Congratulations to Jake Shafer, 2011, for being awarded a Woodrow Wilson Ohio Teaching Fellowship! This program allows fellows to study in a specially designed master's degree program in education and carries a $30,000 stipend. Graduates of the program teach for at least three years in high-need secondary urban or rural schools. Jake will be working toward an M.Ed. in secondary education/mathematics at the University of Cincinnati. Jake will be teaching mathematics at Finneytown High School in Cincinnati beginning this fall.  Upon graduation from Denison, Jake earned a M.Ed. in Education at the Univeristy of Cincinnati as a Woodrow Wilson Fellow. This summer he is teaching in the Cincinnati Leadership Scholars program.  Last year at Withrow High School in Cincinnati Jake's students posted an impressive record on the Ohio Graduation Test, including one class of 30 students with a 100% passing rate.  Congratulations, Jake!  (Submitted by Dr. Karen Graves, June, 2012)

 Jonathan Green, DU '10, earned his MAT degree at Stanford University in 2011. He is a Spanish and Journalism teacher at Seaside High School in northern California. The link below takes you to the first issue of the Spartan Chronicles, an online magazine published by Jonathan's Journalism students, modeled after the Denison Magazine. Congratulations to Jonathan and his students on the excellent writing!  Jonathan writes: Our magazine, The Spartan Chronicles, is a semester long project of my Technical Writing students. My goal for them is to write about topics that are relevant to their lives and the lives of the broader Seaside community. It has pushed them to critically think about their world and forced them to write in a very challenging style - balancing people's life stories and nonfiction research.(Submitted by Karen Graves June, 2012)

Link to the Spartan Chronicles:http://spartanchronicles.home.comcast.net/~spartanchronicles/

I am currently a Masters of Social Work student at the University of Michigan in Ann Arbor. Returning to my hometown, there is something almost daily which reminds me of  Denison - the people, the place and what I learned from my experiences in college. Many of my courses now stem directly from material that I first engaged with at Denison (a credit to the wide resources, great faculty and liberal arts education) and I have found them to be a lot easier than some I took on the hill!  But, I gained so much, including a critical lens through which I can examine inequities in the school system as I prepare for a career in an educational setting (possibly a school or in early intervention with families). Congratulations to the recently graduated class of 2011 and to the emergence of many more engaged and passionate scholars, teachers, activists and much more.  Kristen Bauman, 2010

My choice to become an Education minor wasn't planned, as it was something that gradually found its way to me. However, it is something that became very instrumental in my life and my future career path. In taking the History of the U.S. Education System, I was intrigued by the captivating history of education's roots which encouraged me to take more education classes. I soon realized that I really enjoyed being challenged to think about societal injustice and the lack of equity in our school system. Coming from a small, white homogeneous town, I arrived at Denison with a limited set of experiences. However, the classes I took in the Educational Studies department allowed me to gain a perspective that was new and very enlightening. My education classes did not just teach me about the need for multicultural curriculum, the need for highly qualified teachers, or the need for reform in schools, but these education classes taught me about inequity--inequity that each of us should devote our lives to combating in some way every day. In continuing my path in education at Harvard's Graduate School of Education, the lessons I have learned from the Education Department's professors will undoubtedly aid me in working on and thinking about policy issues and it will serve as a solid basis from which to become a more effective school leader. The Education Department not only made me think about social issues in a new way, but it also encouraged me to see my purpose in life differently--to see my purpose as to rectify the injustice in our schools so that all students can have the same opportunities I have, so that all students can learn from thought-provoking professors, and so that all students have the chance to discover and pursue a passion of their own. Julie M. Tucker, 2009  (Posted prior to September 1, 2010)

I currently live in Chattanooga, TN and am wrapping up my 11th year teaching at The Baylor School, a private Day/Boarding school, grades 6-12. Coming from a liberal arts college, I think the variety of courses that I had to take prepared me for the diverse offerings of my current school. Being at a private school, we have more freedom to teach our topics in manners that fit our students. We are not so bogged down with the politics sometimes seen at public schools,that we can really work to develop good relationships with our students. It also helps that my largest class is 16 students. Being a math teacher, I now appreciate the English and History courses I had to take that required me to write. We have a high level of communication with parents, so it is important to communicate clearly with them. I feel that the education courses and preparation that was offered with the student teaching experience gave me enough hands on experience without extra busy work that is not necessary. Seeing other people go through education certifications, I feel you are made to do things that in reality are very hard/impossible to implement and do. I have also been a volleyball coach at Baylor these past 11 years. First four years as an assistant, the past 7 as head coach. Last year we finished second in the state. I also helped found and currently head Dig To Win, a Junior Olympic Volleyball club. (www.digtowin.com) So, a lot of my life is helping kids, both inside the classroom and on the volleyball court. At this time, I have not pursued a Master's Degree. Lynne Stopford, 2007, Math (Posted prior to September 1, 2010)

Since September I have been working as a substitute teacher in the Columbus area. I have been in a number of different school districts, classrooms, and grade levels. Although I was not thrilled about the idea of subbing for a year and not having my own classroom, it has turned out to be a great learning experience. I have discovered which grade levels I like best and which school districts seem coincide most with my beliefs and teaching style. For the past two months I have been working on a long term assignment in a 9th grade English classroom in Westerville. It has certainly been an eye-opener. Despite the fact that it is in a suburb, I have encountered a TON of challenges. Many of my students come from low-income households and do not have traditional family backgrounds. I have had to deal with discipline problems that I never before were exposed to and thought only existed in  Freedom Writer. like movies. Again, it is not a position that I would like to keep for the rest of my career, but I do feel that I have grown a great deal over the past few months as a teacher. I feel that subbing has given me a great deal of perspective and experience that I would have otherwise missed out on; I do, however, hope to have my own classroom next year. Since entering the working world I have grown to value my Denison education more than ever before. I really appreciate the fact that I was given the opportunity to do so many field experiences and meet a number of working teachers. I have also found that although I am encountering behavioral challenges with my students that I never had to deal with before, I was supplied with the tools to figure out solutions on my own. I have also found that the contacts that I made while part of the Education department at Denison have been priceless. During some of my particularly trying times I have contacted Dr. Robertson, my cooperating teacher, my student teaching supervisor and my fellow student teachers for advice, and once again I have benefited from their support and encouragement. I hope this provides you with some of the information you were looking for, I will try to find a picture to send along as well. I hope come back to visit Denison soon, I would love to see everyone in the office and see what kinds of wonderful things are happening with your new programs. Nicole Perry, 2007, Language Arts (Posted prior to September 1, 2010)

I met with Senator Isakson's (R-GA) office to discuss with them the impact Jumpstart, the program I manage at Emory University, has on the college students and the young children they serve. I oversee a program of 40 college students who serve over 100 preschoolers in low-income communities throughout Atlanta. In yearlong relationships, these college students are trained to help young children gain the early learning skills necessary for success in school and beyond. The college students I recruit and train are AmeriCorps participants answering the call to service. These college students serve at least 300 hours during the school year and are eligible to receive an AmeriCorps Education Award to help defray education expenses following their year of service. Recently, Congress passed, with Senator Isakson's support, the Edward M. Kennedy Serve America Act which greatly expands service opportunities for more Americans and will allow organizations such as Jumpstart to serve more children in need. I discussed with the Senator's staff the work that Jumpstart is doing to serve children in Atlanta. Elise Albrecht, 2006 (Posted prior to September 1, 2010)

My major was Communications with a minor in Educational Upon graduating from Denison University I committed to a full year of service with an AmeriCorps program called City Year Columbus. City Year Columbus united young people of all backgrounds for a year of full-time service, giving them the skills and opportunities to change the world. As tutors, mentors, and roles my corps of 55 was able to raise readings levels through one on one assistance and transforming communities through trash pick ups and murals on the playground of different schools. I was a service leader that led 10 individuals 17-24 years of age through their year of service. We were placed at Windsor Academy Elementary located on E.12th Ave in Columbus, Ohio. Our team called “No Doubt” assisted with recess and implemented an after school program. When my year of service was completed, I found a job with an organization called St. Vincent’s Family Center. My title was an Adaptive Behavioral Specialist. I supervised children ages 3yrs-6yrs in the Pre-School Partial Hospitalization program. I served as an assistant in a classroom setting with a child ration of 9 to 2 instructors. As a team, the lead teacher and I emphasized social, emotional, and developmental. After putting my time in at St. Vincent’s Family Center, I accepted a position at the Juvenile Detention Center as a Juvenile Detention Officer. I was responsible for the safety, security and welfare of the youth detained in the facility. My current position at this facility is an Activity/Recreation Coordinator. My responsibilities are to create, implement, lead activities for the youth to gain knowledge while awaiting trial. I make contact with outside organizations to come in and volunteer their time with the youth. Youth are provided activities such as church, recreation in the gym and on the outside court, Media Room (Library), Games, School (provided by Columbus Public Schools), Tutoring, PRE-GED preparation, and Project Linden (mentoring program). My future plans are to go back to school and get my Master’s in Special Education. I hope to one day have my own community center to help enrich and be a role model to misguided youth.  Keziah Israel, 2004, Communications  (Posted prior to September 1, 2010)

I am currently a licensed property, casualty, life and health sales representative for Liberty Mutual Group in Portland, OR. After graduation in 2004, I worked as the sales and marketing manager for a property investment/finance company called Sigma Properties in Olympia, WA. I found my experiences as an Educational Studies major extremely beneficial based on the multidisciplinary approach to learning, teaching and navigating through the various complex uncertainties of the business world. I am grateful to have had the tremendous opportunity to learn how to be a student and teacher not only in the classroom environment, but in the business realm as well. Kelsey Kramer, 2004, Educational Studies (Posted prior to September 1, 2010)

I have been enjoying several snow days lately, but am reaching the point where I am craving a full school week. I am now in my 5th year teaching Spanish at Berne Union High School in Sugar Grove, OH. It is a very small, rural district in between Lancaster and Logan. In addition to teaching levels 1 - 4, I am also advisor to Spanish Club. We took a trip to Costa Rica two years ago, and I am starting the process of putting one together for next summer. It is so amazing to take these very sheltered kids from small town Ohio out of the country. Watching them experience something so new and different was awesome. I also advise our Student Council and Prom Committees - the joys of being young and single in a small school system. Anyway, in addition to all of this, I think it is time to return to life as a student. While the idea of going back full time is tempting, it really isn't possible. Plus, I think I would miss my kids too much. I am leaning toward pursuing school counseling. I was wondering if you had any thoughts or suggestions about programs in the central ohio area. I am just starting the research process here, and I thought it would be a good idea to return to my roots for some guidance. I know there have been a lot of changes to the department since I graduated. I would love to hear how things are going. I hope all is well and I look forward to hearing from you. Amanda James, 2003,Spanish (Posted prior to September 1, 2010)

I began graduate school immediately after graduation from Denison in the School of Education at the University of North Carolina-Chapel Hill. I received a research assistantship for all years of my study, doing research at the Frank Porter Graham Child Development Institute. I found my experience at Denison prepared me well for graduate school.  I had many classmates in grad school who said they had not had the same background in writing and research as I did coming from Denison.  I completed a field experience through the Psychology department one semester at Denison and during this worked with a School Psychologist in Granville.  Having this real-life  experience, in addition to the many experience I had volunteering in schools through my Education classes, gave me an excellent background for grad school and my career.  I received my M.Ed. in School Psychology in May, 2006.  Soon after I becames a Nationally Certified School Psychologist.  I continue to live in Chapel Hill, North Carolina and am employed as a School Psychologist in Raleigh.  I serve two schools, one elementary and one middle school.  I find my job as a School Psychologist to be both rewarding and challenging and I am constantly seeking to increase my skills to better serve the children, familes and teachers that I work with. Sarah Hamel, 2003, Educational Studies & Psychology (Posted prior to September 1, 2010)

Kelli has been with the Howard County Public School System in Maryland for six years. After graduating from Denison, she attended Wake Forest University for her Masters of Arts in Education with a concentration in Secondary English. She taught Ninth and Eleventh Grade English for three years while completing her Master’s of Science in Library Science with a concentration in School Library Media at McDaniel College. In her third year as a Media Specialist, she loves working with students in all subject areas teaching research skills, information literacy, and computer skills; however, she has been able to incorporate her English background into activities sponsored by the Media Center such as Poem in Your Pocket Day when students brought their favorite or original work to the open mic to share during lunch hour. Next year, Kelli looks forward to continuing in her role as a Media Specialist at Reservoir High School and will also be returning to the classroom as an English teacher in the county's Credit Recovery Program, a partially Web-based set of evening courses for students who need to repeat classes before graduation. Also, she will begin her Certificate in Administration and Supervision at McDaniel College in the Fall of 2009. Kelli Zellner, 2002, English and Education (Posted prior to September 1, 2010)

I work as an educator at Chicago Children's Museum. I've been here since January of 2002, and myprimary job responsibility involves coordinating programs for schoolgroups who enter the museum. We offer facilitated workshops that meet ISBE Illinois Learning Standards. Teachers can register for workshops in advance, specifically grades Pre-K through 5. I coordinate the day today operations of this program (we often have as many as 10 workshops going on at once), as well as develop curriculum and programs for the museum. In addition to programs for students, we also offer workshops for teachers and educators, and I coordinate most of these programs. CCM is an accredited CPDU provider, so we are happy to be able to provide credit to teachers who participate in our workshops. I also use my theatre degree in many ways as I occasionally facilitate drop-in drama programs and assist with curriculum development for our arts-based programming. As far as awards or honors, I can't report much... I do have a few presentations coming up as I will be presenting at the Chicago Metro Association for the Education of Young Children (CAEYC) on January 27th and I'm looking forward to being a speaker at the Association of Children's Museums annual conference in May, 2005 which will be held this year in Indianapolis. Lynn Hull, Educational studies minor, 2002, Lead Educator, Student Connections Program Chicago Children's Museum (Posted prior to September 1, 2010)

I am currently working as a seventh grade teacher at East Middle School in Braintree, MA. The only real award I have received is a thank-a-teacher award from a student nomination. It's now my third year teaching, and I'm getting ready to start a master's program somewhere (I haven't figured out where yet). Lauren Stowe, 2002, English (Posted prior to September 1, 2010)

During the 2002-2003 school year, I taught elementary music with the Lincoln Consolidated Schools in Ypsilanti, Michigan. At the end of the school year, I received a Graduate Assistantship at the University of Florida where I am currently finishing a Master of Music in Flute Performance. Last January I won the Florida Flute Fair Advanced Masterclass Competition and performed in Daytona Beach at the Florida Flute Fair. Mary Hallan, 2002, Music (Posted prior to September 1, 2010)

When I first started at Denison, I had no idea what I wanted to study much less do as a job.  Essentially, that is one of the appealing aspects of going to a liberal arts school like Denison.  I found it not to be a funnel to a job but more of a way of thinking and looking at the world.  I ended up being a history major but taking my first history of education class was a critical turning point.  Through that class and my experience in the education department in general, I found a new lens to look at the world.  Instead of assimilating new pieces of information to my previous understanding, my reflections as a result of these courses completely changed my framework.  Looking at new and old pieces of information from a different vantage point was transformative in my understanding of the world and how I fit in. That being said, I decided to enroll in a education graduate program at Wake Forest that focused on teaching.  While I found my graduate experience valuable (especially since it resulted in a licensure to teach), I discovered that my approach to education was very different than the other students in my program.  They were focused on building their tool kit (e.g. how to incorporate Shakespeare, how to arrange the classroom, how to use computers in the classroom, etc.), I was always asking questions about issues of equity, transparency, democracy, and others in my teaching.  While I believe that both sets of questions are important, I also believe that the former set of questions informs tools while the other informs the use of tools. That is what I learned at Denison that has been invaluable. After graduate school, I taught at a Title I public high school in North Carolina and at the nation's first urban boarding school in Washington DC called the SEED school(http://www.seedfoundation.com/).  Every summer, I would reflect on my past year and think about what I could have done differently to serve my students better.  Ultimately, I decided that obsessing over why Susie didn't bring her pencil had a disproportionate amount of my attention and focus than whether Susie had food or a home and how that impacts what I do in the classroom.  That is when I left teaching and began working for the Children's Defense Fund (www.childrensdefense.org) in the field of political and grassroots advocacy on a broad range of issues including education, health care, juvenile justice, etc.  After spending a year in Korea to reunited with my biological family, I recently started working in Washington DC Public Schools system in their central office which is being led by a relatively new chancellor, Michelle Rhee (http://www.newsweek.com/id/154901), who is one of the major focal points for education reform in the U.S.  Specifically, I am working on the Catalyst project(http://dcps.dc.gov/DCPS/Teaching+and+Learning/School+Innovation/DC+Catalyst+Project) that uses arts, world cultures, and STEM (Science, Engineering, Technology, and Math) as a whole school integration model in 13 elementary and middle schools over the next three years.  Upon reflection, I believe that the transformative experience in the education department at Denison has informed the set of questions that I ask before I have made every single career change. Jon Rybka, 2002, History (Posted prior to September 1, 2010)

My liberal arts education has had a profound effect on my teaching career. At Denison, I took several service learning courses which allowed me experience the social problems I was studying about in real life. I also participated in the Denison Community Association by tutoring in the Par Excellence Program in Newark and cofounded a teen center for underserved youth in Newark. As a result of these experiences, I felt empowered as a college student. Today, I find myself in my 9th year of teaching. I still feel empowered by own educational experiences, but I find my goal now is to empower my students. I have taught at a boarding school, a rural public high school, and now at Central Catholic, an all boys' Catholic high school in the city of Pittsburgh. A rewarding part of teaching is learning alongside my students and becoming a partner with them in their educational journey. One of the purposes of teaching is to show students how what they are learning in class is applicable to their own lives. One way I am able to "make the classroom come alive" is through the Latino Ministry Program at our school. Central Catholic students and I volunteer at the Latino Outreach Community Center in Pittsburgh's Oakland neighborhood. While at the center, students are able to communicate in Spanish with the Latino immigrants who come there largely for social services. We tutor Latino children; translate health care and tax forms, and sort food and other donations that come into the center. As a result of these experiences, I have gained a greater appreciation for the Latino culture. Those I have met take great pride in their identity. And like so many of us, they place great value on family life and share a common faith. After spending some time at the Ministry Program and Outreach Center, I realized how much I needed to learn about the immigration issue. My students began to question the laws surrounding undocumented immigrants living in the United States. I did not know how to answer their questions. Although I was beginning to realize how difficult it was to maneuver in this country, I still was not sure how my students and I could help them best. How could I work alongside my students to change a broken system, fight for the rights of immigrants, help them find jobs, and ultimately adapt to life in the United States? I decided to attend a conference on social justice and immigration in relation to Mexico to help me answers these questions. The conference was held in El Paso, Texas and Ciudad Juarez, Mexico this past summer. At the conference, my eyes were opened to the stark situation in Mexico, why so many Mexicans are coming to live in the United States, and the cause behind the massive influx of Mexican immigrants to the States in the last 10 years. Immigration lawyers, experts, and a group of Mexican fair trade coffee farmers were just a few of the people who presented at the conference and shared their experiences and insights. My experience on the border was life changing. My whole reason behind going was to educate myself on immigration, and further inform my students about it. If it weren't for their inquisitiveness and desire to learn, I would not grow as an educator. I have a lot of growing to do yet, and each day I learn from my students. This "co-learning experience" is what makes teaching exciting and challenging. It is rewarding when students are able to question systems in place in our society such as the immigration system and question its usefulness. My Denison education empowered me to push myself to learn and to work for what is just and what is right and to stand with others whose voices are often not heard. I will always be grateful for all I was able to do and accomplish at Denison. It has helped me grow and develop professionally and personally. I hope in some way, I am able to empower my own students the way my Denison education empowered me. Charlotte Kendrick, 2000, Education & Spanish (Posted prior to September 1, 2010)

After graduation from Denison in May of 2000, I began looking for a teaching position in Southern California. At the time, The Inland Empire was growing astronomically, and I received several job offers only a three day excursion. I accepted a position teaching 9th and 10th grade English at Santiago High School in Corona for the fall of 2000. After two years teaching at Santiago, I found a position and transferred to Palos Verdes Peninsula High School in Rolling Hills, California where I am still currently teaching. I think my time at Denison most prepared me for those first few years as a teacher. I think back on my time at Denison often, and serve as a DART member for the Los Angeles area. I share my experience with my students as often as I can, and each June it is with tears in my eyes that I watch them all graduate and move on to other areas of their lives. As a Senior English and AP teacher, I only hope I am preparing them for an education like the one I received at Denison. I also completed a Masters Degree in English Literature in 2006 at CSU Dominguez Hills while teaching full time. I am "spoiled" at Peninsula with some of the best and brightest students in this country that attend some of the finest Universities after graduation. I remain actively involved in campus life here, sponsoring clubs, coaching Academic Decathlon, serving as a Leadership Team member, and working on curriculum projects. As California continues to face budget shortfalls each year, our class sizes increase and we must find creative ways to maintain the rigor of our program, and I feel blessed to have been at Denison where I was prepared for any adversity in the classroom. I enjoy the challenges we face as educators and I am looking forward to the next step in my career, and hope to pursue a career in administration. Alicia Foulk, 2000, English (Posted prior to September 1, 2010)

First, I earned my Ohio Teaching Certificate in Early Childhood Education in 2002 and taught for one year in Cincinnati. Meanwhile, I was working towards my Masters Degree, which I earned this summer (2004), in Early Childhood Education (from Xavier University). I am now in Michigan, with husband Jay. I also hold a MI teaching certificate and am currently a Kindergarten Teacher. Mona (Cooper) Berkemeyer, 2000, Psychology (Posted prior to September 1, 2010)

For those of you who don't know, I'm currently teaching two reading recovery classes and a credit recovery class at PACE High School in Chinatown, NYC. The students in the credit recovery class are seniors who are in danger of not graduating. For a variety of reasons, school has not worked for them, so our class is designed to help them make up missing credits in a smaller, intimate classroom setting -- special ed without being designated as such which basically amounts to giving them some creative projects (such as this blog) and a lot of time to make up homework during out two hours together. They're a great group of kids and we've had some fun photographing Chinatown and writing about life. Now that we have a substantial number of blog posts it's time to make the blog known -- so read it! Stephen Weber, 2000, English (Posted prior to September 1, 2010)

I think of you often in my daily challenges to be an effective teacher! I am currently at Douglas County High School in Castle Rock, Colorado. I teach 9th grade English as well as College Preparatory Reading and Writing. I am an active member on the 9th Grade Initiative in our school (a program designed to facilitate the transition from middle to high school for our 9th graders). I keep busy with that and am constantly striving for creative activities and more effective ways of presenting the concepts I am teaching. Although I have been doing this for five years now, it never gets old! Possibly it is my reinvent the wheel every year theory that keeps me busy and interested. Vanessa Renosky, 1999, English (Posted prior to September 1, 2010)

A lot has changed in the field of education since I graduated from Denison with a mathematics and education double major in 1998.  No Child Left Behind, vouchers and charter schools, and technology have converged to change the landscape of public education over the past decade.  One thing has held true, however – my preparation and education from Denison that allowed me to hone my leadership skills and critically review relevant research in my field.  Upon graduating from Denison, I had various teaching experiences in both suburban and urban settings in Ohio, California, and Pennsylvania.  Meanwhile, I also earned a master’s degree from Ashland University in curriculum and instruction before settling in eastern Pennsylvania. While working on my doctorate in educational leadership from Lehigh University, I also began my work in school administration, first as an assistant principal and next as principal of Stewart Middle School in Norristown, PA.  The 2008-2009 school year marks my fifth year as principal at Stewart, an urban school outside of Philadelphia. My varied experiences in different school settings actually helped foster my dissertation topic regarding Section 504 of the Rehabilitation Act.  I noticed a major discrepancy in the number of Section 504 Plans in different settings – both at the high school and the middle school levels.  I wondered if schools were implementing this law differentially – or perhaps incorrectly – depending on different demographic variables.  This ultimately led to my dissertation, “Section 504 and Public Schools,” concluding my doctoral work in July of 2006. Writing for publication has been a new challenge for me, and I am eagerly awaiting my second article that will be coming out in “The School Administrator” in September, 2008, as a result of my dissertation work.  My first article, also co-written with my dissertation chair, Dr. Perry Zirkel, was published in NASSP Bulletin in the spring of 2008. I am also dabbling in the world of higher education, teaching a number of classes at Lehigh as an adjunct professor, including “The Principalship” and “Introduction to Organizational Leadership.”  Blending practice with theory is something that I learned from Dr. Robertson and Dr. Graves while at Denison – and I still apply this philosophy to everything that I do in my work and my own teaching of aspiring principals. My future goals are currently focused on continuing to build leadership capacity in my school, engaging the faculty and students in a shared leadership approach.  I enjoy middle level education and am actively involved in middle level organizations such as Pennsylvania Middle School Association.  While I am qualified to be a superintendent of schools, I find that my work at the building level is a truly rewarding experience.  I look forward to what each day may bring with the quirks and challenges of middle level students.  My goal upon leaving Denison was to find a job that I love – and being a principal certainly fits the bill for me! Rachel Senick Holler, 1998, Math and Education (Posted prior to September 1, 2010)

I am currently living in Cincinnati, Ohio and teaching at Turpin High School.  I teach 9th grade honors biology and AP biology.  I earned an M.A.T. in Biology from Miami University in 2004.  This was a fantastic program where I took biology courses for three summers, including a two-week marine ecology course in the Florida Keys and the Bahammas.  My time in the Denison education program prepared me for both my masters program and my current job in many, many ways, but there are two that stand out.  First of all, having a classroom requirment with every class was fantastic.  By the time I had my own classroom, I had a lot more experience than the average first year teacher. Looking back, I know it helped me a lot in those first few years.  The other strength for me was that my education degree was a double major.  I had enough to do as a young teacher just learning how to teach, it was great that I didn't have to learn the biology too.  There is always going to be new information, in any subject matter, but I had such a strong back ground in biology that I was ready to go from day one.  I'll be back in Granville for my 10 year reunion this summer.  Hard to believe that I've been teaching that long!  I hope that some of you will be around for us to drop by and say hello. Corey (Ullman) Mullins, 1998, Biology (Posted prior to September 1, 2010)

I am currently on a Fulbright teacher exchange in Iquitos, Peru, teaching English at an all girls' state secondary school. My exchange partner is in San Diego, teaching Spanish to both native and non-native speakers at Orange Glen High School, where I have taught since 1997, the year I graduated from Denison. I am giving serious thought now to getting my administrator's degree once I am back in the states and/ or pursuing a teaching position at a university or community college. I am finding it very personally and professionally challenging to be here in Peru where education simply is not valued. It only outranks Haiti in all of Latin America for government spending on Education. There is so much widespread corruption that it is not just a saying but a very disheartening reality that it & matters more who you know than what you know. Having 450+ students and having to say Beautiful work... now, what is your number, so that I may give you credit on a daily basis is so contrary to what I know allows for quality education. Needless to say, Karen and Lyn inspired me enough not to give up and, on the contrary, to give the most that I can because education is so very important. Leigh Rysko, 1997, Spanish (Posted prior to September 1, 2010)

I recently (last 2 months) completed my master's in special education with an emphasis in literacy instruction. I was nominated to the Who's Who in Post-Bac certification programs. I am teaching 8th and 9th graders with learning disabilities in Menomonee Falls, WI. It's a large school (close to 800 students in 2 grades) with a very diverse population. I think that is it! Have a good one! Sarah Wood, 1997,  Educational Studies & Psychology (Posted prior to September 1, 2010)

I've just started a tenure track English job at Mayville State University in North Dakota, where I teach literature, theory, composition, dual-credit distance ed to high school seniors, and English education methods to aspiring teachers. Matt Wanat, 1995, English (Posted prior to September 1, 2010)

"This spring I was named the Indiana High School Spanish Teacher of the Year!  In true education fashion, rather than being given a large monetary bonus or a free trip to some exotic locale,  I have been working on a 30-page portfolio that is due by August 1st so I can compete for the State Foreign Language Teacher of the Year award!  Tonight I worked on my "Philosophy of Education" page.  I had saved that document that I had to write for my undergraduate degree!  I was amazed as I read it for the first time in many years to see how congruent it was with my current philosophy of education and how I implement it in my classroom today.  It just reminded me of what a great educational foundation I got from you two and Denison's Education Department, and my entire Denison experience, for that matter.  I often use the analogy of 'planting seeds' with my students.  You'll often hear me say to my students, 'Open your fertile brains so I can sow some subjunctive or preterite or por/para seeds that will sprout next week or quarter...'  I just wanted you to know that the 'seeds' you planted in me so many years ago are blooming!!  Thank you so much!"  Rose (Thompson) Egan, 1995   (Submitted September, 2011)