NTID 0 C U

CONTENTS Winter/Spring 1990

2 A Tradition of Non-tradition From the Director's Desk NTID FOCUS is published by the Division of 3 A Road Less Traveled Public Affairs at the National Technical Institute for the Deaf, a college of Rochester Institute of NTID 's designing women engineer careers in an historically male field. Technology, Rochester, New York. Director 6 A Worldly Leader Marcia B. Dugan From Rochester to Washington to Jerusalem, Dr. T Alan Hurwitz Editor advocates for deaf people. Lynne Bohlman Coordinator, Publications 8 Compleat Kos Susan Cergol Multitalented student Todd Kos dreams in shocking pink. Writers Vincent Dollard Jean Ingham 10 M'm! M'm! Good! Kathryn Schmitz The Campbell family has established roots for an NTID dynasty. Art Director Colleen Collins, RIT Communications Photography 13 Guiding Lights Robert Iannazzi—p. 2 Career opportunities advisors illuminate students' educational options. Mark Benjamin —p. 3 Bruce Wang—pp. 4 (left), 6, 8, 9, 14, 15, 16 (left), 21, 22, 28, 29, 31 16 The Ties That Bind Robert Jacobs—p. 4 (right) Despite sibling rivalry, NTID and Gallaudet University are linked by IBM —p. 5 a common purpose. Peter Willott—pp. 7, 23 A. Sue Weisler—pp. 10, 32 (left) General Electric Company—p. 12 20 Signs of the Times Winchell Moore—p. 13 The country's first interpreter training program continues to adapt Chun Louie, to new demands. Gallaudet University—p. 16 (right) Gallaudet University —p. 17 David Bashaw—pp. 18-19 22 An Agenda for Learning Susan Cergol—pp. 24-27 Medical record technology committee underscores the value of Thomas Callaghan—p. 30 teamwork. A. Vincent Scarano, National Theatre of the Deaf—p. 32 (right) 24 Entering ASL Country Faculty and staff members cross a cultural border. About the cover Amy Cantwell, a recent graduate of RIT's bachelor of technology pro- 28 Teaching the Teachers gram in civil engineering technology. forges a NTID instructors are students of teaching. new tradition for women in a field historically dominated by men. (Cover photography by Mark Benjamin.) 30 Focus On . . . Thomas Callaghan This support faculty member brings an adventurous spirit and "itchy feet" to NTID.

32 Newsline This material was produced through an agreement between Rochester Institute of Technology and the US. Department of Education. From the Director's Desk

TID is developing a tradition of Even before they arrive on campus, non-tradition. students are exposed to NTID's non- N Indeed, non-tradition is writ- traditionalism. NTID's career opportu- ten into NTID's charter. Its mission to nities advisors are responsible for stu- prepare deaf students for technological dent admissions. However, these advi- careers and its location on a campus de- sors do not merely recruit students as signed primarily for hearing students do most college admissions personnel; place NTID at the forefront of educa- they counsel and inform deaf students tional innovation. From these roots, about postsecondary options that are NTID has continued to embrace the most appropriate for them. "Guiding non-traditional. Lights," page 13, explores the increas- This issue of Focus features many ar- ingly complex and challenging task of ticles that celebrate innovation and the career opportunities advisors—who, by establishment of new "traditions" at the way, now are able to encourage NTID. qualified international deaf students to To help prepare faculty members for enroll at NTID. their classroom responsibilities, the of- Once they arrive at NTID, students, fice of faculty development has for a too, are encouraged to look beyond the long time concentrated its efforts on traditional. Several graduates who have sharing strategies for teaching deaf stu- done just that are featured in "A Road dents. The office now has developed an Less Traveled," page 3. In this story, intensive first-year training experience women who have chosen to enter engi- for new faculty members that incorpo- neering fields traditionally dominated rates deaf awareness, sign communica- by men discuss their experiences and tion instruction, mentoring and role education. modeling, and teaching strategies. Those in the medical record technol- Tradition "Teaching the Teachers," page 28, ex- ogy program also are experimenting amines the role the office of faculty de- with non-traditional methods. Because velopment plays in making classroom they found that an extracurricular of instruction effective —be it traditional "club" structure did not promote the or non-traditional. participation and interaction hoped for, Non-tradition NTID's interpreter training program students and faculty members opted for has set tradition. The first in the coun- a committee structure for their depart- try when it was established in 1969, mental organization. "An Agenda for NTID's program has served for many Learning," page 22, describes how the years as a model for other programs na- committee encourages faculty and staff tionwide. Today, NTID's program again members to assume shared responsibil- is taking a new direction. ity for activities and participation. In addition to the associate degree While there certainly is a place for program in educational interpreting, tradition at NTID, the Institute and its which replaced the original basic in- students have benefitted greatly from terpreter training summer program, creating new "traditions." After reading the Institute began this year to offer this issue of Focus, I hope you'll come specialized programs for professional to understand how the pioneering interpreters. These programs will help spirit has permeated NTID. interpreters already working in the field stay current with language and vo- cabulary and receive specialized train- ing in specific fields such as law, health, and theater. "Signs of the Times," page Dr. William E. Castle 20, chronicles the history and peeks at the future of interpreter training at NTID.

2 NTID FOCUS • Winter/Spring 1990 Women engineers design

by Susan Cergol

ome may say it's still a man's world, but Amy Cantwell believes S it is a changing one. Cantwell is among a small number of deaf and hearing women to graduate from RIT's engineering programs. The Institute reports that 5.5 percent of its engineering graduates are women, re- flecting national figures that estimate women will represent only about 6 per- cent of employed U.S. engineers in 1990. Although the numbers indicate a slow growth of women in the field, by all estimates women engineers still are a minority. "It is easy for NTID to support wom- en in such fields because the Institute traditionally has done all that is non- traditional," says Marie Raman, assistant dean and director of the School of Sci- ence and Engineering Careers. "There are many people working here who have open minds and are willing to tread on untread ground." This support may be particularly im- Mapping out a strategy Amy Cantwell, a recent graduate of RIT's civil engineering technology portant for deaf students. While it is program, puts the finishing touches on a map of surveyed land as part of a cooperative learning likely that many women engineers face experience with the town of Henrietta, New York. a certain amount of gender bias, wom- en who are deaf confront an additional However, Cantwell reports, it is a "I knew there were mostly men in communication barrier that can further love of the work, not a desire to be out- the field," she adds, "but I saw it as a hinder their full acceptance in the field. side the mainstream, that motivates her challenge." "Being hearing impaired forces me to toward success in her chosen career. She also saw it as an excellent way to interact differently with people," says "I've always wanted to be an engi- earn a living, a view supported by Cantwell, who earlier this year earned a neer," she says. "I didn't want a job Anthony Finks, senior career oppor- bachelor of technology degree in civil where I would stare at the same four tunities advisor in NTID's National engineering technology from RIT's Col- walls all day. Helping to build and re- Center on Employment of the Deaf. lege of Applied Science and Technol- pair roads and bridges puts me right ogy. "I have been discriminated against where I want to he—outdoors. because of my deafness." NTID FOCUS • Winter/Spring 1990 3 Patricia Spiecker was breaking new ground when she expressed a desire to enroll in an RIT engineering program in the fall of 1979. Although she had a math and science background in high school, she feels she met with hesita- tion from her RIT career counselor be- cause he assumed she was unprepared. "He was surprised to learn that I al- ready had taken calculus," she recalls. "When he discovered I met all the math and science requirements, I had no problem entering and completing the program." Spiecker earned a bachelor of sci- ence degree in electrical engineering

One of a kind Accustomed to being one of only a few female students in her engineering classes, Cantwell focuses on the topic at hand—a lecture about water transit systems.

"Job opportunities for women engi- Both Cantwell and Swart already had neering graduates are fantastic," says completed advanced math and science Finks, who has helped many deaf gradu- courses by the time they arrived at ates of RIT's engineering programs find NTID, one important ingredient in the employment. "Because of affirmative success of engineering students, ac- action measures, many firms are inter- cording to Raman. ested in hiring qualified women for en- "If students don't have the fundamen- gineering positions." tal mathematics and science classes in Patricia Swart found this to be true. high school," she says, "it takes too long When she graduated from NTID in to catch up when they come here. The 1979 with an associate in applied sci- preparation has to start much earlier." ence degree in civil technology, she Therein lies one of the barriers stand- Employable engineer Patricia Swart, a struc- had no trouble finding a job. ing between many women and a career tural drafter with the firm of Blaylock Willis Associates in San Diego, discovered that employ- "I had several interviews already set in engineering, believes Raman. ment opportunities were plentiful when she up by the time I returned to my home- "It's a complex problem that starts at graduated from NTID in 1979 with an associate town of San Diego," she says. "About the elementary school level," she says. in applied science degree in civil technology. two-thirds of those companies wanted "The idea that women can succeed in to hire me, and I was able to choose the mathematics and science has to pene- best offer." trate the culture of the United States. technology in 1984, becoming one of Swart accepted a position with the Too often, women with skills in these the first women—and the first deaf wom- small firm of Blaylock Willis Associates, areas are dissuaded from pursuing an—to graduate from RIT's College of where. she still is employed as a struc- those interests." Applied Science and Technology. She tural drafter. Her satisfaction with the Saur agrees. "If 5- and 6-year-old girls currently is on temporary leave from work stems from combined interests in have not been encouraged to play with her job as a software engineer with the architecture and drawing. puzzles and number games, exercise Eastman Kodak Company in Rochester, "Plus, engineering is a good-paying their spatial abilities, and develop an in- New York, until her two young chil- field," she adds. "None of the women I terest in math and science," she says, dren are school age. know earns as much money as I do." "then I'm not sure there's much we can Despite the demanding nature of Such rewards, however, come only do to change that once they are out of RIT's engineering programs, Raman be- after many years of preparation, accord- high school." lieves women actually may have an ad- ing to Dr. Rosemary Saur, chairperson As educators, both Raman and Saur vantage. of the science/engineering support de- believe it is important to recognize "I think at times women engineering partment. those skills and encourage their devel- students are more dedicated to their "Engineering students are entering a opment in all young people. However, studies because they are aware of what tough profession," she says. "They must they are aware that assumptions often a struggle it is for them to succeed," she be motivated and truly interested in are made about a person's interests and says. "They tend to be extremely fo- what they're doing. They can't just slide skills based solely on gender. cused and single-minded." along and get the degree and then the However, Raman readily admits that job." not all women engineering students achieve success.

4 NTID FOCUS • Winter/Spring 1990 "It's important for women students 1987, it is Lautenschlegar herself who to connect with other people of like serves as a role model for other mind," she continues. "They need to women. develop a network that includes friend- "Currently, I'm the only woman in ships with other students, both male my department," she says. "It has been and female." difficult, and frankly, it still is. There is To that end, a student chapter of the jealousy, sexism, and even `ableism' be- international Society of Women Engi- cause I'm deaf. neers was organized on campus in the "However," she adds, "deafness is not early 1980s. While the group's many a visible disability—being a woman is activities include both fund-raising and extremely visible." social events, its primary purpose is to While Lautenschlegar readily ac- establish a support network for women knowledges that being one of only a engineering students. few women in the engineering field has "The younger women benefit from been difficult at times, she insists the the experiences of the older ones," ex- rewards far outweigh the drawbacks. plains Dr. Jayanti Venkataraman, associ- "Working in a non-traditional field ate professor in RIT's College of Engi- can be fun and challenging," she says. neering and the group's faculty advisor. "Succeeding in such a field gives one a Feel the heat Cinda Lautenschlegar, the first "Often, women in their first year of certain satisfaction." deaf woman to graduate from RIT's College of an engineering program are a hit intim- Lautenschlegar's future professional Engineering, studies data in her office at IBM's idated by all the men in the field," she goals include rising up through the Mid-Hudson Valley Thermal Laboratory in says, "but after they spend time with ranks at IBM and completing a master's Kingston, New York, where she works as a ther- mal design engineer. upperclass women, they seem to gain a degree in mechanical engineering— lot of confidence." "but that," she says, "will be a long pro- Of course, Raman believes, support cess." "Sometimes, the oddity of being one and encouragement for women consid- Saur believes that, despite the suc- of the few women in the field creates ering a non-traditional career should cess stories of several individuals, wom- difficulties that become insurmount- begin at home. en in general continue to face a long able," she says. "Those women who enter fields like process in becoming fully accepted Such was the case with Angela science and engineering without pre- into the world of engineering careers. Morgado, who, after enjoying machine conceived notions of what they can and "I'm reminded of a saying: 'There are shop classes in high school, graduated can't do," she says, "usually come from so few things at which women in our with a diploma from NTID's manufac- strong home environments where it al- society are allowed to be successful,— turing processes program in 1985. ways was considered a natural thing for she notes. After graduation, she secured a posi- a woman, if so inclined, to enter a non- "NTID's task," she adds, "is to provide tion in the manufacturing processes traditional field." deaf women who have an interest in en- field. Although she enjoyed the work That certainly was true for Cinda gineering with an opportunity to devel- and felt she was well qualified, she quit Lautenschlegar, who earned a bachelor op the necessary skills to succeed in six months later. of science degree in mechanical engi- the field." "I was the only woman on the job, neering in 1987 and became the first Cantwell believes her task is to con- and some of the men teased me," she deaf woman to graduate from the Col- tinue offering encouragement and sup- explains. "I wasn't respected, and I lege of Engineering. port to younger women who consider wasn't paid as well." "When I told my parents about my entering the same field. Today, Morgado works as a clerk for career choice," she says, "they told me "The world is changing slowly, per- the U.S. Postal Service in Rhode Island, there was no reason I could not suc- haps not fast enough for some people," a job she finds less stressful and more ceed in engineering or any other en- says Cantwell. "But I can do the work as rewarding. Although her experience deavor." well as anyone else, and it's important wasn't as positive as she had hoped, Not only did her father offer emo- to let others know that successful wom- Morgado encourages other women to tional support and encouragement, her en engineers do exist." go into the field. mother provided a concrete example "I think more women should try it," of what a woman can choose to do. she says. "Maybe in the future it will be Lautenschlegar's mother earned a easier for them." bachelor's degree in chemistry and a While Saur says she is not aware of master of business administration de- any cases of outright discrimination gree after her children were grown and against RIT's female engineering stu- now works as a chemist and industrial dents, she admits women probably ex- hygienist for the General Electric Com- perience subtle resistance to their full pany. acceptance in the classroom and on the "My mother was a good role model job. for me," says Lautenschlegar. "Maybe it's just that the men stick to- Now, as a thermal design engineer gether," she says. "There isn't always for IBM's Mid-Hudson Valley Thermal the same peer support system available Laboratory in Kingston, New York, for women. where she has worked since December

NTID FOCUS • Winter/Spring 1990 5 TID often bills itself as "The "Alan is a good organizer, not only in world. It must be smart, tough, under- place where you will grow." his management style but also in his standing, and willing to work with N Dr. T. Alan Hurwitz, with his ability as a writer," says Dr. William people instead of simply demanding lengthy résumé, is proof of the slogan's Castle, director of NTID and vice presi- what it wants. Alan is excellent at that. truth. dent for government relations for RIT. He keeps his eye on the ball, makes all In 19 years at the Institute, Hurwitz, "He's a good conceptualizer." his points in a well-organized fashion, 47, has progressed from his first posi- Dr. James DeCaro, dean of NTID, and understands negotiation and com- tion as educational specialist helping agrees. "Al can look at different com- promise, which is what the real world students in engineering and computer plex issues, find the middle ground, and is all about." science programs to his current posi- then move. He's a problem solver." Hurwitz's diplomatic skills served tion as associate dean and director of Directing the Institute's outreach ef- him well during his presidency of the the division of educational support forts draws heavily on Hurwitz's organi- National Association of the Deaf service programs. zational skills. To address EDOP's far- (NAD). Interestingly, Hurwitz was cho- The scope of Hurwitz's responsibili- ranging goals, Hurwitz created six sen president-elect of NAD in 1980, the ties affects many people. As associate teams to address the needs of different same year that Castle was chosen presi- dean, he helps formulate and imple- audiences. While each team has its own dent-elect of the Alexander Graham ment Institute policies and procedures agenda, all work toward enhancing ed- Bell Association for the Deaf (A.G. for activities ranging from faculty and ucational and career opportunities for Bell). staff employment to governmental liai- deaf people. Together, both men worked to im- son to budget planning. As division di- According to Hurwitz, "EDOP is re- prove relations among many organiza- rector, he oversees the interpreting ser- lated to NTID's basic mission concern- tions of and for deaf people in spite of vices department, Summer Vestibule ing the career development of deaf the differences in philosophies among Program for incoming students, on- people. NTID has abundant resources those organizations. For example, A.G. campus relay services, Explore Your in student services, curriculum and in- Bell is committed to oral communica- Future summer program for high struction, and research and training tion and speech, while NAD believes in school juniors, and educational re- that should be shared with others." the use of sign language as the primary search and development. Hurwitz's involvement with projects means of communication for deaf He also directs the NTID Education- such as EDOP requires him to negotiate people. al Development Outreach Project on behalf of other deaf people for edu- Those who work with Hurwitz com- (EDOP), which addresses the lifelong cational and professional advancement ment on his open-mindedness and will- learning needs of deaf people. opportunities. ingness to consider all sides. In addition to his administrative and Hurwitz "is a good role model for "Alan advocates the group process policy-making responsibilities, Hur- deaf people," says Rocky Stone, presi- for getting things done," says Liza Orr, witz, a full professor, occasionally dent of the national organization Self director of interpreting services. "He is teaches mathematics, computer sci- Help for Hard of Hearing People, Inc. very careful about consulting with ence, and freshman seminar courses. (SHHH). "The deaf community has ser- every possible person or group that He also serves on countless committees ious challenges ahead of it, and it must would be affected by any policy or pro- and panels and advises students and fac- meet these challenges through dia- cedure being decided." ulty members. logue and negotiation with the hearing "I enjoy the diversity of my job," Hurwitz says, "and I find it challenging. I feel that I am making a significant con- tribution to NTID and deaf people." Hurwitz's planning ability is a major source of these contributions. "I'm a strong advocate of focusing on where he earned his bachelor's degree Deaf. Since 1973, he has held numerous individual needs, options, and choices," in electrical engineering in 1965. positions within the Empire State Asso- Hurwitz says. "The deaf community is a His first job after college was with ciation of the Deaf, including the presi- multicultural society. Deaf people have McDonnell Douglas Corporation in St. dency, and has been secretary-trea- different attitudes and skills. I always Louis as an associate electronics engi- surer since 1985. have encouraged open dialogue about neer. He worked there for five years, Hurwitz is so busy with all of his these individual needs and preferences. earning a master of science degree in committees and involvements in vari- It is important for us to understand electrical engineering in 1970 from St. ous groups that one wonders what he each other and to respect our differ- Louis University by attending night does for fun. "The time Alan spends ences in order to be able to work to- school. with the family is his time for himself," gether toward common ends." In 1970, Hurwitz's life changed com- says Vicki. Hurwitz is conscious of his role as a pletely when, at an A.G. Bell conven- When the children were younger, leader and representative of other deaf tion in Philadelphia, Castle persuaded the Hurwitzes went on camping trips. people. him to accept a position as educational Now, Hurwitz reads in his free time, "I am not a single-issue advocate; I specialist at NTID. particularly novels by Jeffrey Archer, tend to look at a larger picture and deal "Moving to Rochester was the Robin Cook, Allen Drury, and Sidney with multiple issues that affect the lives biggest decision of my life," says Hur- Sheldon. He enjoys bowling, golfing, of deaf people. This is the result of my witz. "[My wife] and I loved living in St. and watching football, baseball, and growing up in a mixed environment Louis, and we thought we would stay basketball. He has traveled all over the that enabled me to see the benefits of there." world and loves to sightsee. different communication techniques." His wife, Vicki, whom he met at CID Playing "close to the vest," he also in- Profoundly deaf since birth and the when they were youngsters, also is dulges in a monthly poker game with only child of deaf parents, Hurwitz deaf. They married after Hurwitz fin- NTID colleagues. grew up within the spectrum of deaf ished his engineering degree at Wash- "Alan often folds early, being an ultra- culture in Sioux City, Iowa. His mother ington University and Vicki completed conservative engineer from Missouri used oral communication, and his her first year of college. playing with crazy people," says Dr. father relied on American Sign Lan- In 1979, Hurwitz earned a doctorate Thomas Raco, assistant dean and direc- guage. in education from the University of tor of the School of Visual Communica- Hurwitz attended the Central Insti- Rochester, writing a dissertation titled tion Careers. "He wins all the big pots, tute for the Deaf (CID) in St. Louis, an "Interpreters' Effectiveness in Reverse but he always goes home looking like oral residential school that also was his (Voice) Interpreting Pidgin Signed En- he lost his shirt." mother's alma mater. At 13, Hurwitz glish and American Sign Language." Of Hurwitz's accomplishments at left CID to live at home and attend a Hurwitz's involvement with others NTID, his wife says, "We never ex- public junior high school in Sioux City. always has extended beyond NTID. He pected all of this. We have grown pro- After finishing high school, Hurwitz was president of the Parent and Staff As- fessionally and personally. NTID has spent two years in a pre-engineering sociation of the Rochester School for given us opportunities that don't exist program at Morningside College in the Deaf and serves on the school's in industry." Sioux City. He then transferred to board of directors. He also is president "We had not realized that we'd still Washington University in St. Louis, of the World Organization of Jewish be in Rochester," says Hurwitz, "but NTID has been an exciting place to work."

A well-connected administrator and family man From left. Dr. T Alan Hurwitz, NTID's associate dean, uses his office computer terminal and TDD (telecommuni- cation device for the deaf) to communicate locally and globally; Hurwitz moderates an Educational Development Outreach Project meeting, one of his many responsibilities; Hurwitz poses with, from left, son Bernard, ' daughter Stephanie, and wife Vicki during a rare family reunion. best value and price. Also included is information on a range of services: how and where to obtain an interpreter or other special services throughout the United States; how to find hearing ear dogs and how to obtain one; how to solve a telephone problem; and "a lot of other exciting things deaf people want to be aware of" Funding for this endeavor came from advertising by major distributors of equipment and services used by deaf people, including AT&T, Eye Festival Communications, and Telecommunica- tions for the Deaf, Inc. Sales and distri- bution is through NTID and Gallaudet University alumni groups, national ad- vertising in deaf publications, and di- rect sales. To assist him with the book's produc- tion, Kos corralled several fellow stu- dents. Alvaro Barrera, a third-year College of Fine and Applied Arts student, drew the illustrations for the book. "As a deaf person, I am interested in Todd's proj- ect," he says. "I feel it is important and will be helpful to deaf people." Mario Glorioso, a second-year news- paper production management student, helped with the book's layout. "Todd and I have been friends for a couple of years," he says. "When Todd asked me to help, I couldn't refuse. Todd's a good guy, and the book is for a good cause." Except for the few assistants, Kos managed the writing, editing, design, and production of the hook himself. All of this in addition to his applied statistical studies makes for a full schedule, but Kos handles it well through meticulous planning. An impressive business plan for his publishing company earned him a final- ist spot for the 1989 VandenBrul Entre- by Jean Ingham preneurial Award. This award, given each year by Herbert VandenBrul, a Rochester, New York, entrepreneur, encourages young people to branch Making lofty dreams into reality what the market wanted and needed," out on their own. is Todd Kos' trademark. Kos explains. Kos always has been a careful plan- Kos, a fifth-year applied statis- Reactions to the first edition, results ner. As he entered his third year at RIT tics student in RIT's College of Science, of a survey distributed last summer. in 1987, he presented his academic turned his most recent dream into a plus extensive research are included in counselor with a full schedule of neon pink book titled Benefits for the the 96-page second edition that was classes—for the next three years. Hearing Impaired. The hook is Kos' an- published in October. "I've never had a student plan his swer to his personal challenge to pro- Kos selected shocking pink for the studies in advance," says James Halavin, vide helpful information to a deaf com- book's cover "so it can't get lost on a Kos' academic counselor. "Todd munity that he describes as "starved for desk." The book is designed to be easy mapped out three entire years, and he information." to use and understand and is printed in has followed the plan to the letter. Un- Kos published the first edition of an easy-to-read typeface. less something happens, he will gradu- Benefits for the Hearing Impaired in He feels the book will be helpful to ate this May—just as he expected." 1988. That edition, distributed through deaf people because it includes infor- Dr. George Georgantas, chairperson his own publishing company, Benefits- mation on where to buy new products, of RIT's department of mathematics, 4-U, was "a 12-page test edition to see such as visual alarms and assistive lis- says Kos is a determined young man tening devices, as well as how to get the 8 NTID FOCUS • Winter/Spring 1990 who has garnered accolades in all of his cooperative (co-op) work experiences. Of his summer 1989 co-op in AT&T's market research and customer satisfac- tion department in Basking Ridge, New Jersey, Manager David Weiss says, "Todd's creative analysis was very help- ful. He analyzed customer satisfaction data, focusing especially on how we can better serve them." Kos, however, received honors be- fore he had his co-op experience. As a senior at Robbinsdale-Cooper Senior High School in New Hope, Min- nesota, Kos, who is profoundly deaf, won the Minnesota State High School Speech Contest in original oratory. He competed against more than 500 hear- ing students. He continued adding to his impres- sive credentials when, as a fourth-year Ajob well done Todd Kos praises his assistants, from left, Stephen Candino, printing management student at RIT, Kos entered and took student; Mario Glorioso, newspaper production management student; and Kimberly Lau le. applied second place in a persuasion speech photography student, for their work on his newly published book, Benefits for the Hearing Impaired. contest sponsored by the College of Liberal Arts. Kos, who was born deaf as a result of His speech coach, Phyllis Kromer, rubella, has had speech therapy most of adds, "It was Todd's determination to "I'm motivated and his 22 years. communicate his personal experience Although he didn't want to try public in a public speaking setting that won any success I have is a speaking in high school, his parents the contest." thought it would be good for him. So Kos compares his "mainstream open success I want to they bribed him—if he tried it, he did window" to looking out of a window at not have to reimburse them for his night from a well-lit room — it's impos- share." baseball mitt. sible to see out, but others can see in. "Todd was becoming disenchanted "I feel," he says, "that there are many with speech therapy," his mother, people who are on the outside looking In typical fashion, Kos used his statis- Carole, explains. "We felt public speak- inside, such as a deaf person looking tical background, love of research, and ing might rekindle his interest. And it into the hearing world. And others desire to help others to design a cross did." looking into the darkness, but seeing country ski that is mathematically, tor- "Hey, it was worth it to me," Kos nothing, not even those who would like sionally, and geometrically correct. adds. "That mitt cost a lot of money." to enter." Useful to any skier, disabled or not, Kos Kos says the contests, in which he Kos went through the "window" not hopes someday to patent the design. has participated since the 10th grade, only by participating in public speaking "But that is 'on the shelf' until I finish helped him overcome shyness and im- contests but also by becoming involved school and prepare for the winter proved his expressive communication. in athletics. He encourages other deaf games," Kos says. Communication difficulties often left students to participate in athletic ac- Kos credits his success to his parents, Kos feeling the pain of isolation. tivities because it allows them to be- "who have supported me in all my en- Though he never learned where the come part of a group. deavors. They gave me the opportunity high school "hangout" was until his An avid cross country skier, Kos was to stand on my own two feet." senior year, he remains an advocate of a member of the U.S. cross country ski In the near future, Kos dreams that mainstream education. team that competed in the 1987 Winter those "two feet" will glide him to a His winning speech for the Minne- World Games for the Deaf in Oslo, Nor- medal stand at the 1991 Winter World sota speech contest, titled "Opening way. He hopes to make the team again Games for the Deaf in Calgary, Alberta, the Window," addressed those feelings. in 1991. Canada. After that, he plans to obtain The last sentence was: "Mainstreaming, He also was instrumental in forming master's degrees in statistics and graph- the open window between two worlds, the RIT cross country ski team in 1986 ic arts publishing. has traded my loneliness, isolation, and and has competed in several intercolle- From there, Kos' dreams become the sounds of silence for acceptance, giate events. In addition, Kos is a loftier. He envisions the expansion of friendship, and sounds of our hearts." member of the U.S. Disabled Ski Team. his publishing business and perhaps a "That ending," says Caryl Bugge, Kos' "Todd is a persistent advocate for doctoral degree in graphical statistics. high school math teacher, "evoked a deaf—as well as visually impaired and "I'm motivated," he says, "and any tremendous emotional response in the physically challenged—skiers," says Ted success I have is a success I want to audience." Fay, Nordic director for that team. share."

NTID FOCUS • Winter/Spring 1990 9 hristopher Campbell, 28, almost didn't go to college. With his C mother's encouragement, how- ever, he enrolled at NTID in 1981. And later, so did his younger sister Susan, 26, and brother John, 24. Continuing the tradition, his youngest brother, Rion, 18, is contemplating following in his siblings' footsteps. As the oldest son, Chris took on many responsibilities for his family. When he finished high school, he wanted to live with his family and work odd jobs to help pay the household bills. His moth- er, however, would not allow him to stay home. "I was upset to be leaving my mother and family," he says, "because I cared a lot about them and I wanted to be able to fix the car or the house, but my mother was stubborn. I didn't know what college was for, but when I got to The Campbell-NTID connection With their two dogs, Chris and Cindy Campbell enjoy their NTID, I learned that it was for my fu- backyard apple trees with, from left, Chris' mother, Anne, and siblingsJohn, Rion, and Susan. With ture and a good job." the exception of Rion, who still is in high school, all of the Campbell children pictured have As college graduates and university graduated from or attended NTID. employees, Chris' parents worked to show their children the value of post- secondary education. Anne Campbell, mother of this trio of NTID students and graduates, is a career counselor at the State University of New York Agri- Campbell family agrees NTID is cultural and Technical College in Cobleskill, where J. Philip Campbell, the family's father, is a professor of food service. "We are a strong 'value' family, and education is important," says Anne. "The choices we made reflect those values. I had always stressed that my M'm! children would go to college. Particu- by Kathryn Schmitz larly for them with their deafness, edu- cation was important because it gave them more choices and ensured their independence in life." These four Campbell children, each education. We had firmly believed that coursework (but not liberal arts re- with profound hearing losses of more the children had to adjust to a hearing quirements) necessary for an associate than 100 decibels, are part of a family of world, therefore we wanted them to be in applied science (A.A.S.) degree in in- eight. Two daughters, Elizabeth, 29, able to communicate orally. We didn't dustrial drafting technology. and Caroline, 23, have normal hearing. realize we were handicapping their "Industrial drafting technology is one When Chris was 5, the six children education by not allowing them to use of the most difficult programs at NTID," moved with their parents to Long Is- sign and fingerspelling." says Eder Benati, assistant professor in land, where he and his deaf siblings Chris used sign language when he the department of industrial technolo- were enrolled in a program for deaf stu- continued his education at NTID, en- gies. "Chris is a good model for stu- dents. The family returned to Albany in rolling in 1981. The following year, he dents because he had to work very-, 1974, where the children were en- entered the industrial drafting technol- very hard to develop his skills. He com- rolled in a mainstream program. ogy program. An industrial drafting plained that I was too picky, but later, "It was not until we left Long Island course he took in high school moti- he learned how important such preci- that the children started using signing vated him to choose the program in sion is, and his attitude changed." and fingerspelling," says Phil. "The college. He received his diploma in Chris indeed uses precision as a de- combination of lipreading, signing, and 1985, along with a letter certifying that tailer at the General Electric (GE) fingerspelling aided greatly in their he had completed all of the technical Company in Syracuse, New York,

10 NTID FOCUS • Winter/Spring 1990 where he has worked for four years. At work, Chris enjoys sharing his cul- To add to their already busy lives, Using computer-aided drafting, he pre- ture with fellow employees. Three Chris and Cindy had their first child, pares new drawings or changes designs years ago, with two other deaf men, he Crystal Julia, December 5, 1989. They for equipment manufactured by GE. He set up a sign language class at GE. They are waiting to learn whether or not she uses designers' rough sketches to taught managers first and then co-work- has a hearing impairment. Regardless of create formal, detailed working draw- ers in hour-long classes once a week. whether Crystal is deaf, "We think it's ings of radar components. With his wife, Cindy Smith, also an important to develop a strong commu- Of being employed in his field of NTID graduate, Chris is involved with nication system," says Cindy. "ASL will study, Chris says, "My teachers taught the deaf community in Syracuse. When be the first language and then English." me a lot. I had no trouble with my job. he and Cindy first moved to Syracuse Cindy graduated from NTID with an It was easy to do anything because I four years ago, says Chris, "The deaf A.A.S. degree in medical laboratory learned from college." community was plainly dead, and we technology in 1986, the same year Benati points out that Chris is con- had no social activity at all. So three Chris' sister Susan graduated. The two tinuing to develop his professional years ago, my wife and I founded the women were roommates for one-and-a- skills. Syracuse Club for the Deaf and Hearing half years as well as sisters in Delta "Chris has good space visualization," Impaired. Alpha Sigma sorority, of which Cindy he says. "He's now learning the process- "Now the deaf community here is was president. es involved in creating designs, such as very active," he continues. "The best "I enjoyed NTID, especially my so- calculating tolerances and choosing ap- part for me is to have fun and help rority," says Susan. "I visited Chris one propriate materials." other deaf people become better lead- weekend at NTID when he was a fresh- "He is a good, conscientious worker," ers." man, and I liked it because it was a tech- says Tony Venczel, Chris' supervisor. Cindy is president and Chris is vice nical school." "He gets the job out on time and is will- president of the club, which has month- After graduating from NTID with a ing to do extra when asked. He is a de- ly parties and get-togethers. The club diploma in accounting, Susan became lightful person to have around." recently won bidding for the New York an account clerk for the New York State Education Department in Albany, where she has worked for three years. She monitors a computer system, matching lodging and transportation requests from employees traveling on department business. She processes vendor vouchers and uses a database package on a personal computer as well as inputting on the mainframe com- puter. "Whenever we have a big project," says Mary Nagle, Susan's supervisor, "she jumps in without much help. She's Good! a quick learner and also gives us feed- back if she is not sure something is cor- rect." "She does very well in her job," says co-worker Arline Burton. "She really is an excellent worker. She taught me and state golf tournament for the deaf, other people in our office how to sign which it will host this summer for the so that we communicate well." first time in 10 years. Daniel Pike, assistant professor in the In addition to her social involvement department of business occupations, at- "I didn't know what with other deaf people, Cindy works on tributes Susan's success to her outgoing their behalf. She is deaf services coor- nature. college was for, but dinator at ARISE, Inc., in Syracuse, "Accounting has become a more where she works on discrimination complex field where one needs to be when I got to NTID, I problems, job searches, independent able to get along with others and com- living, and peer counseling. municate with those who don't under- learned that it was for In her three years at ARISE, she has stand accounting," he explains. "Susan developed many projects, including always was willing to help other stu- my future and a Closed Captions Unlimited for local dents. She had a fantastic ability to dem- newscasts and Fair Access for the Deaf onstrate interest in other people." good job." (FAD), which each year provides inter- preters for the New York State Fair, held in Syracuse. This past summer, FAD provided 21 interpreters from all over New York, who worked four hours a day for 11 days and 110 events.

NTID FOCUS • Winter/Spring 1990 1 I Dr. Sidney McQuay, associate profes- sor in the department of industrial technologies, believes otherwise. "John could easily have finished the program had he wanted to. I'm sure that he applies the skills he learned at NTID, such as blueprint reading, preci- sion measurement, and how to set up and operate power equipment, on his present job, but with more education, he can get an even better position." Carl Spoto, chairperson in the School of Science and Engineering Careers, de- scribes John as "a bright, capable young man who has the ability to succeed at NTID. He always was responsible and cooperative about working with me." At NTID, John sought independence. "I wanted to go to college to learn to be responsible for my own time," says John. "I came to NTID for my education and to be with other deaf people. I liked having teachers who signed for them- On the job At the General Electric Company in Syracuse, New York, where they work, Douglas selves in class. Angers. left, a fellow NTID graduate and a designer, meets with Chris, a drafter. "My brother and sister told me NTID was a good school," he continues. "We didn't see each other much on campus, but we encouraged each other and Susan's college involvement with carpenter who remodels kitchens and talked about teachers and classes and Delta Alpha Sigma was another outlet bathrooms for Rutland Construction jobs." for her interest in people. Company, a home improvement and re- John now feels more motivated and "As the sorority's assistant chairper- modeling firm in Albany. believes he could focus on school if he son for community service," she ex- "John still is learning," says John Barr, returned. For now, however, he says, "I plains, "I won an award for community his supervisor, "and will continue to want to learn and work in different jobs service. I also received a scholarship learn for the next five years. His atti- with different people. I think I want to from the Woman's Club of Rochester in tude is very good, and he always is will- have my own business or manage 1983." ing and eager to assist and learn. John's people." Susan credits her mother for much of hearing impairment does not interfere John, like Chris and Susan, gained the children's success. "My mother is a with the quality of his work." many skills at NTID that he now uses in good influence. Mom always encour- At NTID, John studied manufacturing a career he enjoys. However, almost aged us to get a job when we were processes. "I enjoyed it because I more important than their education, young because it would be good expe- learned something different, and I like according to their mother, was the con- rience for us in the future. I owe my to work with my hands." fidence the three Campbells gained at mother so much because she encour- He took a leave of absence in January NTID. aged us into success." 1987 because he had financial difficul- "NTID helped them mature and he The third Campbell to attend NTID ties, had lost his motivation, and did not more comfortable with their deafness," was John, whose success is a bit differ- feel that his studies would help him in says Anne. "It confirmed what the com- ent from Chris' and Susan's. He now is a the future. munity and their teachers had been telling them all along: 'You're deaf, but that doesn't make a difference.'" There is still one more Campbell who may attend NTID. High school senior Rion says, "My brothers and sis- ter were successful because of NTID, so I might try it."

12 NTID FOCUS • Winter/Spring 1990 N Admission counselors help students navigate through a sea of college choices

by Susan Cergol

ou might call them "super sleuths" because of the tena- cious detective work required to locate deaf students scattered in public high schools throughout the country. You could liken them to attorneys pre- senting their case to a "jury" of pro- spective students. Or you might think of them as concerned sales representa- tives whose product is NTID and whose customers are young deaf people and their parents. Then again, you simply could refer to Scot Atkins, Shirley Baker, Thomas Con- nolly, and Howard Mann as career op- portunities advisors in NTID's depart- ment of career outreach and admis- sions. Whatever you do, though, don't call them "recruiters." "NTID's admission policy reflects the Institute's mission to encourage the career development of deaf individuals nationwide," says Karen Hopkins, di- rector of the division of career oppor- On the road again Scot Atkins, career opportunities advisor, right, emphasizes the relationship tunities. "Our goal isn't just to get as betweeen RIT and NTID to high school students during a recent visit to the Clarke School for the many students as possible." Deaf in Northampton, Massachusetts. The philosophy that drives the Insti- tute's admission process recognizes di- versity in deaf students' abilities and career goals. Students are advised of all week-long summer learning experi- Because NTID's programs are techni- career options so that they can make in- ence, EYF introduces deaf high school cal in nature, the Institute's admission formed choices about their postsec- juniors to the challenges and require- requirements reflect a high standard of ondary future. ments of a technical college education. academic achievement. However, stu- "I believe NTID has the best techni- "The program is an opportunity for dents who want to attend the Institute cal programs for deaf students," says students to get a taste of technology but don't meet the qualifications are Connolly. "However, if students' career and college life," says Connolly. not merely turned away. goals are not technically oriented, we "They're not deciding on a career at "We never 'reject' a student," says try to find a more suitable program for that time, but they are getting an idea of Baker. "We refer students who don't them. what they might want to study." qualify for NTID's programs to more "Our main objective is to make sure Karin Jacobson, a first-year printing appropriate educational settings." deaf students understand as clearly as production technology student who at- Recently, Baker worked with a stu- possible what NTID has to offer," he tended a mainstream high school in dent who wanted to attend NTID but says. "After that, it's their choice. We're Honolulu, participated in EYF in 1987. didn't meet the Institute's admission re- here to assist in that decision." "I learned about an interesting tech- quirements. Instead of simply sending a One way the career opportunities ad- nical program that I thought I could be rejection letter, Baker encouraged the visors help students make a decision is successful in," she says. "I realized I student to enroll in a remedial English by encouraging participation in NTID's would get a good education at NTID." course and reapply at a later date. Explore Your Future (EYF) program. A NTID FOCUS • Winter/Spring 1990 13 A helpful tool that career opportuni- "All, however, demonstrate two com- of NTID's students come from main- ties advisors use when referring stu- mon denominators," she continues. stream school environments. In the dents is College and Career Programs "They enjoy working with young stu- past, most students came from the rela- for Deaf Students, published by NTID dents and their families, and they are tively few residential schools for the and Gallaudet University. The catalog, dedicated to the job, even when it re- deaf, so it was easy to locate them. The which is updated every two to three quires long periods of travel away from difficulty now is to find the one or two years, provides general information home." deaf students in an entire school about attending college as well as de- Indeed, travel is a big part of the district. tailed listings of postsecondary pro- career opportunities advisors' respon- "Our students are turning into grams in North America with support sibilities. Each advisor regularly travels needles in haystacks," says Kathleen services for deaf students. throughout a region that includes ap- Martin, senior career opportunities "Options for deaf students were proximately 10 states, with a mixture advisor. much more limited 25 years ago," says of rural and urban areas. They visit As chairperson of the division's mar- Mann. "Today, we can advise students schools throughout those areas roughly keting team, Martin leads the Institute's to go for training at more than 100 eight weeks during the year. efforts to design communication strate- postsecondary programs." "Traveling isn't as glamorous as gies to reach potential students. This Advising often takes the form of people think," says Atkins, "but meeting year, the team is concentrating on ex- shared personal experiences. Such is people on the road makes it worth the panding its contacts with school per- the case with Atkins and Mann, both effort." sonnel—the people who can lead ca- NTID graduates, who offer their own According to Brooks, the purpose of reer opportunities advisors to hearing- backgrounds as counsel to potential such travel is to maintain professional impaired students in their school students. relationships with school personnel, districts. "I'm living proof that people can vocational rehabilitation counselors, "It's a matter of networking," says graduate from NTID and become suc- parents, and, of course, deaf high Hopkins. "We know where the schools cessful," says Atkins, who received a school students. for deaf students and the primary bachelor's degree in business adminis- "The most important part of the ad- mainstream programs are. Our chal- tration from MT in 1988. "I know NTID mission counselors' jobs is personal lenge is to continue to find students in because I've eaten in the dining com- contact," she says. those schools that don't have cores of mons and lived in the dorms. I'm pre- Baker agrees. "Often, the decision support services for deaf individuals." pared to answer the questions prospec- whether or not to attend NTID may de- Although creating and maintaining tive students ask about student life." pend on the influence of the student's such a network is an essential aspect of Atkins recalls when he was a high parents or one prominent teacher in the career opportunities advisors' jobs, school student considering attending the student's life," she says. "It's impor- ultimately, they believe, it is the collec- NTID. He was fortunate that, on his first tant to maintain a relationship with all tive responsibility of all faculty and staff visit to campus, the career opportuni- counselors, parents, and teachers." members at NTID. ties advisor he and his family met was These relationships are particularly "Everyone at NTID is an ambassador Mann. significant now that nearly 70 percent of the Institute," says Mann. "I was impressed that a deaf person interviewed me," he recalls. "At that time, I was concerned about whether or not I could attend NTID and earn a bachelor's degree. Howard told me he earned a bachelor's degree from RIT, and ultimately that's what convinced me to come here." Mann, who earned both a bachelor's degree in social work and master's de- gree in human services management from RIT, feels comfortable being a role model. "Many young deaf people aren't exposed to deaf professionals," he says. "Teachers, parents, and students need to know there's a pay-off at the end of the student's education." According to their supervisor, Dianne Brooks, each career opportuni- ties advisor brings to the job his or her own personal style and strengths. "Some are particularly good at inter- acting with parents," says Brooks, man- ager of career outreach and enrollment services. "Others are charismatic with See for yourselves Tour guide Robert Abaid, a third-year student in the electromechanical technol- students, while others are especially ogy program, leads a group of prospective students, their parents, and a vocational rehabilitation counselor on a tour of NTID's Lyndon Baines Johnson Building, including a peek at the Mary E skillful with phone marketing. Switzer Gallery.

14 NTID FOCUS • Winter/Spring 1990 Kathie Finks, the department's visita- Dissatisfied students who leave the In- tion specialist, agrees. As coordinator of stitute having had a bad experience can on-campus visits for prospective stu- crinkle all our marketing efforts and dents and their parents, she arranges in- toss them in the wastebasket." dividually tailored tours that include Because of this, she believes, faculty contact with as many as three or four and staff members share the responsi- "NTID's admission professionals throughout the Institute. bility of creating a supportive environ- "The most personal kind of advising ment that not only attracts students, but policy reflects the happens on campus," believes Finks. also encourages them to stay to com- Connolly suggests another way Insti- plete their programs of study. Institute's mission to tute professionals can assist in the ad- As deaf students look for suitable mission process. postsecondary educational programs encourage the career "NTID faculty and staff members from a greater variety of opportunities, travel throughout the United States for student enrollment and retention be- development of deaf conventions and workshops," he says. come increasingly critical. Despite the "They can help us by identifying young multitude of college choices currently individuals deaf people who might be interested in available to deaf students, NTID's ca- our programs and by spreading the reer opportunities advisors continue to nationwide. Our goal word." attract qualified students to the Insti- This is important, according to At- tute — a total of 372 last fall. isn't just to get as many kins. "The most powerful tool in getting The success of the admission pro- students to come here is word of gram comes partly from a recognition students as possible." mouth," he says. "The deaf community that increased competition exists, ac- is small, and word travels fast." cording to Martin. However, warns Martin, "Word of "When I started working at NTID in mouth can be your kudos or your killer. 1976," she says, "there were only seven or eight postsecondary programs for deaf students in the country. Since then, there has been an explosion in the number of such programs. "We don't take ourselves for granted anymore," she adds. "We need to be more sophisticated in our efforts to es- tablish our niche in the marketplace." Martin believes that niche is defined at NTID by the benefit of excellent sup- port services in a mainstream environ- ment that offers potential for social in- teraction with both deaf and hearing students. "By virtue of being part of a campus designed for hearing students," she says, "NTID provides deaf students an opportunity to choose their cultural and curricular affiliations. We offer the best of both worlds." Steven Simmon, a first-year applied photography student who attended the American School for the Deaf in West Hartford, Connecticut, decided to en- roll at NTID precisely because of the Institute's cultural diversity. "I wanted to experience both the Super sleuths at work Members of NTID's department of career outreach and admissions, from deaf and hearing worlds," he explains. left, Kathleen Martin, Howard Mann, Thomas Connolly, Shirley Baker, Kathie Finks, and Atkins, discuss strategies for attracting students to the Institute. This selling point helps the Institute's admission counselors usher interested students into NTID's programs. "We meet the needs of many differ- ent students," says Connolly. "Deaf stu- dents come with a variety of communi- cation backgrounds, and they're all wel- come at NTID."

NTID FOCUS • Winter/Spring 1990 15 hey are as different as Jo and and discussions about ways to make "King Jordan's presidency," says Amy in Little Women, yet, like all transferring between the two institu- Castle, "has brought us closer together T sisters. the National Technical tions easier for students. because he is more interested in coop- Institute for the Deaf (NTID) and Gal- These efforts, says Dr. Thomas Raco, eration than competition. He has a laudet University share a strong bond. assistant dean and director of NTID's strong interest, as do I, in providing the The two largest national postsecon- School of Visual Communication Ca- best educational options for young deaf dary educational programs serving pri- reers, "have helped us realize that the people." marily deaf students, these institutions challenges we face are not all that dif- In an effort to better provide those are united in their mission, despite ferent because we're 350 miles apart, options to more deaf people, NTID and their differences. or because one of us is a university unto Gallaudet have agreed to work to- "Gallaudet is our sister institution," itself and the other is a college that is gether, along with the four federally says Dr. William Castle, director of part of a larger institution [RIT], or be- stipulated regional postsecondary edu- NTID and vice president for govern- cause one of us is steeped in 125 years cation programs for deaf students, ment relations for RIT. "Like all siblings, of tradition while the other is 21 years through an organization known as the we have differences, but we still need young. It doesn't matter; we still con- Council of Directors. to like and support one another." front many of the same issues." In 1987, the U.S. Congress asked In recent years, collaborative efforts While NTID and Gallaudet have Castle to take the lead in addressing the between NTID, the world's largest worked together on various projects in career development needs of low-func- technological college for deaf students, the past, Raco says, there now seems to tioning deaf adults. Realizing that NTID and Gallaudet, the world's only liberal be "a stronger enthusiasm and a more could not meet this challenge alone, arts university for deaf students, have cooperative spirit." the council, which was inactive for sev- increased. Cooperative projects have Many credit this new spirit to Dr. I. eral years, was re-established. included research and national out- King Jordan, who was appointed Gal- The council is "evidence of the way reach efforts, departmental visits be- laudet's first deaf president in March our institutions work closely together," tween the institutions, faculty ex- 1988. says Dr. Ann Davidson, Gallaudet's act- changes, twice yearly deans' meetings, ing provost, "and of the realization that we are as strong as our coalition."

16 NTID FOCUS • Winter/Spring 1990 While the council is a collaborative Dr. Michael Karchmer, dean of gradu- department, "that it required both in- effort among several programs serving ate studies and research, and Brenda stitutions in order to conduct it effec- deaf people, NTID and Gallaudet's par- Rawlings, of the Gallaudet Research In- tively." ticipation is particularly important. As stitute's center for assessment and de- Forty-seven administrators and 308 programs with national responsibilities, mographic studies. teachers from 47 residential and main- both institutions have the resources to College and Career, says Rawlings, is stream programs responded to the support the interests of the council. a public service provided by the lead- questionnaire that was developed by Gallaudet's National Center for Con- ers in the field of deaf education. the SCOPE project team. tinuing Education, press, library, and "Our mission is to serve deaf stu- An earlier collaborative national regional centers are useful, as are dents," she says. "Not all deaf students project involved a team of 26 people NTID's "expertise" in career develop- want to attend NTID or Gallaudet; not from NTID and Gallaudet, who worked ment and its relationship with business all of them are qualified. The College for five years, from 1978-1983, to de- and industry. and Career guide identifies an array of velop and train teachers in a career de- Though the council has just been re- options and services." velopment program. The National Proj- established, other initiatives between Other projects with national impli- ect on Career Education trained 250 the two institutions have deeper roots. cations that the two institutions have educators in 43 states and had an im- Since 1973, in an effort to make deaf worked on together in recent years in- pact on 10,000 elementary and secon- students aware of their educational op- clude the Systematic Collaborative Out- dary deaf students. tions, Gallaudet and NTID have collab- reach Project Effort (SCOPE) and the "Administrators at both institutions orated on editing and producing Col- National Project on Career Education. realized that something drastic had to lege and Career Programs for Deaf Stu- SCOPE, a nationwide survey that col- be done to bring up the achievement dents, a guide to more than 150 post- lected information on the curriculum levels of deaf students," says NTID's Dr. secondary programs for deaf people in processes used in elementary and sec- Judy Egelston-Dodd, who led the proj- the United States and Canada. ondary programs serving deaf students, ect. "Both institutions have a great deal The guide represents the longest was designed to help both institutions at stake in improving the achievement running collaborative effort between focus on more effective outreach ef- levels of deaf children—it's to their NTID and Gallaudet. Editors of the forts. The 1985 project "was of such mutual advantage." most recent guides, published in inter- magnitude," says Dr. Kathleen Crandall, vals of two to three years, are Dr. James associate professor in NTID's English DeCaro, dean of NTID; and Gallaudet's "[T]he challenges we face are not all that different because we're 350 miles apart, or because one of us is a university unto itself and the other is a college that is part of a larger institution [RIT 1, or because one of us is steeped in 125 years of tradition while the other is 21 years Friendly rivals Opposite, Dr. William Castle, left, director of NTID and vice president for govern- ment relations for RIT, and Dr. I. KingJordan, president of Gallaudet University, sport sweatshirts of their "rival"; above, Dr. Vincent Daniele, associate professor in NTID's physics and technical young. It doesn't mathematics department, on a visit to Washington, D.C., enjoys lunch with Jordan. matter; we still confront many of the same issues."

NTID FOCUS • Winter/Spring 1990 17 Because the project was done jointly, The schools' English departments it was able to address "a whole gamut" also have established a close working of careers, including math and science relationship. Members of the depart- as well as those in liberal arts, says ments first met at NTID in 1986 and Egelston-Dodd, who now directs the again the following year at Gallaudet. University of Rochester/RIT Joint Edu- The two groups plan to meet again, cational Specialist Program. when funding becomes available. The project, she says, could not have The meetings, says Andrew Malcolm, been accomplished separately. "The associate professor in NTID's English two institutions together enabled us to department, "gave us an opportunity to have resources enough, in terms of come to a better understanding of one money and talent, to make it a national another's programs." program." NTID and Gallaudet faculty members Recently, the collaboration between also have teamed together individually. Gallaudet and NTID has extended be- Dr. Vincent Daniele, associate profes- yond the national to the international sor in NTID's physics and technical realm. mathematics department, has partici- The two institutions are serving as pated in Gallaudet's summer program, co-hosts of the 1990 International Con- sponsored by the National Science gress on Education of the Deaf, to be Foundation, to train elementary and held in Rochester July 29-August 3. Dr. secondary mathematics teachers of E. Ross Stuckless, NTID's director of in- deaf students. tegrative research, and Dr. Doin Hicks, "Members of the Gallaudet math de- Gallaudet's vice president for institu- partment have several of the same con- tional research and planning, are co- cerns that we do," says Daniele, who, chairpersons of the international pro- before coming to NTID, taught at Gal- gram committee for the Congress. laudet's Model Secondary School for "It's important to demonstrate this the Deaf. "We all are concerned with kind of cooperation to the world deaf appropriate pre-college mathematics community," says Hicks. training for hearing-impaired students. Many cooperative efforts, however, "If students arrive at either institu- are not on such a grand scale. Other tion with strong math skills," he adds, ventures between Gallaudet and NTID "then more programs and career op- have been on a departmental or indi- tions will be open to them." vidual basis and have developed be- Dr. Michael Steve, instructional de- cause someone from one institution veloper in NTID's business/computer knew someone at the other who shared science support department, spent Tigers, Bisons, and football — oh, my! RIT's Michele Hei similar interests. eight weeks of the 1987-88 academic Weekend, held in Rochester For example, the theater depart- year at Gallaudet's School for Prepara- ments at each school share the com- tory Studies (SPS) participating in a mon purpose of presenting perfor- project designed to improve students' mances with and for deaf as well as cognitive skills. hearing people. Gallaudet was interested in Steve's Not many people completely under- assistance because of his experience stand the art form, and it is a great bene- with deafness, instructional design, and "Faculty exchanges provide revitali- fit to each department to be able to thinking skills development materials. zation for faculty members, and a revi- work with others who do and can com- Steve's participation made the proj- talized teacher is always a great benefit ment on the work. ect "glamorous" for students, says to students," says Davidson. During the past year, NTID faculty Eleanor Hillegeist, assistant professor of A faculty exchange program is but members traveled to Binghamton, New mathematics at SPS, who found the one topic of discussion at the twice York, to see Gallaudet's production of team teaching enjoyable and the intel- yearly deans' meetings. These meetings Telling Stories, a finalist in the Ameri- lectual exchange stimulating. have been held since October 1986, in can College Theater Festival; the pro- Steve found "the opportunity to the spring and fall alternately at each duction's playwright and director, Dr. study and compare such diverse organi- school, except for the 1987-88 aca- William Moses, chairperson of Gallau- zations and cultures fascinating." demic year when Gallaudet was search- det's theatre arts department, visited While faculty exchanges between ing for a new president. NTID and lectured on psychodrama; the institutions so far have been on an "We've shared the concerns ex- and Sunshine Too, NTID's traveling informal, individual basis, both DeCaro pressed by our faculty members and performing group, was hosted by Gal- and Davidson are interested in estab- students," says DeCaro. "These meet- laudet's theatre arts department for the lishing a more formalized exchange ings have provided a forum for discuss- first time. program. ing a spectrum of academic issues."

18 NTID FOCUS • Winter/Spring 1990 The weekend, he says, provides an opportunity to see old friends, meet new ones, and share a "cultural to- getherness." "It's good to learn about the other school and to celebrate our differ- ences," adds Andrew Rubin, a second- year imaging science student at MT. The competition in the admissions area also has been friendly, but it defi- nitely exists, says James Tucker, Gal- laudet's director of admissions. "Any student in 'Marketing 101' can tell you that NTID and Gallaudet com- pete," he says. "They both recruit stu- dents from the same market—the best and the brightest of deaf students." As the pool of deaf students shrinks and Gallaudet contemplates adding technical programs to its curriculum, the competition may become stronger, says Dianne Brooks, NTID's manager of career outreach and enrollment ser- vices. Still, even within the competitive field of admissions, the two institutions can find areas in which to collaborate. Astrid Goodstein, Gallaudet's director of enrollment services, believes the two schools could work together to- ward enrollment goals. "I think it would be wonderful," she says, "if younger students could visit NTID and Gallaudet, and perhaps a couple of other postsecondary institu- tions, as a tour package so they could se, who graduated last year, breaks a "tackle" in a flag football game during last spring's RIT/Gally be motivated earlier to seriously con- sider continuing their education. "Only 30 percent of deaf students who finish high school move on to further schooling," she adds. "NTID and Gallaudet could work together to pro- mote academic excellence, particularly with younger children and their par- An important topic of these meetings Gallaudet gather in Rochester or Wash- ents who often have no idea that their has been program transfer credits be- ington, D.C., for RIT/Gally Weekend, children, like any, could attend col- tween various schools at each institu- two days of sports competition and lege." tion. The art programs have been one camaraderie. Gallaudet's president also foresees area of discussion. Last spring, the event was held in the two institutions overcoming their "Both institutions have an interest in Rochester, and the RIT "Tigers" were sibling rivalry and building bonds that building 'transfer bridges,— says Raco. awarded the RIT/Gally Weekend Bowl strengthen as they share experiences "There has been a lot of student traffic after defeating the Gallaudet "Bisons" and face challenges together. between the two institutions over the 129-108 in 22 competitions that in- "I look forward to seeing continued past several years." cluded flag football, ultimate frisbee, growth in the relationship between Despite the growing cooperation floor hockey, and softball. Gallaudet University and NTID," Jordan that exists between Gallaudet and After the games were over, however, says. "Both institutions are deeply com- NTID, there are at least two areas in the rivalry ended, and the students mitted to the potential of deaf students, which they compete — in admissions once again became friends, says to their success in the world, and to in- and on playing fields. Michael Berger, RIT's chairperson for creased understanding of the needs and Each spring, students from NTID and the weekend and a fifth-year printing capabilities of deaf people." production technology student.

NTID FOCUS • Winter/ Spring 1990 19 taught by four instructors, including Beardsley. The BITP initially began as an intensive program that was limited to teaching interpreting skills needed by RUT students. After 12 years, NTID administrators felt that a degree program could better prepare students for employment as A pioneer program takes a new direction sign language interpreters. In 1981, the Institute began offering an associate in applied science (A.A.S.) degree in edu- by Kathryn Schmitz cational interpreting. The A.A.S. pro- gram is much broader than the original BITP and offers elective training in oral interpreting, tutoring, and notetaking. NTID terminated BITP in 1988 be- cause it determined that a six-week summer session was not enough time oday, more than 55 interpreter Congress passed the Education for to offer the training necessary for inter- training programs populate the All Handicapped Children Act in 1975 preting some of the more complicated T United States, and the first such to ensure that children with disabilities situations at RIT and elsewhere, such as program was begun in Rochester, New receive special education services, in- for deaf/blind students in gym class. York. cluding interpreters, to meet their "The A.A.S. program is a big step up Twenty-one years ago, NTID estab- needs in classrooms, hospitals, and in- from the BITP," says Joseph Avery, as- lished the first formal sign language in- stitutions. This law created a huge de- sociate professor in and former chair- terpreter training program in the coun- mand for educational interpreters all person of the support service educa- try. Daniel Smialek, instructor in RIT's over the country, according to Mowl. tion department. "The program is de- College of Continuing Education, was Faced with the unique task of educat- signed to meet the needs of the market, part of that pioneering venture. ing deaf students on a campus designed which has an educational emphasis. "We were the first hearing RIT stu- principally for hearing people, NTID More than 50 percent of all interpreters dents to work as counselors, notetak- recognized the need for interpreters work in educational settings." ers, and tutors with the deaf students," long before these regulations were The program prepares students to says Smialek. "The program was excit- passed. For the first class of 70 students work in educational and similar settings ing because it was all new and so in- at NTID, there were only four full-time as sign language interpreters as well as tense." interpreters, including pioneer Inter- providers of support services such as Since then, the Institute has changed preter Training Specialist Alice Beards- tutoring and notetaking. Students with its sign language interpreting training ley, who retired from RIT last year. no previous sign language experience to meet new demands for more and "We needed more interpreters on enroll in the pre-A.A.S. program. a six- better trained interpreters. Although campus," says Beardsley, "so we asked week summer program that provides 2,500 certified interpreters work in the about 15 RIT students if they would be intensive sign language training before United States, the demand for interpret- interested in taking an interpreter train- the start of the degree program in the ers still far outstrips the supply. Even in ing course during the summer of 1969. fall. Rochester, where one in 14 people is I taught that first class, which had six The A.A.S. program enrolls a limit of hearing impaired, the 250 interpreters students." 60 students, 30 in the first year and 30 who work in the courts, government For eight hours a day over 10 weeks, in the second. Most students come di- agencies, hospitals, schools, and univer- the students learned aspects of deaf- rectly from Rochester-area high schools sities are not enough. ness, basic vocabulary, and finger- or transfer from other colleges. "My wife called a free-lance referral spelling. The program teaches interpreting agency to request an interpreter for her "We had fingerspelling practice for theory and practice; skill development doctor's visit and was told that there two hours every day," Smialek says, of American Sign Language (ASL) inter- was a three-week wait," says Gary "and Alice was the drillmaster." pretation, English transliteration, and Mowl, who, as chairperson of the sup- All six graduates of that training pro- oral interpretation; and liberal arts. port service education department, is gram went on to interpret about 10-12 Internship experiences complete responsible for NTID's interpreter hours of classes a week at RIT. The In- two years of learning. Students are training programs. stitute paid these and subsequent stu- placed in real interpreting situations, The increased demand for interpret- dents for their in-class services while preparing them for employment. Sandra ers results partly from new regulations they learned to interpret because the ("Sam") Scherer, a 1989 graduate who supporting the right of deaf people to need for their skills was greater still now works as an interpreter in Roches- have interpreters. The New York State than the supply of interpreters at RIT. ter, feels that she gained the most valu- Hospital Code now requires hospitals This summer program was formally able experience from two internships to provide interpreters within 20 min- named the Basic Interpreter Training she served, one at RIT and the other in utes of a request and within 10 minutes Program (BITP) in 1972 and was the Rochester community. in emergency cases.

20 NTID FOCUS • Winter/Spring 1990 High-tech practice Gary Mowl, chairperson of the support service education department, works Reversals In a practice session with Joseph with students in NTID's interpreter training lab, an integral part of the educational interpreting Avery, associate professor in the department of program. support service education, first yearstudent Candas Barnes voice (reverse) interprets the signs of Melinda Hopper, cross-cultural educator in the student life department.

"Certified interpreters were my men- community feels. However, I plan to The department is planning to ex- tors during the internships," says become a skilled interpreter for anyone pand its course offerings this summer, Scherer. "The real-life experience who needs me, not just for the black and the advanced interpreter training taught me a lot about interpreting. Gary community." program is but one of its visions for the Mowl also requires us to go out and In 1988, the support service educa- future. mingle in the deaf community." tion department collaborated with the "Even though we're offering the as- Such mingling helps students devel- department of training and affirmative sociate degree program now, we're op a good attitude, according to Mowl. action to develop a minority recruiting wondering if it provides enough train- "Interpreters shouldn't have low ex- plan. Presentations in Rochester and ing," says Mowl. "We may try to offer a pectations for deaf people," he says. "To Washington, D.C., resulted in the re- bachelor's degree in the future." introduce new students unfamiliar with cruitment of six minority students this Avery also feels that a bachelor's de- deaf people, we have to provide role year, up from one the previous year and gree may be necessary for future inter- models. We have deaf faculty members, one the year before—an increase of preters. students, and others in the Rochester which Mowl is proud. "Unless mainstreaming collapses, deaf community who support our mis- In addition to using revised recruit- which I doubt will happen," he says, sion and have contributed significantly ing strategies, Mowl is attempting to "there always will be a need for training to the quality of our program. This is a meet future interpreting needs with a in educational interpreting. We need to tremendous addition to an outstanding new program. Last summer, the depart- raise the status of educational interpret- faculty." ment offered the advanced interpreter ing, and one way to do that is to estab- Although the number of applicants to training program for the first time. The lish a higher degree program as well as the program is increasing, Mowl isn't program consisted of a one-week national standards for educational in- content. To bring the program into the course called "Sign Semantics." de- terpreting in schools." '90s, he plans to continue active re- signed to provide professional inter- NTID has remained a forerunner in cruitment of minority students. preters with practical experience in the field of educational interpreter "I want more minorities in the pro- learning new ASL vocabulary and the training ever since the Institute estab- gram because the need is growing out correct usage of previously learned lished the BITP. Mowl believes that there, particularly in the Hispanic and signs. NTID is well equipped to continue black deaf populations," explains Mowl. "Most interpreters work alone," says training interpreters. Candas Barnes, a first-year A.A.S. stu- Mowl, "and don't have the opportunity "The program is in the perfect envi- dent recruited for the program from to interact with other interpreters. ronment at NTID and in Rochester," Washington. D.C., agrees that in some Some of their supervisors don't sign so says Mowl, "with so many opportuni- situations, minorities would prefer in- they can't evaluate the interpreters ties for our students to interact with terpreters of their own culture. properly. This program is designed to deaf people." "Sometimes, during Black History provide professional growth and im- Month, for example," she says, "an in- prove their basic skills." terpreter who's not part of the commu- nity might not understand how the

NTID FOCUS • Winter/Spring 1990 21 Medical record technology committee helps students create An Agenda for Learning

by Jean Ingham

first-year NTID students begin col- At a fall quarter meeting of the com- lege life through a summer orien- mittee, Anderson led a discussion about F tation program with 300 of their activities for the year. Each activity, she peers. During the month-long program, explained, would require "co-leaders" students receive individual attention —a team of one student and one faculty and benefit from personal faculty con- member who would be responsible for tact. making the necessary arrangements for When September arrives and with it accomplishing each activity. 13,000 additional hearing and deaf stu- "Let's go to the Ontario Science dents, the influx is frightening. Center in Toronto," one student sug- "These first-year kids are scared," gested. And from there the ideas flowed says Robb Adams, career development faster than Anderson could write. counselor in the School of Science and "What about dinner and a movie?" Engineering Careers. "They don't feel "Let's go bowling." part of the college world anymore; they "The pizza party was good last year, feel lost. These students want to run let's have another." and hide. Should they stay or should Although it seemed as if everyone they go home where they feel 'safe'?" talked at once, members understood This is when Adams, in his role as one another, and several suggestions counselor, feels students often need appeared viable. help in re-establishing themselves and David Templeton, assistant professor Double teamed Di: I la Parasnis, research feeling secure at NTID. in the applied science/allied health de- associate in the communication research de- Medical record technology (MRT) partment and co-chairperson of the partment, left. purchases a notebook from Robb faculty members implemented a pro- committee, watched the meeting with Adams, career development counselor in the gram two years ago to accomplish this a satisfied smile on his face. School of Science and Engineering Careers, and Patricia Nolan, a second-year medical record goal—the MRT committee, an extra- "Consider how decisions are made in technology (MRT) student. curricular program designed to form a the working world," he says. "They are "family" of MRT students. Although an made by committees—groups of MRT Club had existed for many years, people who work together to develop, "Through the faculty members felt the club format plan, and implement a program or ac- was not successful because students tivity. So why not the same in a college committee, we learn to didn't have equal voice in what was environment?" planned, nor the opportunity for lead- As the meeting continued, Anderson work as a team. And ership skill development. asked for volunteers to co-lead the ac- "Through the committee," says Julia tivities. that's important Anderson, a first-year MRT student, "we One student agreed to check on the learn to work as a team. And that's im- bowling activity—when alleys were because hospital portant because hospital medical rec- available and the cost. Anderson ques- ord departments are teams, not indi- tioned each member present for favora- medical record viduals." ble dates for bowling. She reminded Anderson was elected student co- everyone to promote the activity with departments are chairperson this year. She worked with other class members not present at the the committee for a short time last year meeting. Other members volunteered teams, not and believes it helps students feel com- to check on the cost of a trip to Toron- fortable with the program. to and other suggested activities. individuals."

22 NTID FOCUS • Winter/Spring 1990 In addition to these organized efforts, "Through the committee and fund- Now a social work student in RIT's Col- the committee is flexible enough to raising activities," says Associate Profes- lege of Liberal Arts, he realizes how take advantage of unplanned activities. sor Marilyn Fowler, MRT program di- much satisfaction and confidence he re- Last year, after a student had car rector, "students learn how to organize ceived from the committee last year. trouble, Frederic Hamil, applied sci- activities, take responsibility, and fol- "Students become more involved ence/allied health department chair- low through to achieve a goal." and that's important," he says. "It also person, and Templeton offered to ex- In order to sell the notebooks, fol- gives students and faculty members a plain how to change spark plugs, check lowing committee procedures of work- chance to get acquainted and work to- oil level, and other simple auto mainte- ing as a team, a student and faculty gether outside a classroom environ- nance procedures. They spent several member trundled a hook cart through ment." evenings in the parking lot explaining the halls and into the offices of NTID Cynthia Mann, applied science/allied what "lurks under the hood" to com- faculty and staff members. health lecturer, agrees with Sullivan. mittee members. "If students are interested," says Templeton, "they participate. No pres- sure is applied to either faculty mem- bers or students to attend meetings or participate in activities." However, says Adams, "It's important for students to participate. They need to develop relationships and learn more about who they are. They need to take risks, step out on a limb a bit to see how it feels to get involved with a group." Last year. the committee worked to send second-year MRT students to the national American Medical Record As- sociation Convention in Dallas. Stu- dents and faculty members working to- gether sold enough T-shirts imprinted with an "I love you" handshape to pay for the flight, hotel, and meals. As a re- sult, students and faculty members who attended did so as peers. "There is a big difference between being chaperoned by faculty members and being part of a team," says Temple- ton. "This time, there were seven Smiling faces going happy places Members of the MRT comnzittee proudly wear the T-shirts that people together, not three students and helped pay for a trip last year to the national American Medical Record Association Convention in four chaperones." Dallas. Front row, from left: Nolan, Nicole Fisher, and Elizabeth Cleverley. Back row, from left: Julia Anderson, Cynthia Mann, Melissa Beach, David Templeton, and Frederic Hamil. Adams, who was one of the faculty members at the convention, says, "The trip was a big success. The students at- tended sessions of their choice, met professional medical record practitio- ners, and went out on the town." Through activities such as these, stu- Margaret Hoblit, career development "The committee helps students be- dents garner a bit of independence and counselor in the School of Science and come acquainted with other students a great deal of motivation. Due partly to Engineering Careers, gladly purchased as well as with faculty members," she the success of last year's efforts, fund a notebook for two reasons. says. "And interacting with families raising already has begun for a future "Number one, I believe in supporting when we have a 'family night,' when national convention. student activities," she says. "And children as well as adults attend, helps In support of this effort, committee number two, I'm trying to be more or- alleviate loneliness." members this year sold three-ring note- ganized. So this purchase not only helps Through the MRT committee, Adams books with "NTID" imprinted on the the students, it also helps me." believes, "We can reach out early in the spine and cover. They worked on the Although Christopher Sullivan gradu- academic year to make students feel design and made arrangements for pro- ated from the MRT program last year. they belong at NTID." duction. he is again on the committee this year.

NTID FOCUS • Winter/Spring 1990 23 Entering ASL country where all signs point to cultural awareness

b Susan Cergol

NTID FOCUS • Winter/Spring 1990 sleepy-eyed camper stumbles says. "In a way, they all were perform- down the long hallway to the ers and could draw you into the les- Abathroom and greets a friend son." with a faint "Good morning." Her eyes Holcomb began the week's classes widen as she realizes her mistake, and with a discussion of cultural differences she claps a hand over her mouth before between deaf and hearing people, quickly repeating the greeting in sign based on Culture and Conflict in Deaf language. and Hearing Interaction: A Discovery So begins another voiceless day at Si- Process, co-authored by Keith Cagle, lent Retreat. sign communication specialist in the A week-long camping experience not sign communication department, and unlike those many remember from former NTID intern Dr. Robert Pollard. childhood, the retreat offers partici- "Hearing people tend to greet each pants an opportunity to hike and swim other with chitchat," explained Hol- in a beautiful outdoor setting, attend comb, "while deaf people get right to classes and workshops, meet new the point. On the other hand, while friends, and tell jokes and scary stories hearing people often end a conversa- while munching popcorn around a tion abruptly, deaf people tend to draw campfire. out the goodbyes." There is one difference, however. At Participants found one of the benefits Silent Retreat, campers are asked to of learning in this kind of environment leave their voices in the parking lot— is the opportunity to get away from sign language is the only form of com- spring. While the majority of the ap- everyday office stress. munication allowed on camp grounds. proximately 50 participants at both ses- "It can be hard to concentrate when The idea for the retreat grew out of a sions were NTID faculty and staff mem- you take sign language classes during desire to provide an intensive, total im- bers, also in attendance were sign lan- the workday," says Baker. "You know mersion experience for those faculty guage learners from throughout the what's sitting on your desk, and the and staff members learning sign lan- Northeast. whole time you're in class, you're guage through NTID. Retreat participants attended two thinking about all the work that isn't "The program allows participants to class sessions each day, with lunch and getting done. become sensitized to a deaf person's plenty of free time in between. The in- "After class, you go back to your desk world," says Silent Retreat Director novative lessons, taught primarily by in- and the phone is ringing, the papers are Samuel Holcomb, sign communication structors from NTID's sign communica- piled up, and there's no time to process specialist in the sign communication tion department, covered topics such what you just learned." department. "The silence, continuous as American Sign Language (ASL) gram- Silent Retreat participants, on the eye contact, and exposure to deaf cul- mar, idioms, and vocabulary; deaf cul- other hand, had lots of time for quiet re- ture experienced at Silent Retreat are ture; fingerspelling and numbers prac- flection and practice. In addition to things you can't learn in a classroom. tice; and sign classifiers. sign language instruction videotapes People have told me they learn more in Class sessions included presentations and interactive videodiscs available for one week at camp than they do in a followed by practice in small groups as use throughout the day, group practice year of classroom study." well as a fast-paced deaf trivia game. In sessions were offered every night after Although the sign communication addition to Holcomb, other class lead- dinner to review information pre- department previously offered silent ers were NTID instructors Thelma sented in classes that day. weekend retreats at the Notre Dame Bohli, Leslie Greer, Dominique Ruganis, A large part of the retreat's success, Retreat House in Canandaigua, New and Dorothy Wilkins; and NTID engi- however, lies in the opportunity for York, Holcomb felt the experience neering student Dana Hughes. casual sign language conversation with should be longer. In 1988, with the de- "I was astounded at the variety of both deaf and hearing people in an in- partment's support, he offered the first training styles," says retreat participant formal, non-threatening atmosphere. week-long Silent Retreat at Camp Mark Shirley Baker, career opportunities ad- "Spontaneous conversation is a more Seven, located just outside Old Forge, visor in the career outreach and admis- natural way to learn a language," says New York. sions department. "No two sessions Marie Buckley, artist/designer in ID&E. To register, participants must have were the same, and they were so crea- "I found that when I talked to people, completed NTID's first three "Basic tive. I really appreciated that." individually and in small groups, every- Sign Communication" courses or have Cathleen Chou, artist/designer in the one would slow down and repeat equivalent sign language skills. Because department of instructional design and things as many times as necessary to of the program's popularity, last year evaluation (ID&E), echoes this opin- communicate. two silent weeks were offered in late ion. "The teachers were great," she

No voices, please Opposite, Kenneth Hoffmann, assistant professor in the printing production technology department, left, chats with fellow Silent Retreat participants Dr. Greg Emerton, as- sociate professor in the liberal arts support department, and Dominique Ruganis, sign communica- tion specialist in the sign communication department; above, Marie Buckley, artist/designer in the department of instructional design and evaluation (ID&E), left, relaxes between classes conversing with colleague Jorge Samper, media specialist in ID&E. NTID FOCUS • Winter/Spring 1990 25 "I didn't have to understand every- Those same staff members who en- generous serving of humor throughout thing," she adds. "It was interesting to rich the experiences of summer the week. One night, camp counselors, see what I could understand, but there campers also were on hand to offer staff members, and sign language in- was no pressure. It was a much more warmth and friendship to Silent Retreat structors performed an unforgettable relaxing experience than going to participants. series of skits that both educated and class." "The camp staff members, including entertained. Part of what makes the experience so the carpenters and the people who "I'll always remember that talent enjoyable for participants is the beauty work in the kitchen, all were accepting show," says Baker. "Tears were stream- of Camp Mark Seven, a restored hotel and open," says Buckley. "Everyone was ing down my face, and I had pains in my on nine acres of forest and lakefront willing to interact with retreat partici- stomach from laughing so hard!" property on Fourth Lake in the Adiron- pants." Through amazingly expressive sign- dack Mountains. As comfortable and relaxing as a re- mime, Holcomb transformed himself The rustic but comfortable lodge has treat in the mountains can be, however, first into a golf ball being teed off, then 30 bedrooms, a chapel, game room, a week without talking did cause some a bowling ball rolling down an alley. large kitchen and dining room, two anxiety. large meeting rooms, and a staff lounge. "At times, I was frustrated with my- In addition, the 400-foot sand beach, self and my signing skills," admits Gail dry dock, and basketball and tennis Kovalik, Staff Resource Center special- courts offer guests plenty of opportu- ist in the department of training and af- nity for outdoor recreation. firmative action. "When the instructors Camp Mark Seven is owned and op- were telling stories around the camp- erated by Mark Seven Deaf Foundation, fire, at first I thought, 'Wow! I'm really Inc., a Catholic organization founded in understanding this.' Then all of a sud- 1978 by the Rev. Thomas Coughlin, the den I realized, 'No, I'm not. I missed the first deaf Catholic priest ordained in the whole point!' United States. The camp and organiza- "I began to think, 'I'll never learn, I'm tion take their name from a Bible verse too old. I could be at camp for a hun- —Mark 7:1 — that tells a story about a dred years and I'd never be fluent in deaf man's ears and mind being sign language.— "opened" to the opportunities life of- Sister Maureen ("Molly") Langton, fers him. C.S.J., Camp Mark Seven's food man- In addition to silent week experi- ager, empathizes with those feelings of ences for hearing people, the camp of- frustration because of her own experi- fers throughout the summer months an ences as a profoundly deaf person. opportunity for deaf people of all ages Raised orally, she didn't start learning to enjoy outdoor recreation and to de- sign language until she was 35. velop leadership skills. "I thought it would be easy to learn Ride 'em cowboy Retreat Director Samuel "The whole purpose of the camp is sign, but it wasn't," she says. "In addi- Holcomb. sign communication specialist in the for deaf people, especially kids, to in- tion, deaf culture was completely new sign communication department. drops teract with positive deaf role models," to me at that time. I was frustrated and another coin into a motorized bucking bronco says the Rev. Kenneth McKenna, shed many tears during that period. But during the retreat's talent show. O.S.F.S., camp administrator. "Here, I was determined to persist. It's impor- there are deaf counselors, staff mem- tant to remember that you're never too bers, and clergy, and everyone is fluent old to learn." in ASL, even the hearing staff members Ruganis, a second-time Silent Retreat But it was as a rugged cowboy riding like myself. The message we give is that instructor, says many participants be- a fiercely bucking bronco —which deafness isn't a handicap." come concerned because, at times, turned out to be a coin-operated chil- According to Michael VerVelde, their limited vocabulary causes them to dren's ride—that he had the audience camp director for youth programs, the miss information during the lectures. howling with laughter. mix of deaf and hearing staff members, "However, I think that frustration is McKenna added to the evening's hi- the majority of whom are volunteers, part of the experience," she says. larity when he traded his clerical collar offers campers a more rounded experi- Holcomb agrees. "For one week, Si- for a martian outfit and became a ence. lent Retreat participants experience "conehead" from outer space. In other "It's important to show that deaf and the same frustration deaf people feel skits, performers mimed cans of soda hearing people can work together," their whole lives in the hearing world." dropping out of a machine and pan- says VerVelde, a 1984 graduate of To help alleviate some of this ten- cakes, hot off the griddle, topped with NTID's architectural drafting program. sion, participants were treated to a butter and syrup.

26 NTID FOCUS • Winter/Spring 1990 See you back at work After a full week of voiceless classes, storytelling and relaxation, retreat participant Shirley Baker, career opportunities advisor in the career outreach and admissions department, left, bids farewell to instructor Dorothy Wilkins, sign communication specialist in the sign communication department.

Not only did these performances "They recommend you complete However, he knows that learning serve to lighten a challenging, informa- NTID's basic sign language classes be- sign language is an ongoing process. tion-laden week, they also provided fore attending the retreat," she says. For some NTID staff members, like another lesson in deaf culture. "But if you've just finished those class- Samper, who don't interact daily with "Many of those skits commonly are es, you won't be fluent in ASL. deaf students, that requires a commit- acted out after school hours at residen- "From what I know about natural lan- ment to practice. tial schools for the deaf," says Ruganis. guage acquisition," she adds, "a learner "Like any language," he says, "the "They represent an important aspect of will be able to receive a language long only way to maintain fluency is to use it deaf folklore." before duplicating it." every day. That's up to the individual; The opportunity for this kind of cul- Ruganis agrees. "The goal of the the motivation has to come from tural interaction, Holcomb believes, is camp is to become more ASL-oriented," within." an important advantage of Silent Re- she says. "The experience does allow Although not immediately apparent, treat. "Deaf people want hearing people participants to become exposed to the Baker also noticed an improvement. "I to understand our culture," he says. language; whether or not they can re- was all thumbs when I first returned to While deaf people communicate in a spond in ASL is a different issue in my work," she says. "I thought, 'I've been variety of ways, Holcomb believes that mind." away for a whole week and now I to fully understand deaf culture, people After a week-long submersion into should be really good.' I felt so self- need to learn ASL, which he calls "the deaf culture, most Silent Retreat par- conscious, I couldn't sign a thing. true language of deaf people." However, ticipants resurfaced with a keener ap- "But I soon realized that I had, in fact, although the retreat was billed as an preciation of the language and experi- developed a lot of confidence from the ASL camp and classes were conducted ences of deaf people. In addition, their experience." in ASL, most participants expressed improved skills renewed their motiva- The most important benefit of Silent themselves using more familiar English- tion to continue the learning process. Retreat, believes Ruganis, is the oppor- like signing. "By the end of the week," says Jorge tunity for participants to become famil- Chou, a first-time retreat participant, Samper, media specialist in ID&E, "my iar with deaf people's culture and lan- feels there is room for improvement in receptive skills had improved quite a guage. her ASL skills, but she realizes it takes a bit from the first couple of days." "If you work with deaf people," she long time to learn a foreign language. says, "you owe it to them — and to your- self— to become as close to deaf cul- ture as possible."

NTID FOCUS • Winter/Spring 1990 27 colleagues In an informal workshop, part of school-based faculty development program, Linda llea Tutoring Hoke, secretary in the department of communication support, helps Dr. Donald Johnson, professor in the department of communication research, and Suzanne Shifley, secretary in the department of sign communication, learn to use a com-

heet prram. puter spreadsheet

NTID as well as issues affecting stu- Although OFD provides programs dents; Seminars on Deafness and Teach- and guidance that help improve teach- ing, 15 sessions on topics such as deaf- ing, it is not responsible for individual ness, English language development, faculty development. DeCaro insists and alternative teaching strategies; and that faculty and professional staff mem- lthough James Graves, new chair- an end-of-year faculty retreat. bers are responsible for their own pro- person of the department of per- The First-Year Experience has been fessional development, with the Insti- orming arts, arrived at NTID this so popular with new faculty members tute providing opportunities and re- summer with 15 years of teaching ex- that veteran faculty and professional sources for that development to occur. perience, he had had little contact with staff members often ask to be involved. To enable faculty and professional deaf students. Luckily for Graves and "Most of these requests are due to staff members to assume responsibility other new faculty and professional staff the fact that new faculty members are for their own professional develop- members, NTID has a great deal of ex- excited about the program, and word ment, DeCaro, in collaboration with perience with deaf students, which it of mouth does the rest," says Carol OFD and NTID's associate and assistant shares through its office of faculty de- Davies, former OFD secretary. "Also. deans, established a school-based fac- velopment (OFD). we have several veteran faculty mem- ulty development plan in 1985. The For all new faculty and professional bers serving as resource persons for program is built on a foundation of fac- staff members, OFD offers the First- workshops. They tell me, 'I've done ex- ulty and professional staff participation. Year Experience, an orientation train- tensive research in this area, but I still "Faculty 'governance' of professional ing program piloted last year and re- learned new things in this workshop." development programming at NTID is quired of all new faculty members. Learning new things is a continual the key aspect of everything we do," The part of the program Graves process in faculty development, which says Dr. Harry Lang, coordinator of found most beneficial was the micro- is strongly encouraged by the Institute. OFD. "For many years, the NTID admin- teaching seminar, designed to intro- "NTID has supported faculty devel- istration basically decided what to offer duce new faculty members to teaching opment for 21 years," says Dr. Larry faculty. Now, faculty members decide postsecondary deaf students. These ses- Quinsland, faculty development con- on the offerings." sions provide a variety of experiences sultant in OFD. "Few colleges in the Each school and division has its own for faculty members to practice teach- country devote full-time faculty posi- representative to OFD. In a three-year ing with deaf students who are trained tions to determine how best to work term, each liaison annually identifies to provide constructive feedback. with deaf students. The primary objec- the needs and interests of faculty and "I have never taken anything so help- tive of NTID is to educate deaf stu- professional staff members in the ful," Graves says. "Even though this was dents; the primary reinforcement of school or division and plans a series of for teaching deaf students, I think every this objective is strong support for fac- activities throughout the year. The college should offer something simi- ulty development." liaisons are assisted by an advisory lar." Promotion of faculty development at group of colleagues. In addition to the microteaching NTID begins in the dean's office. Activities have included workshops seminars, the First-Year Experience of- "I believe that continuing develop- on teaching problem solving, speakers fers the New Employee Orientation ment is the true spirit of scholarship," from outside NTID, and lunchtime dis- series, six sessions that cover the his- says Dr. James DeCaro, dean of NTID. cussions with colleagues from other de- tory and organizational structure of "An institution in which the faculty has partments or schools. Liaisons also plan stopped developing and growing is of collaborative cross-divisional activities dubious utility to students." in weekly meetings with OFD staff members. In the four years since their incep- gained experience, they asked for more "During my first quarter here, I tion, the school-based plans have sophisticated programs." didn't know if the way I was teaching evolved into a complex and productive Brenda Whitehead, speech patholo- was meaningful to the students," says program. gist in the speech/language department Templeton, "so I asked for feedback. It "The School of Business Careers was and liaison for the division of communi- helped me analyze the effectiveness of the first to develop a prototype of the cation programs, agrees. my classroom strategies. As a consul- current school-based faculty develop- "The beauty of the program," she tant, I can help other teachers analyze ment model," says Delbert Dagel, ca- says, "is the fact that faculty members their classroom strategies in the same reer development counselor in the bus- can think about how to broaden their way." iness careers counseling services de- own professional bases and have the re- In addition to classroom strategies, partment and the school's liaison. "Fac- sources to do it." consultants can offer guidance in re- ulty members embraced the concept Faculty members often discover a di- search, professional writing, curricu- from inception and continue to be en- rect link between their continuing edu- lum development, communication thusiastic and supportive." cation efforts and teaching skills. skills, and professional growth and de- Not all faculty members initially un- "The benefits of faculty development velopment. Templeton notes that many derstood, however, the extent to which eventually are felt in classrooms," says veteran faculty members have become they could determine the content and Toscano, "because faculty members involved in the program because of its character of their programs. Antonio learn from their developmental experi- wide range of specialty areas combined Toscano, associate professor in the ences." with its self-analytic approach. photo/media technologies department Some faculty members have profes- "OFD's emphasis now is experien- and liaison for the School of Visual sional needs that go beyond those met tial," says Quinsland. "It's a process of Communication Careers, explains his by established offerings for teachers. guided discovery to learn your ideal school's rocky start. Department chairpersons, for example, teaching self. Where the traditional "At first, people didn't understand who are responsible for evaluating concept of teacher education has fo- that they could choose their own pre- teaching performance, need to develop cused on content expertise, at NTID, sentations and conferences," he says, skills related to such evaluation. OFD is we focus on the art of teaching." "and for one or two years, we had trials. developing the Academic Leadership Continually striving to perfect the art Now the idea has caught on, and there's Development Program to help chair- of teaching lies at the heart of OFD's of- a sense of 'faculty ownership,' which is persons focus on the principles of ob- ferings. a positive feeling." serving and evaluating teaching. "OFD is more process than product," After four years, faculty members To further assist faculty members in says Quinsland. "We don't measure our have expanded the scope of their pro- teaching deaf students, OFD offers the success in terms of how many people fessional development plans, reflecting Faculty Consultation Program. At a fac- we interact with. The big picture is to their interest in continued learning and ulty member's request, OFD pairs the promote continued growth. If people change. member with a teaching consultant are growing, they're happy and produc- "The school-based plans who provides confidential and personal tive, and so is the Institute. now are at a maturation development over a period of time. "A teacher who's not also a student is stage," says Lang. "At David Templeton, assistant professor in dead." first, the offerings the department of applied science/al- were fairly basic, but lied health, has been both a participant as faculty members and a consultant in the program.

Meeting of the minds After presenting a "talk show "for new faculty members, in which they portrayed characters from the history of deaf education, the actors pose fora group photo- graph. Standing from left to right: Dr. T Alan Hurwitz, associate dean of NTID, as Frederick Schreiber; Joseph Avery, associate professor in the department of support service education, as Alexander Graham Bell; Victoria Armour, assistant professor in the department of sign communication, as Sophia Fowler Gallaudet; Geoffrey Poor, assistant professor in the depart- ment of sign communication, as Edward Miner Gallaudet; Patrick Graybill, visiting assistant professor in the department of performing arts, as Laurent Clerc; and Dr. Harry Lang, coor- dinator of the office of faculty development, as himself, moderator of the talk show. FOCUS On ... Thomas Callaghan

by Vincent Dollard

s a child, Thomas ("Cal") "We told Cal that we would be happy Callaghan once stood tirelessly to accept him as a student," says Raman, Ain front of a revolving barber currently assistant dean and director of pole and told his mother that he the School of Science and Engineering wanted to stay until he understood Careers. "We also told him that we how it worked. were more interested in him as an in- "A man came out of the barber shop structor." and said, 'He's gonna be one smart fella "I had been offered a position once when he grows up,'" recalls Audrey before," says Callaghan, referring to a Callaghan. "He was always trying to fig- faculty position in the construction ure things out." technologies department. "However, I Considering his mechanical aptitude, had just received word that the engi- it's no surprise that Callaghan, instruc- neering firm I worked for had approved tor in NTID's science and engineering my request to go to Dominica. It was a support department, eventually would matter of timing then, and I knew what become an engineer. I wanted." Audrey also tells about her son's Callaghan has always seemed to "itchy feet" and his penchant for out- Traveling man Thomas Callaghan, instructor know what he wanted. After graduating door activities and "anything that was in the science and engineering support depart- from Clarke School for the Deaf in dangerous. When I think about some of ment, took a break from his duties as an engi- Northampton in 1963, he went to Will- neer on the island of Dominica in 1981 to snap his travel adventures, it's something of this self-portrait in his plantation apartment. iston Academy in Easthampton, Mas- a surprise that he ever lived to tell sachusetts, and set his sights on col- about them." lege — undeterred by the lack of any Callaghan's sense of adventure and support services. love of travel have taken him into the "Tom would come home from Willis- 50-degree waters of a Massachusetts "With those skills, students will suc- ton," says his mother, "and say he was river where he tipped his canoe shoot- ceed. Textbooks won't teach them how so tired of trying to understand what ing rapids and bounced off several to succeed—they have to learn from was going on in class. There wasn't rocks before reaching shore; on a solo mistakes and experience." much I could do except give him a pat bicycle trip across the United States; to Callaghan, 43, came to RIT in 1983 on the back and tell him I understood." the island of Dominica, about 500 miles after working as a civil engineer for After Williston, Callaghan enrolled in southeast of Puerto Rico, where he nearly 11 years in Northampton, Massa- the civil engineering program at the lived for a year and worked as an en- chusetts, and Washington, D.C. His in- University of Massachusetts, again gineer helping to rebuild roads; and, tent was to obtain a second bachelor's working without support services. He most recently, to the Soviet Union with degree, this time in mechanical engi- wavered between choosing civil engi- a group of NTID students and faculty neering. While it is rare for Callaghan to neering or geology as a major. How- and staff members. be deterred from his objectives, when ever, already certain that he wanted a His diverse experiences have taught Marie Raman, then chairperson of the career that would keep him outdoors, Callaghan some valuable lessons that he science and engineering support de- he chose engineering because of the passes on to his students at RIT. partment, approached him about a job employment opportunities. "I try to teach students to be re- as visiting instructor in that depart- Callaghan graduated in 1972 and sourceful and to improvise," he says. ment, Callaghan felt the timing and na- began his professional career as an en- ture of the position both were right. gineer.

30 NTID FOCUS • Winter/Spring 1990 There are many at NTID who are glad Callaghan made the decision to come to Rochester. "Cal's ability to work with students and faculty members has earned him the highest respect from the College of Engineering and his colleagues in the support department," says Dominic Bozzelli, associate professor in the sci- ence and engineering support depart- ment. Bozzelli points out that because Cal- laghan earned his mechanical engineer- ing bachelor's degree from RIT on a part-time basis, he knows the course- work and faculty members who teach it. In addition, Callaghan's experience as a civil engineer and numerous travel stories serve him well in the eyes of stu- dents, who look up to him as a role model. "Cal seeks out the leadership roles," The keys to success Callaghan reviews coursework withJean Brophy, a fifth yearmathematics says Bozzelli, "and, as a result, his sta- student in the College of Applied Science and Technology. Callaghan believes that teaching students ture as a role model continues to to be resourceful is an important step in preparing them for successful careers. grow." Douglas Machett, who earned his as- sociate degree in civil technology from NTID in 1983 and his bachelor's degree in civil engineering from RIT last year, remembers Callaghan as someone who While working in Washington, D.C., turned down his request to go to was "always available" when students in the mid-1970s, he coached the Gal- Dominica because of perceived com- needed assistance. laudet University rugby club and en- munication difficulties in relaying in- "There are a lot of good things to say joyed instructing students. He says that formation back to the Massachusetts- about Cal," says Machett, civil engineer endeavor fueled the possibilities of based firm, which had won a contract for Bergman Associates in Rochester, working in an academic environment. to help reconstruct the road system New York. "He shared his experience "The idea of teaching kept popping after Dominica had been hit by two and his ambitions. He helped us de- up," he says, "but I suppressed it for a consecutive hurricanes. velop a positive attitude about work long time. I wanted outdoor work." Callaghan's persistence paid divi- and life." In 1976, however, Callaghan made dends, however, and he eventually con- Callaghan's own positive attitude is what many of his friends thought was vinced his employer to send him. Cal- ever present and has earned him a an impulsive decision —he quit his en- laghan's task was to assess the condi- reputation for being the department's gineering job to bicycle across the tions of the road system, then deter- "good humor person." However, the country and indulge his two passions— mine which roads should be improved fact that he seems to have found a home cycling and travel. first. at RIT has not satiated his determina- Callaghan was 29 when he decided "Dominica has a special place in my tion to travel. to embark on the solo journey. He heart," says Callaghan. "The people "I would like to travel around the pedaled from Seattle to Northampton, were so friendly; they were not world," says Callaghan. "One of my im- approximately 5,000 miles, averaging stopped by my deafness. In fact, they mediate goals is to visit Australia. The 100 miles a day. knew I was deaf before I arrived. It was environment, people, and culture have "Many people thought quitting my broadcast on the radio that an Ameri- drawn my attention for a long time." job was a bad choice," says Callaghan, can company was sending a deaf engi- In addition to his travel plans, Cal- "but that trip taught me a great deal. neer to work on the roads." laghan's list of goals includes earning a Often, bad decisions lead to good After returning stateside, Callaghan master's degree and building a house things. The experience convinced me went back to work for Curran. His by himself. that sometimes it's necessary to take "itchy feet" began acting up, however, "I intend to continue teaching," he risks in making decisions, no matter and the idea of earning a second bach- says, "because I enjoy working with stu- what people say." elor's degree in mechanical engineer- dents and encouraging them to perse- Callaghan's "stick with it" philosophy ing grew more alluring. He chose RIT vere and succeed." has served him well through the years. for the "change in scenery," academic In 1980, Curran Associates, the engi- reputation, and support services pro- neering firm for which he worked, vided by NTID.

NTID FOCUS • Winter/Spring 1990 31 n• t•i• d NEWSLINE

to have all MT community members, both deaf and hear- ing, be part of this venture." Funding for the center has come from private donors, parents, alumni, and the fed- eral government. Of the S10 million needed to build the facility, Congress appropri- ated 51.73 million to meet the needs of deaf students.

Toma Talks The man whose police ex- ploits inspired two television series, Toma and Baretta, spoke to NTID students Oc- tober 6 about the dangers of substance abuse. David Toma, a former undercover Staged homecoming NTID graduaies Perry ("Willy") Conley. left, and Charles ("Chaz") Struppmann star as Odysseus and Achilles, Digging in to campus life Dr. cop in Newark, New Jersey, M. Richard Rose, RIT president, respectively, in the National Theatre of the Deaf's "The Odyssey," looks on as David Prince, NTID delivered a highly emotional performed at NTID February 11. Student Congress president, takes two-hour lecture filled with a turn at breaking ground for the stories of people whose lives Campus Life Center. were destroyed by substance abuse, including his own. Toma, who made more Breaking Ground than 7,000 arrests and more Toward Improved than 30 trips to the hospital • Gerald Bateman, instructional developer in the instruc- tional design and evaluation department, was named the 1989 Campus Life Services for serious injuries during his recipient of a S1,000 Stokoe Scholarship by the National Asso- RIT broke ground October 21-year police career, be- ciation of the Deaf. Working toward a doctorate from the Uni- 21 for the Campus Life Cen- came addicted to tranquiliz- versity of Rochester, he is writing a dissertation titled "The ter, designed to promote ers after his 5-year-old son Political Activity of Adult Deaf Leaders and Their Constituents physical and emotional well- died of acute pulmonary in Rochester, New York." ness in students. edema, only 40 minutes after • Robert Iannazzi, media specialist in the department of in- Scheduled to be completed Toma had saved another structional design and evaluation, was awarded the Photo- youngster from choking to graphic Craftsman degree by Professional Photographers of in September 1992, the America, Inc. The degree, one of the highest honors for photog- 88,000 - square - foot center death. raphers, is awarded for exceptional service in the field of will house the student health He beat his own addiction photography. service, RUT volunteer ambu- and now travels throughout • Robert Keiffer, P.E., associate professor in the School of lance corps, counseling cen- the country warning students Science and Engineering Careers, won the 1989 American Soci- ter, NTID psychological ser- against using drugs and al- ety of Civil Engineers (ASCE)-Rochester Section Engineer of vices, and substance and alco- cohol. He met with students the Year Award. Keiffer served as president of the section in 1983 and now is an ASCE-sponsored visitor on the national Ac- hol intervention services for for a 90-minute rap session crediting Board for Engineering Technologies, which estab- after his lecture. the deaf. Also in the center lishes standards for college engineering programs. will be five multipurpose and • Dr. Harry Lang, coordinator of the office of faculty devel- eight racquetball courts; a Graduate Program opment, and Robert Panara, professor emeritus, published an weight room; a multipurpose Receives $400,000 Grant article, titled -Deaf Characters and Deafness in Science Fiction," room for dance and aerobics; The University of Rochester/ in the summer 1989 edition of The Deaf American. They found a fitness testing center; and RIT Joint Educational Special- that many myths about deafness, such as a "Superman" ability to an indoor instructional area ist Program (JESP) received a lipread, often are perpetuated in science fiction literature. for activities such as golf, grant from the U.S. Depart- • Dr. Edward A. Maruggi, professor in the department of in- fencing, and juggling. ment of Education, office of dustrial technologies, has written a textbook and workbook titled The Technology of Drafting. Published by Merrill Pub- special education and re- "In addressing wellness, lishing Company in Columbus, Ohio, the book focuses on the Campus Life Center habilitation services, to cover mechanical drafting and includes an introduction to computer- promises to enhance indi- partial tuition for JESP stu- aided drafting. vidual as well as community dents. The grant totals • Dr. Stephanie Polowe-Aldersley, assistant professor in quality of life on our cam- $400,000 to be paid over five the technical and integrative communication studies depart- pus," says Dr. James DeCaro, years ($80,000 per year). ment, was voted president-elect of the Convention of American dean of NTID. "It is exciting Instructors of the Deaf.

32 NTID FOCUS • Winter/Spring 1990 Dear Friends of NTID,

Just as strong personal relationships are essential to our students, so are the relationships RIT develops with indus- try, government agencies, and other educational institutions. These rela- tionships allow students to benefit from cooperative work experience opportunities, modern technological equipment on which to learn, funding for additional campus facilities, and access to our quality educational pro- grams. The relationship formed between Gallaudet University and RIT, through NTID, not only benefits students at both institutions, but also deaf people throughout the world. By collaborat- ing on educational, research, and ca- reer programs, NTID and Gallaudet are able to combine resources and thus exert a more profound impact on their students and America's deaf population. Examples of such joint efforts have included work through the Council of Directors to foster congressional sup- port for low functioning deaf people in our nation; publication of College and Career Programs for Deaf Students, a guide to more than 150 postsecon- dary programs for deaf students; and a series of exchanges of information among administrative staff and fac- ulty members. Currently, the two institutions are planning with several other institu- tions and organizations, the Interna- tional Congress on Education of the Deaf to be held in Rochester this sum- mer. The Congress will demonstrate the kind of cooperation that exists in the deaf community and among edu- cational institutions. Cooperative relationships, such as the one that exists between RIT's Na- tional Technical Institute for the Deaf and Gallaudet University, enable us to better serve our students and to con- tribute in meaningful ways to our communities.

Dr. M. Richard Rose President, RIT