companies, the primary content of interviews will revolve around abilities not related to your technical expertise. How you make decisions, interact with your co-workers, approach your work life, handle stress and express yourself are the information goals of behavioral interviewing – the technique employed by most human resource professionals when interviewing candidates. Mastering these skills and being able to express them is one of the major hurdles in the job search process.

Understand the hiring practices of not only the profession, but also the industry, company size and geographic area. Know whether the employer uses primarily local media, national media, online job boards, social media or personal connections in locating new employees. Leverage contacts from your profes-sional life, your academic career as well as friends and family. Use professional societies to cultivate connections throughout your career and take advantage of the education and training opportunities that they provide.

The last piece of advice offered concerns taking a realistic assessment of your goals before embarking on this process. Be clear about what your life goals are and how your career goals fit into them.

Also be clear about why your current career situation is not satisfying. This realistic assess-ment of what you want will allow you to better evaluate opportunities. you may find a position that seems attractive in terms of compensation but may not meet many other important criteria for your ideal job. you may find that you need to arrange other parts of your life to accommodate relocation or longer hours. you may need to manage your finances for lower income to meet other non-monetary goals.

Be honest about what you are willing to sacrifice and what you expect to gain, and the odds are you will be much happier in the long run. By honestly assessing your strengths and weaknesses and planning ahead, you will be in a position to better manage your transition from one career path to another.

About the Author: Daniel Kemp is an Assistant Director at OU Career Services.

“Know yourself and

your strengths, and

be able to leverage

those strengths

in the job search

process.

A Fresh Start


”“Each generation

brings strengths

that diversify the

work environment.

FEATurE

Across the Generations

s you begin or end your day, have you taken a moment to be amazed by the m u l t i g e n e r a t i o n a l

activity that surrounds us? In 2011, organizations are diverse and powerful systems generated by the dynamics of one of their largest resources – people. Even more thought-provoking is the possibility of five generations in the workplace. Unimaginable!

In recent years, three generations in the workforce became commonplace. Then, in 2005, there was an influx of writing about four generations in the workplace. Labels for these gen-

erations became rampant, such as Tra-ditionalist, Baby Boomers, Gen X’ers and Gen y’ers/Millennials. Each label branded generations with varied and sometimes unattractive work ethic. Recently, Forbes discussed “The 2020 Workplace: How Innovative Companies Attract, Develop, and Keep Tomorrow’s Employees Today” by Jeanne C. Meister and Karie Willyerd. The authors sug-gest the new brand of employee will be termed the Mentoring Millennial or Gen 2020.

Interest in multigenerational work-places is not new. Some believe that the United States may focus on the pros and cons more than countries

Tapping Our Greatest Resources in the Workplace

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By Robbie Wahnee

17


such as China or India. However, five generations surviv-ing in today’s economic sways and competitive environ-ments have researchers and industrialists alike asking: Do generational differences matter, or are similarities in core values enough to share successes?

As opposed to generations colliding (Lancaster & Still-man, 2002) or bridging gaps (Gravett & Throckmorton, 2007), the possibilities of blended learning growth and opportunities become endless if organizations will foster the potential. Fostering potential is not without challenges. For example, Traditionalists and Baby Boomers may not quite understand why a Millennial cannot put down a smart phone for a second. Millennials tend to be amazed by someone who could or would work at the same job or be with the same organization for 20-plus years.

WHO AND WHAT ARe THey?

In a world where micro-, meso- and macro- define social landscapes and groupings, labels also accompany this generational social phenomenon. Generalizations of the various groups briefly include:

• Traditionalists, born prior to 1946: described as loyalists and civic-minded. Considered the most affluent-minded elderly population in the United States (Jenkins, 2007).

•Baby Boomers, born between 1946 and 1964: job-focused, appreciate stable, goal-focused environments. Also referred to as “pig-in-the-python” because they are considered to have the largest influence on American society at roughly 78 million strong (Callanan & Greenhaus, 2008).

•Generation x, born between 1965 and 1976: technologically-savvy and fairly adaptable to change. Also called “latchkey kids” (Karp, Fuller, & Sirias, 2002).

•Millennials, born between 1977 and 1997: most ethnically and racially diverse generation in U.S. history who appreciate open environments with minimal boundaries (Keeter & Taylor, 2009).

•Mentoring Millennials or Gen 2020, born after 1997: a Harvard Business Review article titled “Mentoring Millennials” states, “In four years, Millennials – the people born between 1977 and 1997 – will account for nearly half the employees in the world.”

Are you looking for your fit? It is only natural that humans are curious about their rating or ranking. Does it matter? It matters as much as individual core characteristics do. Race, gender and other human characteristics also have to be considered when discussing the world of work. Individual characteristics play an important role in communication regardless of our generational brand. So why is there so much chit chat about collisions, gaps and generational differences?

ASSIMILATION, ACCuLTuRATION OR IS IT JuST A JOB?

Typically, upon entering the building where you are assigned to work, the majority of us enter our routine for the day and never give generational ideology a second thought. At least, until a Baby Boomer doesn’t understand that he or she has to download an “app” to see a paystub on a smart phone. Then, one of the first things grabbed for is the Millennial. Sound familiar? you are not alone.

Generally speaking, confidence in technology exudes from Millennials. Each generation brings strengths that diversify the work environment. Identifying and even exploiting those strengths in today’s global environment is a challenge that executives, administrators, managers and supervisors must learn to wield.

Although oversimplified, the previous demonstration could take many directions: The Baby Boomer could be embarrassed to ask. The Millennial could perjure him/herself not to know what to do. However, assuming that each accepted the other’s assistance, they have recognized and embraced the other’s strength to accomplish a task. As opposed to colliding, imagine the possibilities of harnessing action-oriented talent management.

Each of us brings human components to the workplace. How do we grab that potential and blend generations into a powerful, global force? How do we manage the talent in which organizations of all shapes and sizes invest themselves? The multidimensionality of the global workforce is upon us, and we need leaders who can strategically manage our dynamic employees.

BLeNDeD LIVING AND WORk

Research provides basic skills for overseeing such a wide range of diversity. If “leadership” or “leadership model” is Googled, it returns over 2 million hits. Where does one look for answers to manage the disparities of generations? Is it really that complex?

Although each generation brings its unique attitudes, ideology and work ethic, most individuals want respect and the ability to contribute to society. Commonalities


exist within each generational framework. Talent management, which is more of a skill than a concept, zones in on strengths of individuals. Understanding and managing those strengths allows innovation. Creating open, communicative work environments is fundamental to work life. Connectivity is fundamental to any 21st century workplace. Creative, innovative thinking allows limitless successes. Adding specific goals never hurts. Environmental scans offer opportunities to understand and manage change. Tapping an organization’s greatest resources and balancing individual strengths, the contributions from generations of individuals who are pivotal to success are limitless.

About the Author: Robbie Wahnee is the Assistant Direc-tor of Employee Relations and Learning and Development at OU Human Resources.

SOuRCeS:Gravett, L. & Throckmorton, R. (2007). Bridging the generation

gap: How to get radio babies, boomers, gen-Xers, and Gen-Yers to work together and achieve more. New Jersey: The Career Press, Inc.

Karp, H., Fuller, C., & Sirias, D. (2002). Bridging the boomer xer gap. Palo Alto, CA : Davies-Black.

Lancaster, L. C., & Stillman, D. (2002). When generations collide: who they are. why they clash. how to solve the generational puzzle at work. NY: HarperCollins Publishing.

Meister, J. C., & Willyerd, K. (2010). The 2020 workplace: How innovative companies attract, develop, and keep tomorrow’s employees today. Forbes. Accessed 11/6/2011.

Shah, R. (2011). Working with five generations in the workplace. Forbes. Accessed 11/6/2011.

Scott Keeter, S., & Taylor, P. (2009). The millennials. Pew Research Center Publications, Dec. 11, 2009. Accessed 11/6/2011, from http://pewresearch.org/pubs/1437/millennials-profile.


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team of OU researchers recently wrapped up a year-long study of minority representation in the state’s juvenile justice system.

The research team, led by College of Liberal Studies professor Dr. Paul Ketchum, was awarded a $150,000 grant from the Oklahoma Office of Juvenile Affairs and the State Advisory Group on Juvenile Justice and Delinquency Prevention. It was funded by the U.S. Department of Justice as part of an ongoing federal core requirement.

Ketchum said the three purposes of conducting the research were to 1) determine the degree of minority overrepresentation in the juvenile justice systems of Oklahoma City, Tulsa and Lawton; 2) explore some of the possible causes; and 3) develop solutions that are both feasible and cost effective.

Officially named the “Assessment of Disproportionate Minority Contact in the Oklahoma Juvenile Justice System,” the grant was awarded to OU in November 2010, and funds ran from Jan. 1, 2011, through Dec. 31, 2011.

DATA COLLeCTION

The study was off and running quickly, starting with a quantitative analysis of data. This included analyses

of the juvenile online tracking system, the case-based management system used by the Oklahoma Office of Juvenile Affairs, and municipal court data.

“With this data, we also looked at areas such as gender and poverty in addition to race,” Ketchum said. “That way, we could tell where race really mattered.”

Municipal court data was included as a possible decision point contributing to disproportionate minority contact, or DMC. Researchers wanted to study whether DMC may have been the decision to send juveniles to municipal court rather than juvenile court, which would then impact the individual’s prior record, a well-documented contributor to DMC.

Other data included community disadvantage indexes, which summarize the general socio-economic conditions of an area. Juvenile arrest data and crime location data were also included.

INTeRVIeWS

For the second part of the study, the research team conducted semi-structured interviews using trained interviewers. Interviews were held with police officers, juvenile probation officers, attorneys (district attorneys, juvenile public defenders and private defense attorneys)

FEATurE

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The Impact of RaceCLS Professor Studies Oklahoma’s Juvenile Justice System

By Melissa Caperton


and juvenile court justices from the three metropolitan areas in the study.

The interviews were designed to examine the impact of subtle/overt bias, institutional/procedural bias and social factors which may contribute to DMC at different decision points in the juvenile justice system.

The research team included Dr. Ketchum; Dr. B. Mitch Peck, OU Department of Sociology; Dr. John Duncan, OU College of Liberal Studies; Dr. Kelly Damphousse, Associate Dean, OU College of Arts and Sciences; and Sebastian Davis, M.S.W., Hunter Davis and Associates. Trained research assistants and undergraduates also conducted interviews.

INITIAL ReSuLTS

Ketchum said the team found that non-Asian minorities were overrepresented at every decision point in the areas included in the study – Oklahoma City, Tulsa and Lawton. This was true even when controlling for type of crime.

“Basically, we looked at two general explanations for minority overrepresentation in the juvenile justice system,” Ketchum said. “The first explanation, differential treatment, suggests that minorities are treated more harshly simply because of their race. We found significant support for subtle bias from many of the juvenile justice professionals. It should be noted, that none of the participants said anything to suggest that they were racist, just very consistent subtle biases and stereotypes.

“We also found support for differential involvement, which suggests that minorities may actually commit crimes at a higher rate. Interviews and mapping of arrest areas suggest that poor, minority neighborhoods, more so than any others, lack opportunities such as safe places to play and hang out, and access to responsible mentors and jobs for minors. This may contribute to minority youth committing crimes at a higher rate.”

ReCOMMeNDATIONS

1) Standardization of juvenile justice data – for example, how “race” was collected varied dramatically in each jurisdiction.

“In some areas, officers choose from a set of racial/ethnic groups, though those choices vary by agency,” Ketchum said.

“In other instances, the juveniles are asked to choose a category. ‘Mixed race’ and ‘Hispanic’ seem to be the least consistent, with ‘mixed race’ often being ignored by those filling out the designation on behalf of the juvenile. ‘Hispanic’ is sometimes recorded, and sometimes not. This is most significant as DMC may be greater than some numbers suggest if a large number of those listed as ‘white’ are actually perceived as ethnic minorities. The result is an

odd collection of sometimes overlapping categories.

2) Further research into disproportionate minority contact – Specifically, a multi-year study of self-report delinquent and criminal behavior. Utilizing a broad, representative cross-section of Oklahoma youths would not only clarify the extent of differential involvement in juvenile delinquency and crime; it would also help in the design of targeted preventative programs.

3) Further research in the most disadvantaged neighborhoods to both determine a) the need for services and resources, and b) the most cost-effective way to deliver those services and resources.

“We acknowledge that such an undertaking would expand well beyond the sphere of influence of the Office of Juvenile Affairs and the State Advisory Group on Juvenile Justice and Delinquency Prevention,” Ketchum said. “We believe that coordination between multiple local and state agencies is necessary to effectively impact DMC at the neighborhood level.

“As an example, this research could be coordinated with local and state education representatives with an eye toward either selectively extending school days or utilizing school properties as existing location resources for juvenile programs at the community level.”

4) Training for juvenile justice professionals – well beyond the traditional cultural sensitivity training to mitigate existing bias.

“Training should be required on a regular basis and should incorporate racial and cultural differences and social inequality. We further suggest that this training model encourages the participants to discover how race operates through regular participation in community events and services across racial and ethnic lines.”

5) Programs and policies designed to a) draw greater numbers of minority applicants for all juvenile justice system positions, and b) encourage the development of programs and policies that encourage/reward juvenile justice professionals to live in racially/ethnically diverse neighborhoods.

The Impact of Race

Dr. Paul Ketchum

21

many workers find that re-credential-izing themselves, even if they already have a degree, is one way to stand out from the crowd.

Data are emerging that people in the workplace are now likely to have six to 10 jobs in a lifetime and up to three or four changes in actual career fields. If one adds to that the explo-sion in information and knowledge, the need to upgrade one’s learning becomes evident. In fact, recent stud-ies have shown that for many of the science and technology disciplines, the half-life of the degree is approxi-mately the length of time it takes to complete it, e.g., four to five years.

In the information technology field, many of the IT certificate programs are seen as important as actual degree completion. Employers want to see that new hires are indeed knowledge-able about the latest developments in their fields. Older workers wanting to enhance their employability will also want to demonstrate that they have kept up to date.

As learners strengthen their knowl-edge base, they wish to have it cre-dentialized; they also wish to have an efficient way of demonstrating their specialized skills sets. The result has been the growth in credit and non-credit certificates as a way of updat-ing one’s skills, often without the time and costs associated with earning an additional degree. Institutions of high-er education are now addressing that trend with an array of new certificate programs.

At CLS, we offer a certificate in administrative leadership, which is

administered through the OU Graduate College. Not only does the completion of a certificate program indicate that the student has specialized knowledge in this area, the program is a good way for the student to try out the field of administrative leadership and con-sider earning an A.L. degree.

One other development that higher education will see more of is the growth of nontraditional doctorate programs. It is interesting to study how the doctorate – a mark of distinc-tion rooted in tradition – is evolving to meet the needs of adult students.

Many institutions have stepped for-ward with a variety of nontradition-al doctoral programs – compressed, online or hybrid programs designed for students who are already practic-ing professionals in their career fields.

Here at OU, we offer a Ph.D. in organizational leadership. Developed in the early 1990s, it is primarily delivered to military personnel and their families in a cohort format. On-site courses are offered at the university’s locations in Heidelberg, Germany, and Norman. OU professors fly to Germany to teach courses in an intense two-weekend format. Courses offered in Oklahoma are taught in two four-week July residency periods.

All of these developments have been evolving over the last few decades and only continue to grow in popu-larity. As can be expected with any deviation from the norm, a sense of tension exists in regard to these “new” programs. Often they are per-ceived as less rigorous, but these misconceptions are countered with a

solid commitment to the CLS found-ing principles and a firm screen-ing process for prospective students. Moreover, working adult students are eager to participate in demanding and high-quality programs that will both engage and prepare them for richer professional lives.

As we look toward the future, it is essential to be mindful of trends and how they impact us at the College of Liberal Studies. The emerging edu-cational needs of adult learners, the increasing innovations in educational delivery approaches and the ever-evolving advances in technology and the competitiveness of the changing educational marketplace suggest the future of adult and continuing edu-cation will remain an exciting place to be.

Until next time.

James P. Pappas, Ph.D.Vice President for University Outreach and Dean of the College of Liberal Studies

continued from page 2

”“As learners strengthen their knowledge base, they wish to have it

credentialized; they also wish to have an efficient way of demonstrating their

specialized skills sets. The result has been the growth in credit and noncredit

certificates as a way of updating one’s skills, often without the time and costs

associated with earning an additional degree.

The Dean’s Viewpoint


DeAN PAPPAS ReCOGNIzeD By LIBeRAL STuDIeS ORGANIzATION

PROFeSSOR ReCeIVeS AWARD FOR LONGTIMe SeRVICe

VeTeRAN CLS eMPLOyee ReTIReS

Dr. Peter Tirrell, adjunct professor for the College of Liberal Studies and associate director of the Sam Noble Museum of Natural History in Norman, was named the 2011 recipient of the Mountain-Plains Museums Associa-tion’s Hugo G. Rodeck Award of Excellence for his service to the museum field.

The regional award recognizes his work at the muse-

um. Recipients are noted for their contributions to the field of state, provincial and local history, art, anthropol-ogy or natural history.

“I was a maverick,” Tirrell said in a press release. “They allowed me to test out my ideas. It is the associa-tion’s friendly, nurturing environment that helped shape my life.”

Sandy Gannon, longtime receptionist and executive assistant at the College of Liberal Studies, retired at the end of 2011 after 23 years of service.

Gannon began working at the College of Liberal Studies on Nov. 28, 1988. Her dream of earning her college degree was fulfilled when she graduated in May 1995 with her Bachelor of Liberal Studies. Gan-non served the college as the assistant to the associ-ate dean and as office/budget/payroll manager.

“My favorite part of my job was working convoca-tion Saturdays,” she said. “It was always an enrich-ing experience to see the excitement of our gradu-ates and their families. They are the reason I enjoyed working at the university.”

NEWS BrIEFS

CLS Dean James Pappas was recently named a Fellow of the Association of Gradu-ate Liberal Studies Programs. AGLSP is an international organization of more than 105 institutions that share a common interest in graduate-level liberal education primar-

ily serving adult, part-time students. Fellow membership in the AGLSP honors individu-als for substantial service to the association through longtime participation and leader-ship. Pappas served as the association’s presi-dent from 2009-2010.

Website: cls.ou.edu

Facebook: facebook.com/OULiberalStudies

Twitter: twitter.com/OU_CLS

Our blog: “The Nontraditional Learner” - blogs.ou.edu/cls

ConneCt with us!

23

In fall 2011, the College of Liberal Studies awarded 16 students $19,980 in scholarships as part of the Osher Reentry Scholarship Program. Students who have expe-rienced an interruption in their education of at least five years and who were working toward their first under-graduate degrees were eligible. While this scholarship is coordinated by CLS, all eligible OU undergraduates could apply.

Made possible by a grant from the Bernard Osher Foun-dation in San Francisco, the scholarships are awarded to students ages 25 to 50 who are enrolled in the college’s on-site or hybrid classes offered at any OU site, includ-ing OU-Norman, OU-Tulsa, Oklahoma City Community College, Rose State College, Ponca City and Lawton/Ft. Sill. More than $200,000 in Osher scholarships has been given since the program began in 2008.

Fall 2011 Osher recipients were Stephanie Bailey, College of Arts and Sciences, Mustang; Angela Harich, Price College of Business, Edmond; Lesa Heilhecker, Lib-eral Studies, Del City; Nathan D. Jacobs, Liberal Studies, Broken Arrow; Rebecca Miller, Liberal Studies, Norman;

Twanya Page, Liberal Studies, Broken Arrow; eric Pennell, Price College of Business, Norman; Leah Lee Schro-eder, College of Architecture, Guth-rie; James Smith, Arts and Sciences, Norman; John A. Sopher, College of Architecture, Midwest City; Melissa C. Steadley, Liberal Studies, Bixby; He-lene Sweatt, Price College of Business, Norman; Heather upton, Liberal Studies, Moore; Scott R. Vonbrutt, Liberal Studies, Solana Beach, Calif.; Thomas J. Watts, Price College of Business, Norman; and Maegan Lee Whelchel, College of Arts and Sciences, Noble.

One previous Osher scholarship recipient said, “I start-ed taking classes when I was 24 years old. I had to quit a few semesters later because of lack of financial sup-port, and I was a single mother. Now I have been given the opportunity to go back to school. Financial aid and scholarships are helping me to fulfill a dream that I have had all my life.”

Showing their pride in Bethany, Okla. – CLS student Michelle Graham (center) with her daughter Sha’Tori (an OU freshman) and son MarQuelle (future Sooner).

Dan McGowen (BALS, 2011) stands near the USS Nautilus Museum, located on the Thames River in Groton, Conn., home of the Submarine Force/Submarine Capital of the World.

MAAL classmates Anthony Carter and Kim McDaniel and their families check out the crimson semi in Norman.

Laura Johnson (MALS, 1995) at the summit of Table Mountain in Cape Town, South Africa.

OU fans from the 45th Infantry Brigade Combat Team represent the Sooners in Afghanistan. The OU Outreach flag, made specifically for the 45th, was presented to them at an OKC Thunder game last year. This photo was submitted by CLS student Sgt. Jeffrey Robb.

NONTRADITIONAL STuDeNTS eARN SCHOLARSHIPS

WHeRe DO yOu Ou?With students and alumni representing OU all over the world, we asked on our Facebook page, “Where do you OU?” Here are some of the pictures we received:

See all the photos at facebook.com/OULiberalStudies


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In December, the College of Liberal Studies conferred degrees upon 97 bachelor’s and 65 master’s candidates. Winter convocation marked a special day for many of these graduates, who traveled with their families from near and far to commemorate the occasion. Congratulations to the newest members of the College of Liberal Studies alumni family!

rITE OF PASSAGE

Winter 2011 Convocation HighlightsDecember 10, 2011 - Catlett Music Center - University of Oklahoma

25

More convocation photos are available on

our Facebook page at facebook.com/OULiberalStudies


WILLIAM H. MAeHL JR., former dean of the OU College of Liberal Studies, died July 26. He was 81 years old. Born in Illinois, he held bachelor’s and master’s degrees from the University of Minnesota and a doctorate in history from the University of Chicago. He was also a Fulbright Scholar at King’s College, Durham University, England; a Carnegie Fellow at the University of Chicago; a Leverhulme Research Fellow at King’s College, University of Durham, England; and a Visiting Fellow at Wolfson College, Oxford University, England. He served in the U.S. Army from 1953-1955. Maehl joined the OU faculty as a history professor in 1959, and he became active in the Bachelor of Liberal Studies pro-gram in 1963 when he directed a BLS seminar. In 1966, he became a member of the College of Continuing Education’s Executive Committee, and from then on, he served regular-ly as an adviser and seminar leader. During his tenure at OU, Maehl received an Award for Excellence in Teaching and a Regents’ Award for Superior Teaching. He served as chairman of the OU Faculty Senate in 1974, and he established OU’s Oxford Seminar Program. He served as dean of the College of Liberal Studies from 1976-1987. In 1981, CLS launched the Master of Liberal Studies with Museum Emphasis pro-gram. Additionally, the first Feaver-MacMinn seminar was held in 1984. Maehl retired from OU in 1987 when he was named president of the Fielding Institute. There, he built the organization’s global reputation for its graduate programs designed for working adults. He was a board member of the Council on Adult and Experiential Learning, editor/pub-lisher of the journal of the National

Continuing Education Association, consultant to many universities, and author of numerous works on adult education and on 19th century British political and labor history. His work earned Phi Beta Kappa membership, several teaching

excellence awards, and an honorary doctorate in humane letters from Fielding. He served as principal investigator of the Commission for a Nation of Lifelong Learners. In 1999, he published a book, Lifelong Learning at Its Best: Innovative Practices in Adult Credit Programs. Maehl and his wife Audrey eventually settled in

Santa Fe, N.M., where he remained active in the Fielding community throughout the remainder of his life as a member and valued colleague in its interdisciplinary New Mexico Salon. Memorial contributions may be made to the William H. Maehl and Audrey Maehl Endowment for Faculty Research, Fielding Graduate University, 2112 Santa Barbara St., Santa Barbara, CA 93105.

CRySTAL eILeeN CuRRy of Tulsa died May 9. She was born Nov. 16, 1965, in Shreveport, La. She earned a Bachelor of Liberal Studies degree from OU in 2001, and she received a Master of Human Relations from OU in 2004.

VIOLeT eLLeN DIeHL of Salt Lake City, Utah, died Aug. 30. She was born May 13, 1923, in Wessington Springs, S.D. She graduated from Central High School in Sioux City, Iowa, and she also attended Morningside College in Sioux City and the University of Utah, Salt Lake

City. She graduated from OU with a Bachelor of Liberal Studies degree in 1973. Diehl was an active mem-ber of the First Lutheran Church in Tooele, Utah, for over 50 years, where she taught Sunday school and Vacation Bible School, and was in the altar guild. She was a mem-ber and held offices in the Lutheran Women Missionary League at the local, zone and district levels. Her civil service career from 1946 to 1981 included civilian personnel functions at Tooele Army Depot, Tooele, Utah, and at the Southern European Task Force in Vicenza, Italy, during a three-year assignment from 1975-1978. After her retire-ment in 1981, she was active in civic and volunteer work. She was proud to have been elected to the Tooele City Council in 1983, where she served until 1986. She also served as a member and chairperson for Tooele County on Aging, Utah State Division of Aging and Adult Services. She was also a member and officer of the Tooele Bit and Spur Club, Business and Professional Women, Beta Sigma Phi and was active in the Auxiliary of the Tooele Elks and Eagles Lodges. Memorial donations may be made to Concordia Lutheran High School, 4020 S. 900 E., Salt Lake City, UT 84124.

THeLMA I. FITzkee of Mount Joy, Penn., died June 28. She was born May 12, 1922, in Lancaster, Pa. A 1940 graduate of the former Mount Joy High School, she received a Bachelor of Liberal Studies degree from OU in 1969. Fitzkee retired from the New Cumberland Army Depot and previously was employed at the former Olmsted Air Force Base in Middletown. She was a member of Mount Joy Church of God and the American Legion Auxiliary, Post 185, Mount Joy. She adored family and enjoyed genealogy, local history and oil painting. Memorial

IN MEMOrY

William H. Maehl Jr.

27

contributions may be made to Mount Joy Church of God, 30 E. Main St., Mount Joy, PA 17552.

kATHARINe JuNe GROSS of Moore, Okla., died July 30. She was born July 29, 1958, in Ft. Bragg, N.C. She earned her Bachelor of Arts in Liberal Studies from OU in 2004, and she was the financial administra-tor at the University of Oklahoma Honors College.

THOMAS P. “TOM” MAHAN of Jerome, Id., died Feb. 9, 2011. He was born Jan. 18, 1918, and grew up in Tyronza, Ark. At 17, he enlisted in the U.S. Army and served 11 years on active duty and later retired from the U.S. Army Reserves with the rank of lieutenant colonel. While living in Atlanta, he worked for the U.S. Army Recruiting Services and studied at the Atlanta School of Accounting. On his return in 1947 from two years with the Japanese Occupation Forces, Mahan left active duty and he and his family sought new opportu-nities on the West Coast. The family soon settled in Jerome, Id., after fall-ing for the town’s welcoming envi-ronment. Mahan served the Magic Valley as a certified public accoun-tant and active citizen for 37 years, retiring in 1985 to focus on civic duties. He had a passion to improve himself and to contribute to society both as an individual and by work-ing with other talents in the valley. Following in that spirit, well into his 50s, he completed his Bachelor of Liberal Studies degree in 1970 and a Master of Liberal Studies in 1978, both from OU. Active in the commu-nity, Mahan was highly involved in the Jerome United Methodist Church as a lay leader, Sunday school teach-er and Boy Scout leader. He was also active in the Jerome Chamber of Commerce, the Jerome Rotary Club

and the Jerome Masonic Lodge No. 61 A.F. & A.M., among many other organizations. He helped found and shape the Idaho youth Ranch and served on the IyR board for over 50 years. He was instrumental in lay-ing the foundation for the College of Southern Idaho and served on the CSI Foundation Board for years. In 1993, the Jerome Chamber of Commerce named him “Citizen of the year,” and in 1996, they present-ed him the “Lifetime Achievement Award.” Memorial donations may be made to the Jerome Senior Citizens Center, 520 N. Lincoln Ave., Jerome, ID 83338; St. Benedicts Hospital Foundation Inc., 709 N. Lincoln St., Jerome, ID 83338; Jerome United Methodist Church, 211 S Buchanan St, P.O. Box 90, Jerome, ID 83338; The Idaho youth Ranch Inc., P.O. Box 8538, Boise, ID 83707; Interfaith Volunteer Caregivers Inc., 459 Locust St. N., Suite 106, Twin Falls, ID 83301; and College of Southern Idaho Foundation Inc., P.O. Box 1238, Twin Falls, ID 83303-1238.

MARLeNe RAe SCHNeIDeR of Virginia Beach, Va., died June 17. She was born April 23, 1934, in Johnstown, Pa. She lived for more than 35 years in Annapolis, Md., and for five years in Tulsa before moving to Virginia Beach in 2001. A grad-uate of Anne Arundel Community College, she earned a Bachelor of Liberal Studies degree from OU in 2001 at age 67. Schneider worked for much of her life as a bookkeeper and executive secretary for a private philanthropist. She was selfless in her generosity and personal sacri-fices for family and others. Memorial donations may be made to Gideons USA and Kempsville Baptist Church Wall Fund, 5204 Princess Anne Road, Virginia Beach, VA 23462.

PAuL WILSON TAyLOR of Grand Prairie, Texas, died July 19. He was born May 18, 1914. He was the valedictorian of the Venus (Texas) High School class of 1931, and he was a veteran of the World War II Pacific campaign. For more than 40 years, Taylor worked for Magnolia Petroleum/Mobil Oil Corp. In 1960, he, his wife and five children moved to Midland, Texas, where he worked for Mobil. He earned a Bachelor of Liberal Studies degree from OU in 1965. Taylor was the grandfather and great-grandfather to 26, and he spent his retirement years on Lake Leon and in the Dallas-Fort Worth area.


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50th ANNIVErSArY

Homecoming Tailgate Party

October 22, 2011McCarter Hall lawn

In conjunction with the homecoming football game against the Texas Tech Red Raiders, CLS hosted a tailgate party for alumni, students, faculty, staff and their families.

Feaver-MacMinn Seminar “The Supreme Court: The Legacy of Holmes and Brandeis”

February 22-26Thurman J. White Forum

Two of our nation’s most influential Supreme Court justices – Oliver Wendell Holmes Jr. and Louis D. Brandeis – were the topic of this year’s seminar. The seminar and public lecture studied how their impact on the court con-tinues to define our laws today. Melvin Urofsky, a profes-sor of law and public policy at Virginia Commonwealth University and expert on Supreme Court history, served as the visiting scholar.

More event photos

may be found at

facebook.com/OULiberalStudies

A reflection of McCarter Hall – the headquarters of the College of Liberal Studies and home of the Sooners.

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THE BACK PAGE

The University of Oklahoma is an equal opportunity institution.Printed and distributed at no cost to Oklahoma taxpayers.

The University of OklahomaCollege of Liberal StudiesMcCarter Hall1610 Asp AvenueNorman, OK 73072-6405

non-Profit organizationu.s. Postage

PaiDuniversity of oklahoma




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UNIVERSITY

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Vantage Point Spring 2012

Documents

Transcript of Vantage Point Spring 2012