A daughter at work Ten-year-old Jenny Buckley was excused from her fourth- grade class to go to work with her father, Dr. Gerard Buckley, director of NTID's Center for Outreach, during "Take Our Daughters to Work Day" Thursday, April 28. Sponsored by the Ms. Foundation for Women, the national event is designed to give girls a close- up look at the world of work.

Photography by A. Sue Weisler FEATURES

9 Back to (the head of the) Class

A Chance to Be Heard 12 Scholarly Destinations 14

19 Great Expectations

EPART

3 Newsline FEATURES International opportunities Grads at Work abound in the national 6 Fulbright Grant Program, The high road which counts three NTID faculty members among its ranks. For a closer look at these world 8 Good Sports travelers, see "Scholarly Going the distance Destinations" on page 14.

Cover photography by Reaching Out A. Sue Weisler 22 Taking the first step

AlumLife 24 Dream weaver

FOCUS On... 26 Aristotle Ogoke

Words on Books 28 State of body, state of mind M y annual State of the "Taking the First Step," on Institute Address, delivered to page 22, describes NTID's efforts NTID community members in to create a series of videotapes for January, reflected upon many of hearing parents of young deaf the themes that have become children. The videos assure par- familiar to those who work and ents, who often are unprepared study at the Institute as well as to to face the challenges of raising a those who are familiar with NTID deaf child, that they are not alone through our various publications. and emphasize the importance of Among those themes, which are early intervention. FOCUS is published by the Marketing addressed in this issue of FOCUS, NTID is collaborating internally Communications Department at the are the continuing advancement as well as with external organiza- National Technical Institute for the Deaf, a college of Rochester Institute of of affirmative action goals, the tions. The Dean's Student Technology, Rochester, New York. increased impact of NTID nation- Leadership Advisory Group, Editor ally and internationally through comprising student leaders from Susan Cergol Coordinator outreach efforts, and the progress a number of campus organiza- Kathleen S. Smith we are making in implementing tions, has been implemented to Writers our strategic plan. encourage student participation Beth M. Pessin Kathryn Schmitz Faithful readers of FOCUS know in Institute decision making and Pamela Seabon that enhancing the recruitment to increase administrators' aware- Deborah R. Waltzer and retention of students as well ness of student concerns and Art Director Colleen Clarke, RIT Communications as faculty and staff members who goals. This group is but one ex- Photography are deaf or members of minority ample of the Institute's focus on David Carson—pp. 3 (left), 4 groups has been an Institute pri- collaboration and shared gover- A. Sue Weisler—pp. 3 (right), 6, 8 (right), 9-14, 16-19, 22, 26, 28 ority since 1985. While the nance as we work to implement A. Vincent Scarano—p. 5 growth in the numbers of NTID's strategic planning principles. Read Kathryn Schmitz—p. 7 Brian Thomas—p. 8 (left) deaf and minority student and about this important group in "A NTID archives—pp. 9-11 (insets) employee populations is gratify- Chance to Be Heard" on page 12. Courtesy of Dr. Simon Carmel—p. 14 (top inset) ing, it's even more satisfying to Finally, I must mention with Courtesy of Dr. Jeffrey Porter—p. 14 get to know the individuals who pride one additional story. (center inset) Warren Goldmann—p. 14 (bottom inset) make up NTID's increasingly "Scholarly Destinations," on James Cheng—pp. 20-21 diverse community. page 14, discusses the experiences Courtesy of the Wilkerson family—p. 23 Mark Benjamin—p. 24 You'll meet some of these indi- of three NTID faculty members Courtesy of Patricia Tracy—p. 25 viduals through "Back to (the who over the past three years head of the) Class," which begins have earned prestigious Fulbright on page 9. The proof that NTID awards, which allow scholars to The views expressed in guest columns do not necessarily reflect the position of NTID or prepares it students well for mean- pursue educational objectives FOCUS magazine. ingful careers is no more evident abroad. Any college would proud- RIT will admit and hire men and women, than with these deaf RIT gradu- ly boast such a scholarly achieve- veterans, and persons with disabilities ates who have returned to NTID ment. That three of our faculty of any race, creed, religion, color, national or ethnic origin, sexual orientation, age, or classrooms to teach the students members have so recently received marital status, in compliance with all of today. (You will meet other these stipends is indicative of the appropriate legislation. deaf RIT graduates and read their quality educational opportunities This material was produced through an reflections on their careers in that NTID provides both students agreement between Rochester Institute of Technology and the U.S. Department of "Great Expectations" on page 19.) and faculty members. Education. Through educational outreach programs, the Institute is reaching out to the students of tomorrow. Dr. William E. Castle

2 FOCUS AROUND THE QUAD

Open house provides a glimpse of college life

Hosted by the department of recruitment and admissions, the daylong event featured ex- hibits, demonstrations and workshops presented by staff and faculty members and stu- dents representing NTID's technical programs, class ob- servations, a student panel, parent seminars, and campus tours. In addition, visitors had ample opportunity to meet with faculty members and financial aid representatives as well as current students. "This open house pro- A dream come true Dennis Webster, Michael Thomas, and Scotty Zwicker vided a won- rehearse a scene from the RIT Dance Company's adaptation of Cinderella derful oppor- while a production crew films for the CBS News Sunday Morning program. A closer look Above, Paula tunity for Schroth, left, and Xiu students and Kwan, both of Bradford, parents to Massachusetts, compare CBS news program features NTID learn more notes; right, Jennifer Smith, about NTID third-year ophthalmic opti- and its pro- TID's performing arts Company's April production of cal finishing technology grams and to programs were fea- Cinderella, choreographed and student, demonstrates lab gather infor- tured in a segment of directed by Michael Thomas, equipment to visitors. mation first- the CBS News Sunday artist-in-residence in the per- hand," says Morning program, hosted by forming arts department. Also Shirley Baker, Charles Kuralt, January 30. in the spotlight were practices n April, about 500 people admissions counselor and The segment featured perfor- of NTID musical groups as well attended NTID's first open coordinator of the event. "The mances by Sunshine Too as footage of campus life. house for prospective stu- event also helped prospective (NTID's traveling theater out- Students George Gdovichin dents and their parents, high students gain insight into cam- reach group of three deaf and of Pittsburgh and Scotty school teachers and guidance pus life and how NTID can three hearing performers) and Zwicker and Kim Brown, both counselors, program directors, meet their needs. We hope to rehearsals for the February of Rochester, were featured on vocational rehabilitation coun- make it an annual event." production of Steel Magnolias the program. selors, and other support per- as well as the RIT Dance sonnel from throughout the United States and Canada. Foundations of support

Dr. Shirley Allen, associate professor in the general educa- tion instruction department, received Quota International's Seventeenth District Woman of the Year Award in October. Barbara Fox, assistant professor in the liberal arts support department, joined the board of advisors of the New York Foundation for the Arts in January. Fox will be involved in pol- icy development and direction and also will be responsible for nominating panelists to award grants to individual artists. Rochester (New York) School for the Deaf named Dr. T. Alan Hurwitz, associate dean for student affairs, president of its board of directors in January. Hurwitz is the first deaf per- son to hold that position. Vicki Hurwitz, developmental educational specialist in the student life department, was elected to a four-year term as vice president of Deaf Women United at its fifth national con- ference in New Brunswick, New Jersey, in October. Karen Kimmel, visiting assistant professor in the liberal Sasakawa scholars Karl Reddy, far left, from South Africa, and Sindile arts support department, and Marsha Young, instructional Mhlanga, far right, from Zimbabwe, are NTID's first two international stu- developer in the Center for Research, Teaching, and Learning, dents to receive Sasakawa scholarships. NTID Director William Castle, introduced a pilot distance learning course, "English second from left, and Kozo Tomabechi of the Sasakawa Foundation Board Composition for Deaf Learners," during the spring semester of Directors presented the awards in March. at Rochester School for the Deaf. An RIT Provost Productivity Grant supported initial development of the course and mate- rials. The course is a prerequisite to RIT liberal arts courses. NTID received major This year, gifts were made to Dr. Harry Lang, research associate in the educational re- scholarship support the following scholarships: search and development department, and Robert Menchel, as- from several founda- S10,000 from Maxine Forman sistant professor in the physics and technical mathematics de- tions and individuals to the Maurice and Maxine partment, each received a 1993-94 Ronald D. Dodge Faculty this year. Overall giving to Forman Scholarship Fund: Development Grant, a $1,000 award given annually since 1986 NTID this year has exceeded S15,000 from Mildred Hall to by the Dodge family of Rochester to support RIT faculty mem- $2.8 million. the Mildred F. Hall Scholarship bers for a variety of academic and research projects related to The Ryoichi Sasakawa Fund; $10,000 from Mr. and the education of deaf students. Lang will examine perceptions Endowment Fund, which was Mrs. Milton Ohringer to the of the learning process by deaf students and their teachers. established last summer Milton H. and Ray B. Ohringer Menchel will look at the role of college professors and support through a generous donation Scholarship Fund and the personnel in college classes that include deaf students. of $1 million by the Sasakawa Florence L. Ohringer Art Schol- Photographs by Antonio Toscano, associate professor in Foundation of Tokyo, Japan, arship Fund; $10,000 from the the photo/media technologies department, were part of a received a second S1 million Jephson Educational Trust to 25th anniversary exhibit at the Galleria D'Arte Moderna e gift in March to support inter- support performing arts schol- Contemporanea in Bergamo, Italy, last summer. Toscano's pho- national deaf students from arships; $7,500 from Mr. and tographs, which are part of a series representing Little Italy in developing countries at RIT. Mrs. Roland Garlinghouse to Brooklyn, New York, are now among the gallery's permanent In addition, two new schol- the Garlinghouse Endowment; collection. arships were created this year. $5,000 from Edgar Sargent to In October, three NTID faculty members conducted presen- Allen and Gloria Gopen estab- the Elizabeth Dunlap Sargent tations and workshops at the conference of the Professional lished their named scholarship Memorial Scholarship Fund; and Organizational Development Network in Higher Education fund to support students in and $2,000 from Sara Kuhnert in Rochester, Minnesota. Dr. Larry Quinsland, associate pro- good academic standing, and to the Sara L. Kuhnert Scholar- fessor in the office of faculty and staff development, presented Dr. William E. Castle, director ship Fund. "Workshop for New Developers" with Dr. Dee Fink of the of NTID and RIT vice presi- NTID now has 42 scholar- University of Oklahoma. Quinsland and Dr. Gary Long, asso- dent for government relations, ship funds that assist students ciate professor in the educational research and development and his wife, Diane, professor in financial need and recognize department, conducted a pre-conference workshop, "Faculty in the audiology department, academic excellence. This Consultant as Counselor: Issues and Techniques." In addition, created the Dr. Genji Murai year, students received more Keith Mousley, assistant professor in the physics and techni- Endowment Fund to support than $185,000 in awards. cal mathematics department, and Quinsland presented "Faculty international interests of NTID. Consultants Forum," in which fellow faculty consultants pre- sented and analyzed cases of cultural conflict.

4 FOCUS NCE hosts employer network seminar

NTID's Center on tunities to meet and network Employment (NCE) with NTID faculty members. hosted a two-day Participant Rick Marchewka, seminar in January to manager of Integrated Systems get feedback from employers Solutions Corporation, an IBM on the skills and training they services company in Rochester, seek from NTID co-op students received a recognition award and graduates and to offer from NCE for his ongoing com- employers an opportunity to mitment to hire NTID students, interview and recruit students. provide host sites for NCE The event, which took place workshops, and support op- on campus, included a panel portunities for others in his or- discussion by employers of co- ganization to learn communica- op students, tours of the Hugh tion strategies to better work L. Carey and Lyndon Baines with employees who are deaf. Johnson buildings, and oppor-

Bowling for dollars

ifty-eight students and 98 The winning team, "Second faculty and staff members Act," included Karen squared off in good Courtney, Donna Lange, and humor during NTID's Paul Taylor, all of the applied sixth annual bowling tourna- computer technology depart- ment in February. The event, ment; Daniel Pike of the busi- which this year benefitted ness occupations department; NTID's Robert F. Panara and James Biser of the Scholarship Fund, raised $750. business/computer science support department.

ASL Lecture Series focuses on diversity

Account of life Camille Jeter and Robert DeMayo were among cast mem- bers of the National Theatre of the Deaf to bring Under Milk Wood embers of the deaf of Hispanic culture. Yutaka to life. community who Osugi, doctoral candidate in lin- view American guistics at the University of Language (ASL) Rochester, New York, kicked Reality and fantasy mix Under Milk Wood from an ethnic perspective off the series February 11 with were presenters during the a presentation titled "ASL is he Tony Award-winning presented throughout the 1993-94 ASL Lecture Series, beautiful; JSL [Japanese Sign 4 National Theatre of the country, has been praised as titled "ASL and Diversity." The Language] is also beautiful." Deaf (NTD) presented one of the most direct, funny, five presentations, which were The annual series shares in- two performances of and loving accounts of what it made between February and formation about ASL with Dylan Thomas' Under Milk is like to be alive. May, addressed such topics as community members, among Wood in March in the Robert F. David Hays, NTD's founding ASL and the African-American them educators, researchers, Panara Theatre. artistic director, says that identity and ASL in the context and curriculum developers. The 26-year-old company Under Milk Wood is perfectly from Chester, Connecticut, pro- suited to the company's unique vided audience members with dramatic style, which blends a humorous keyhole-peek at sign language with spoken life in a small Welsh fishing vil- words. lage. The play, which has been

FOCUS 5 The high road

Itby Kathryn Schmitz

If travelers in Western New York find some roads particularly well designed or easy to drive on, they might applaud Elizabeth Corker, who graduated in 1992 with an AAS degree in civil engineering technology. As an engineering technician with Rochester's Bergmann Associates, Engineers, Architects, Surveyors P.C., Corker has helped design sev- eral roads in Rochester and Corning, a city 90 miles south of Rochester. The 33-year-old Illinois native picked civil engineering as a way to combine her com- puter technology aptitude with her love for the outdoors. "I've always wanted to work outdoors," says Corker. "At NTID, when I was trying to find a career that would pay well, I saw a poster of a civil engineering graduate who was working outside. I took the opportunity to explore that career and discovered that it was a perfect way to begin." Corker recognizes that she needs additional training before she can become a pro- ject engineer and assume responsibility for the actual construction of projects. For now, she supports the design of projects with her drafting skills, computations, and prob- lem-solving techniques.

Elizabeth

6 FOCUS With design notes from company engineers, Corker uses computer-aided design and drafting (CADD) technolo- gy to prepare working draw- ings from survey and inspec- tion notes. She also prepares plans, profiles, cross sections, and supporting tables and de- tails for the road construction projects on which she works. "I'm learning many new things," says Corker. "My training from NTID really helps. Learning from the NTID professors who are engineers themselves helped me under- stand the civil engineering field. Courses such as survey- ing and mapping gave me the background I need for my job now, and I enjoyed those courses because they were held outdoors even in the winter Mapping out the next stage Corker consults with supervisor Dennis Judson about her CADD drawing. when it was freezing. "Sometimes I feel as if I'm asking unnecessary questions on the job, but the people I work with think they're good questions, so I'm becoming more confident," she adds. "My training from NTID really helps. Learning from the The first deaf person hired NTID professors who are engineers themselves helped me by Bergmann Associates, Corker joined the company in understand the civil engineering field." May 1992 to work on a new expressway the company was designing in Corning. "Beth fit the job descrip- tion," says Dennis Judson, senior transportation designer drafting to CADD. Her ex- "She can block everything Corker's road to success with and Corker's supervisor. "The panded responsibilities now out and really concentrate," Bergmann Associates includes position required someone include working with three of says Burdick, adding, "She's a plans to pursue two career with a computer background the company's six engineers quick learner, always ready to goals: to return to college to earn and basic knowledge of civil rather than just one. try things." her bachelor's degree in civil engineering and we knew she Judson supports Corker and As an example, Corker cites engineering and to take classes had all of the qualifications be- her colleagues, ensuring that her quick self-instruction on in environmental engineering. cause of her NTID education. all employees understand their the company's CADD comput- "I'm not exactly sure where "We hired her for the assignments. er system. I'll be in the future," she says, Corning project," he adds, "and "I just give guidance and let "I just referred to the in- "but 1 do know I want to devel- we retained her after it was people do their work," says structions and practiced using op my skills so that I can have completed because we like Judson, "and if they make mis- the tutorial guide for a day or a positive effect on the envi- what she does. She's earned her takes, I let them learn. I don't so," she says, "and then I started ronment and help preserve right to be here." treat Beth any differently." drawing project details on the what we have now." Corker's original responsibil- Corker takes pride in pulling computer." ity was to develop the cross her share of the load on com- The company recognized sections of the proposed high- pany projects, working as a Corker in November 1992 for way, calculate the quantity of member of a team. She also her hard work and progress earth that had to be moved, and enjoys working independently by naming her Employee of prepare plans and drawings. and does that well, as Denny the Month and engraving After the Corning project Burdick. fellow engineering her name on a plaque in the ended, she asked for the op- technician, observes. office entrance. portunity to move from manual

FOCUS 7 Going the distance

Gregby Kathleen S. Smith

He came with impressive Coughlan's athletic as well credentials from Duxbury High as academic accomplishments School, where he was a three- haven't gone unnoticed on time captain of the cross-country campus. He was named RIT co- and basketball teams, played senior men's athlete of the year ice hockey and in 1993. He baseball, and also won the wrestled. He Ellingson had set numer- Award for aca- ous school run- demic excel- ning records. lence in 1992. Peter Todd, "My sched- Coughlan's ule was pretty track and stressful," he cross-country says of combin- coach at RIT, ing the rigors recalls that of his academic Coughlan's program with a success came grueling train- from "an un- ing regimen. believable Coughlan, amount" of 24, completed hard work. his collegiate eligibility (each "We've had a lot of great athlete is allowed to compete for runners at RIT over the past 30 four years) in 1993. He still runs years, but none can match to keep in shape—"mostly on Greg's four trips to the NCAA weekends"—but finds his [National Collegiate Athletic schedule full completing the Association] championships." requirements for his bachelor's At the NCAAs, Coughlan degree program in graphic placed 20th in the Division III design. He plans to graduate in Coughlan Cross-Country Championship. 1995 and look for a job, possibly He won fifth place in the 5,000 in the advertising field. Greg Coughlan's artis- "I was just a small-town boy meters at the winter 1993 As might be expected, he tic future lies with from Massachusetts," he NCAA Indoor Championship draws a parallel between run- his hands, but it's recalls. "RIT seemed like such and set an RIT record in the ning and his career aspirations his feet that have a big place to me...." process. Coughlan also was in graphic design. brought him this far. But Coughlan, whose older All-American in the outdoor "Both are deadline oriented, The three-time All-American sister, Elaine, was an RIT stu- 5,000 meters. and you have to work hard runner, who is studying graph- dent when he enrolled, adjusted He continued his streak at the to meet those important ic design, has covered thou- well to college life, and he Summer 1993 World Games for deadlines," he says. "And sands of miles since coming to thrived in the demanding world the Deaf in Bulgaria, winning when you're finished, you feel NTID five years ago. of college athletics. gold medals in the 5,000 meters, good." 10,000 meters, and marathon. 8 Back to (the head of the) Class

by Pamela Seabon

Still adding it up Keith Mousley makes a point during class; inset, Mousley as a math student in the late 1970s.

They know their way around Dr. Larry Quinsland, panel organizer Keith Mousley, assistant professor in the halls and classrooms of and moderator and associate professor the physics and technical mathematics NTID. They have an imme- in the office of faculty and staff de- department, is one such graduate who diate and easy rapport with velopment, says, "These professionals shared his experiences as one of the students, and they obviously have a spe- represent skilled, competent, caring convocation panelists. cial commitment to teaching at NTID. individuals who not only share their "A wonderful feeling came over Who are they? professional talents, but their personal me when I learned that I had gotten They are NTID graduates who, in- experiences as well." a job at NTID," says Mousley, who creasingly in recent years, graduated from RIT's are returning to the Institute mathematics program in not to learn, but to teach. "Here's my chance to give something back to my alma mater." 1980. "I felt a certain con- Last November, during nection to and pride in the NTID's 25th anniversary Institute. I thought, 'Here's convocation, several of those graduates Quinsland, who has been at NTID my chance to give something back to who now hold professional positions at for 19 years, recalls how Dr. William my alma mater.'" NTID participated in a panel discussion Castle, director of NTID and RIT vice Armed with technical skills, business titled "The Great MandeIla: Students president for government relations, savvy, and awareness of the communi- Returning as Faculty." prophesied two decades ago that stu- cation needs of RIT's deaf students, For these graduates, the panel dents "were the teachers of tomorrow." Mousley and other returning graduates offered a chance to reflect on what "We're preparing our students now offer "significant benefits to the they've accomplished, where they've to come back as professionals," Castle Institute," according to Quinsland. been, and where they're going. had noted, and Quinsland says, "His "These employees serve as role models projection could not have been more who understand Deaf culture and her- accurate." itage," he says. more than instructors with technical expertise and a willingness to learn sign language. The Institute needed more professionals who are deaf themselves. Elissa Olsen is such a professional. The 1980 computer systems graduate worked for 13 years at General Motors/EDS (Electronic Data Systems) before becoming a visiting instructor in All the right moves John ("J.T.") Reid, right, talks the department of applied computer with student Tim Albert, president of NTID's Ebony Club; inset, Reid during his college technology last fall. wrestling days. "Nothing thrills me more than to know that my students completely understand the information I've taught

John ("J.T.") Reid, admissions coun- selor in the recruitment and admissions department, saw some of those traits in his friend, Dr. Shirley Allen. "She was incredible," Reid says of Allen, associate professor in the general education instruction department. "She was my role model and my advocate." Today, Reid, 1979 social work gradu- ate, gives rather than gets that atten- tion. He, along with other graduates- turned-professionals, represents a new breed of university professional. Twenty-five years ago, most of NTID's faculty members were hearing people spirited away from industrial careers to "take a chance" at a new institute. Most had never had any con- tact with deaf individuals, nor did they have much teaching experience. What they had was practical experi- ence in the technical programs that NTID offered. Once hired, they began taking sign language classes and learned strategies for teaching deaf students. By the mid-'70s, however, it became apparent that the Institute required A wealth of experience Elissa Olsen worked for 13 years in industry before returning to teach at NTID; inset, Olsen as a computer systems student in the late 1970s. in class," says Olsen, who began teach- ing at NTID as an adjunct professor in 1986. "It's an invigorating feeling to know that what I have to offer is being processed and appreciated by others." Like Mousley, Olsen believes that students respect her familiarity with the pressures of college life and her Deaf cultural upbringing. She often shares personal experiences with students. "Happy to be a part of their education...." Olsen, whose parents and siblings Dorothy Wilkins teaches a sign language class; are deaf, is a native American Sign inset, Wilkins as an NTID student. Language (ASL) user with a strong appreciation of her deaf heritage. She attended a residential school where she had both deaf and hearing teachers. Coming to NTID for college was a cultural awakening for her. She was surprised at the variety of communica- adds. "I often remind them that they faculty and staff members. She reasons tion methods used and soon came to be- have options and control over whatever that because the Institute was so new, lieve that as long as people communicate they choose to do." students were not sure what was with one another, methods don't matter. Dorothy Wilkins, assistant professor required to achieve a successful college She sees much of that variety in in the Center for Sign Language and education. They relied on faculty and today's NTID classrooms. Interpreting Education, shares Olsen's counselors to tell them what program "Our feelings. of study suited them best as well as students "Nothing thrills me more than to know that my students completely understand the information I've taught in class." "Students which courses to take. come from are more out- However, she believes that today's main- spoken and students are more confident and take stream aware of their more control over their education. environ- rights and take They know their rights as students and ments as more respon- expect them to be honored. well as sibility for "I feel good about how seriously from residential schools where different their educa- students take their education," Wilkins communication strategies are used," tion," says Wilkins, 1978 medical labo- says. "They are proud, confident, she says. "I see it as my responsibility ratory technology graduate. "That's the competent, and committed individuals to adjust to the communication needs biggest difference I see between stu- who understand the importance of an of the students. I am willing to do all dents of 10 to 15 years ago and those of education and what it takes to succeed that it takes to ensure that my students today." in life. learn. Wilkins believes that NTID's early "I'm happy to be a part of their "My students know that I care about students were more "passive" and education." and want only the best for them," she required and expected guidance from

FOCUS 11 Student advisory group offers A Chance to Be Heard

by Deborah R. Waltzer

Talking it out Students Alok Doshi, left, and Karl Reddy, far right, watch as Robert Rice makes a point during an advisory group meeting.

Pepperoni pizza and sodas for faculty members, TTY accessibility "The advisory group is one mecha- aren't the only items on the on campus, the Institute's attempt to nism we're using to ensure that we menu during meetings of balance technical and liberal arts course maintain a continuing dialogue with the Dean's Student requirements, and modifications to the students, in this instance through elect- Leadership Advisory Group. A healthy Institute's financial reporting system. ed student leaders," says Dr. James serving of stimulating dialogue about Meetings are attended by leaders of DeCaro, NTID dean, who convenes the campus issues provides the group's par- student organizations, including group with Dr. T. Alan Hurwitz, associ- ticipants with food for thought as well. NTID's Student Congress (NSC), Asian ate dean for student affairs. "Our stu- Composed of NTID administrators Deaf Club, Bible Believers' Club, and dents are incredibly bright and articu- and student leaders, this new group has Ebony Club as well as five sororities late, and we need to listen to what they met monthly since its inception last and fraternities. In addition, a represen- have to say." November to discuss campus concerns, tative from each of NTID's seven cen- Participation in the group "gives stu- including communication requirements ter-based student advisory committees dents an opportunity to develop their attends meetings.

12 FOCUS Let's work together Dean James DeCaro convenes the advisory group as a way to foster ongoing two-way communication between students and administrators.

leadership skills as they address critical Numerous agenda items—suggested issues that affect their well-being," says by both students and administrators— Hurwitz. will fill the student advisory group's Robert Rice, coordinator of the plate for the months ahead: curriculum department of human development's modifications, ease of transferring aca- student development educator program demic credits from NTID to other RIT and one of the more outspoken student programs, communication accessibility, participants, sees additional benefits. and building renovations. While student "This group has the potential to communication accessibility strategies leaders and administrators don't always become the true political voice of stu- —were discussed. see eye-to-eye on every issue, all agree dents," says Rice, fourth-year business According to the eight student leaders that formation of the group is an management student. "Not only does it present at the meeting, some problems important step in the right direction. offer an ideal opportunity to work with faced by cross-registered students, who "I believe that our administrators pay NTID's administrators, but participa- currently comprise more than 30 per- a lot of attention to us and answer our tion fosters collaboration and unity cent of the deaf student body, include questions to the best of their knowl- among its student members as well. By too few classroom interpreters, faculty edge," says Christine Rodas, vice presi- realizing that we're all student leaders and staff members' lack of understand- dent of the Bible Believers' Club and from the same Institute, and not from ing about the use of TTYs and telephone first-year educational interpreting stu- segregated organizations, the bond relay services, and formidable paper- dent, who, like other student leaders, among us becomes strengthened." work and testing hurdles for enrolling solicits input on issues from her fellow As with any newly formed organiza- in RIT baccalaureate programs. club members. tion, the advisory group's members are While brainstorming solutions to At the end of a recent meeting, getting to know one another. While these problems, the group envisioned as DeCaro grabbed a slice of pizza students and administrators currently real-time captioning for classroom lec- while racing out the door to another sit on opposite sides of the conference tures, expanded interpreting coverage, meeting, he paused to reflect about table, that likely will change as both comfortable communication with working closely with students to create parties become better acquainted. And instructors, and state-of-the-art tech- a better NTID. while consistent attendance among stu- nology in all classrooms. "These students are fantastic," said dent leaders was shaky during the first Dr. Thomas Plough, RIT executive DeCaro. "Participating in this advisory few gatherings, it improved at subse- vice president and provost, was invited group is one way of making sure that quent meetings. to attend a follow-up meeting with the we know what's on their minds." During the mid-March meeting, four advisory group two weeks later to con- "I believe that many of us sincerely members of RIT's strategic planning tinue the discussion. want to see improvements within executive committee were on hand to "I feel that our administrators are lis- NTID," notes Rice, "but if people listen to concerns of deaf students who tening to us, because they make the decide to be lazy and sleep instead, they are enrolled in RIT's seven other col- effort to bring campus decision makers won't get anything done. We all have to leges. Four major issues—difficulty of to our meetings," says Erin Esposito, pinch ourselves awake and get involved transfer from NTID to another RIT col- second-year professional and technical in order to make NTID an even better lege, lack of awareness of Deaf culture communications student and student place." by RIT faculty and staff members, the development educator. "They all seem need to improve interactions with hear- to be concerned and are taking our ing faculty members, and classroom thoughts into account."

FOCUS 13 mories From le' Dr. Simon Carmel receives a candy from a Russian friend d of his visits to that country; Dr. Je Porter and son, Glenn, pose in front o Yorkminster Abbey in England; and Dr. John-Allen Payne addresses a college class in Veliko Trnovo, Bulgar'a. heir reasons for applying publication. Having previously visited were varied, their destina- Bulgaria three times, and surmising that tions spanned the globe, fewer people might compete for the Tand their lengths of stay position because English is not widely ranged from three months to two years. spoken in that country, Payne sent in What NTID faculty members Drs. Simon his proposal. Carmel, John-Allen Payne, and Jeffrey A year and a half later, in September Porter have in common is the interna- 1991, he received a formal invitation to tionally respected Fulbright Grant teach American literature at the Program, which allows 2,000 U.S. Bulgarian university, leaving him but recipients yearly to travel abroad to two weeks to wrap up his work at NTID, work toward increasing mutual under- move to Bulgaria, and prepare to teach standing between people of the United 120 students. States and those of other countries. When he arrived, he learned-25 Carmel, assistant professor in the minutes before his first lecture—that his general education instruction depart- assignment had been changed and that ment, left in June to spend six months he was to teach stylistics and rhetoric. in the Russian cities of Moscow and St. "I pretended that I was in total con- Petersburg; Kiev, Ukraine; and Minsk, trol," he recalls of that first class meet- Republic of Belarus, researching cultur- ing, "but inside, I felt quite insecure be- al characteristics of deaf people in that cause of the sudden program change." part of the world. Outside of class, Payne immersed Payne, associate professor in the himself in learning Bulgarian, which he English department, spent two academ- says proved "gratifying" when ic years—September 1991 to June 1993 Bulgarians responded to his efforts. —teaching at the Cyril and Methodius Payne lived in a top-floor apartment University in Veliko Trnovo, Bulgaria. in Veliko Trnovo that offered "a breath- Porter, associate professor in the lib- taking view of the Balkan mountain eral arts support department, spent range." His accommodations were lux- three months in 1992 in York, England, urious by Bulgarian standards: he had a where he compared how the University washing machine, refrigerator, electric of York serves its disabled student pop- stove, central heat, indoor toilet, show- ulation with how RIT works with a er, television, and telephone. similar student group. The latter proved almost unnecessary, since many of his Bulgarian friends did Can you be ready to go in not have telephones and instead fre- two weeks? quently just dropped by. Dr. John-Allen Payne applied to the Payne, used to the rigidity of planning Fulbright program in early 1990 after his "day, week, and month in advance," seeing a job announcement for the had to adapt to this in order to have Bulgarian teaching job in a Fulbright friends.

FOCUS 15 Pleasant memories Payne, shown here with a Bulgarian newspaper, recalls with fondness the two years he spent teaching abroad.

"Each school seemed to have its own preferred communication method—one used sign language, another finger- spelling only," Payne notes. "At a trade school for teenagers, students were being trained for only two occupations —furniture making for men and textile making for women." Payne hopes that the contacts he made at those schools might someday result in some Bulgarian teachers com- ing to NTID as interns. Currently there is no system in place for training teach- ers of deaf children in Bulgaria. "Professionally, I may have brought back more from the experience abroad than I actually gave," Payne acknowl- edges. "I was afforded opportunities for growth, such as attending courses in linguistics and Eastern European stylis- tics, observing teaching styles at the university and at schools for deaf students, and engaging in months of editing work for a Bulgarian publishing company. I think all of this has given me new ideas, a new perspective, and new flexibility in teaching." "I never quite cured myself of check- Students also were intensely compet- ing my little black appointment book," itive, which seemed to hinder them Everyone should break out he jokes. "Friends would wait for me to from cooperating with each other fully of a routine take it out and then convulse with during class discussions. Dr. Jeffrey Porter believes, tongue in laughter." "But on the whole," Payne notes, cheek, that persistence is more impor- Payne found many professional chal- "Bulgarian students proved extremely tant than intelligence. lenges with his Bulgarian students. For intelligent and knowledgeable about my When his first proposal for a Fulbright example, as soon as he said that he language and culture. And they were grant was turned down years ago, he would be "democratic" and not keep warm and hospitable almost to a fault." waited a few years and tried again in attendance, half of his students simply One special highlight of his stay was early 1992. This time, submitting a stopped attending class. the opportunity to visit two Bulgarian research proposal to the UK/USA "Democracy was a shock for them," schools for deaf students. Normally, Administrative Exchange Program, an he notes. "To them, it seemed to mean visitors are not allowed into these arm of the Fulbright program that ac- the right to do exactly as they pleased schools, but because Payne teaches deaf cepts no more than three applicants per without accepting ultimate responsibili- students in the United States, an excep- year, Porter hit the jackpot. His propos- ty for their actions." tion was made. al—to spend three months researching how the University of York, England,

16 FOCUS Seeing eye to eye Porter worked closely with Marie Giardino of RIT's office of special services on the RIT half of the research project that he conducted in England.

works with its disabled student popula- tion as compared to how RIT deals with similar challenges—was accepted. Soon Porter and his family were on their way to England. After they moved into a small home in the "magnificent" medieval town of York, Porter, his wife, Mary Jo, and their son, Glenn, settled in for an adventurous three months. Porter chose to do his research at the University of York because of its repu- tation in British education circles for providing quality services to students who are disabled. Before he left for England, Porter conducted the U.S. half of his study, working closely with RIT's office of special services, which provides academic and personal support for stu- dents who are disabled. Using an information-gathering strat- egy that relied heavily on "a lot of read- ing and a lot of talking" with educators Porter, the student is not "disabled" in But it is also true, Porter adds, that at York, Porter attempted to compare the conventional sense of the word. students must be high achievers (i.e., not only the services offered to students All of this relates to the view, widely conceptual, articulate, analytical) to be with disabilities but the notion itself of held in England, that, "The essence of accepted into the U.K. university system. what being disabled means. education is what happens among the While Porter does not see a day soon The conventional definition of "dis- professor, the discipline, and the student." when RIT would not need its office of ability" as it relates to education, says Cluttering that essential relationship special services, he does agree that, "We Porter, is that it "is something that lives with specialized counselors and exten- need to get better at working directly in the student." He contends instead sive support systems of specialists for with students who have individual that it is created by ineffective interac- students who have different education- learning differences, without creating tion between teacher and student. al needs is not a popular idea in arbitrary categories of 'disabled' and "If you agree with this alternative England, says Porter. `abled' and without creating specialized view," he says, "then you believe that He remembers with awe how the pro- roles that dilute the primary relation- the teacher has a responsibility to adapt vost of the University of York, which ship between teacher and student. instruction to the specific characteris- has one counselor serving the needs of "We need to actively develop our- tics of an individual student in support- more than 3,000 students, was reluc- selves...into not only discipline ing that student's educational progress." tant to hire a second. experts, but versatile and innovative He draws the analogy of a blind stu- "He thought it would diminish the teachers as well." dent in an appropriate educational commitment of teachers to their students Porter has submitted his comparative setting—i.e., one in which the teacher to have another counselor," Porter says, analysis both to RIT's office of special is trained and prepared to address the noting that York professors were services (which has fed the report into student's individual learning character- astounded to learn of RIT's extensive sys- RIT's strategic planning process) and to istics. In such a setting, contends tem of specialized support for students. the University of York.

FOCUS 17 A lifelong dream Carmel's office is filled with posters, books, and other memorabilia from his trips to Russia.

Carmel's choice of research fits his personality well, for he always has been interested in cultures and their nuances. In 1965, Carmel was an official Russian Sign Language interpreter for Russian deaf athletes and officials at the summer World Games for the Deaf, which were held in Washington, D.C. Two years later, he founded the U.S. Deaf Ski Team and traveled throughout Europe as leader of the team and as an international Alpine ski technical direc- tor for the International Committee of Sports for the Deaf. During his travels, he befriended many Russian people. In 1988, he visited Moscow for the first International Folklore Festival as part of the Smithsonian Folklife Programs group. He again served as a Russian Sign Language interpreter and also presented lectures on deaf folklore and culture in Russian Sign Language. Getting back to his roots Regional Center, spent two months in When Carmel returned to Russia this For Dr. Simon Carmel, the decision Colombia last year.) summer to begin his Fulbright research to apply for a Fulbright grant to study Carmel was persistent in achieving project, he took with him a laptop com- in Russia was easy. Carmel has been his goal. puter to interview Russians, report his interested in Russian history for "I decided to go to the Fulbright pro- observations daily, and keep in touch years; his grandparents and great- gram office in Washington, D.C., to with colleagues in the United States. grandparents are from Lithuania (part discuss my proposal in person," Carmel Says Carmel of his research expecta- of the former Czarist Russia). Carmel says. "I wanted to see the barrier bro- tions: "I'd like to help open doors to more taught himself some "very basic ken so that other deaf applicants would ethnographic studies of deaf communities Russian" in high school, and he has vis- receive equal opportunities abroad." around the world. In addition, I want to ited the country once already. Carmel asked to see the program write guidelines for both deaf and hearing Therefore, his proposal—to study the manager. When told that the man was anthropologists and other fieldworkers to lifestyles, sign language, and values of too busy, Carmel pressed "for 15 min- study such communities." the deaf community of this popula- utes of his time" and got it. tion—was a natural outgrowth of what Noting during the discussion that he calls "a curiosity" about. Russia and the man had some books in Russian in its people. the office, Carmel began speaking What made his proposal a bit unusu- Russian to him. al was the fact that only one other deaf "That convinced him," Carmel beams. person had ever received a Fulbright "He was so delighted to have some con- grant. (Angel Ramos, former director of versations with me in Russian." Gallaudet University's Southwest

18 FOCUS Reflections on the NTID College Experience

by Kathryn Schmitz

After years of feeling socially and academ- ically left out during high school, many NTID graduates feel as if they were making up for lost time while they "dis- covered themselves" at. the Institute. In a panel discussion during NTID's 25th anniversary convocation last November. several graduates talked about how their college experiences influenced their career decisions and adult lives. Kevin Nolan, 1971 business graduate and guidance counselor and coordinator of alumni affairs at Clarke School for the Deaf in Northampton, Massachusetts, describes himself as having been "very naive" in high school. "I kept everything to myself and depended on books to get me through. but it wasn't enough," says Nolan, who attended a mainstream high school. "People didn't understand about deaf- ness, and there weren't support services. I was reluctant to speak up because I didn't want to disappoint or upset any- one, so I missed everything. When I came to NTID, I felt at home." For Nolan, a member of NTID's first class of students, and several of the panelists, the NTID experience was a turning point in their lives. It provided opportunities for them to socialize with other deaf people and to "find them- selves," as William McGee, 1982 ac- counting graduate who recently was promoted to branch chief in the inter- nal review office of the Defense Finance and Accounting Service in Columbus, Ohio, learned. "I came to RIT and discovered myself," says McGee, who attended Ohio State Manager in the making Douglas Matchett, left: "I've trained other employees and contributed to mak- University for one year and passed his ing decisions. Now I'd like a management-level position because I know I'm qualified." classes by learning from books, but left

FOCUS 19 everal panelists indicated that the opportunity to become involved in extracurricular activities at the Institute enabled them to develop leadership skills and self- confidence that they find useful today. During his student days, Nolan was involved with theater productions, a fraternity, student government, and special events and since has held posts with numerous organizations and committees. "My greatest achievement was being elected city councilman for Northampton Giving others a hand up Fred Hartman: "I'm satisfied with my career. Other deaf people where I work in 1986," says Nolan, who currently is aren't satisfied, and I try to help them not underestimate their career growth." member-at-large of the NTID Alumni Association and a former member of NTID's National Advisory Group (NAG). McGee's organized community in- volvement began after graduation. At NTID he spent his time studying, college without graduating because he Douglas Matchett, who graduated socializing, playing sports, and serving felt isolated. After working for one year with an AAS degree in civil engineering as business manager for the yearbook in the mail room of a bank, he learned technology in 1983 and a bachelor's in his senior year. McGee now is on the about NTID from a high school teacher. degree in civil engineering in 1989, also board of directors for the Deaf Services "The programs and support services learned firsthand about how similar Center in Columbus, the advisory board were great," he explains. "Now I realize communication styles foster a sense of on Deafness and Hearing Impairment, that never again will I be able to live, community at NTID. State of Ohio Rehabilitation Services work, play, struggle, and interact with "I didn't know sign language when I Commission, and the committee for the so many people like myself from all first arrived at NTID," says Matchett, 1994 National Deaf Senior Citizen over the country." construction inspector for the Monroe Conference. He also is treasurer of the ommunity and communication County (New York) Department of NTID Alumni Association. often go hand in hand, Environmental Services, "so at first I Hartman, vice president of the NTID especial¬lyC for NTID graduates like felt left out, but I found a few others in Alumni Association, was very active McGee and Fred Hartman, 1984 business the same boat and made friends and during his college years, serving for graduate and Social Security Ad- socialized. I didn't realize how much I'd two years as member-at-large of the ministration systems analyst in missed in life before I arrived at NTID. NTID Student Congress and participat- Baltimore, Maryland, whose involve- I learned faster here than in high school." ing in a fraternity. ment with sign language at NTID helped Matchett attended Washington State "I really developed my leadership him feel a sense of community. University for two years and did not do skills at NTID," he says. "Before I came to NTID, I pretended well because he felt "lost" in the envi- Matchett, currently a NAG member, I was hearing because I was oral," says ronment there. He left college to was a resident advisor for two years at Hartman. "Now I feel a special pride in become a carpenter, but when he real- NTID, during which time he also was the deaf world. I learned to appreciate ized he needed a degree for career involved with a campus group that pro- ASL [American Sign Language]; NTID advancement, he came to NTID. vided workshops about deaf people was the place where I first discovered "If not for NTID, I wouldn't be as throughout the Rochester community. the language. Now I teach ASL part successful as I am today," he says. time at several colleges in Baltimore."

20 FOCUS A bright future Wiliam McGee: "NTID gave me the skills to do what I've done and the confi- dence to do more."

After graduating from the Institute, "I let my bosses know I was ready for most of the panelists found jobs related management," says McGee, who now is to their fields of study and encountered a certified public accountant. "I was some of their original communication waiting for that opening, and I've been challenges in their new work environ- working on my master's degree. I have ments. They found, however, that their the credentials." college experience had given them In 1988, McGee was named an skills to help cope with those chal- Outstanding Federal Employee in rec- lenges and to excel in their careers. ognition of his excellent work, which he "My co-op [cooperative work] expe- credits to skills he obtained in college. rience taught me what the accounting "My skills helped me to not only go field is really like," says McGee, whose out and get a job," he says, "but also to agency has 4,000 employees, 36 of excel at what I do. whom are deaf. "Because the world of "I'm grateful for the opportunity to business conducts meetings on a prove myself at another level and possi- moment's notice, I can't always plan others attempt to take away opportuni- bly open some doors for other people." ahead for an interpreter, and the meet- ties for him to accomplish tasks, he Matchett, who has taken on more ing can't wait. I'm working on getting speaks up for himself. responsibility during the four and a half my own interpreter to go to those meet- "Sometimes when I have a problem, a years he has worked as a construction ings with me." co-worker might try to take over my inspector, also seeks a management Matchett took the initiative to inves- work instead of giving me the couple of position and plans to begin an MBA tigate various technologies to address words I need to clarify the situation," program. on-the-job communication concerns. says Hartman, "but I just explain what I "I've trained other employees and He now conducts business over the need to know and end up doing the contributed to making decisions," he telephone by using several techniques, work myself. says. "Now I'd like a management-level including an alphanumeric vibrating "During meetings," he adds, "I don't position because I know I'm qualified." pager, two-way radio to respond to the say, 'I feel lost,' I say, 'You lost me.'" All of these graduates derive satisfac- pager, and TTY and cellular phone as s a result of the skills and self- tion from life after college in different well as the Voice CarryOver feature confidence he developed at ways, some through their career aspira- with the telecommunication relay ser- NTID, Hartman has achieved tions, others through community in- vice to respond to voice telephone calls. a high-level position in his career and is volvement. All agree that NTID was the Nolan's co-op experience helped him proud of his accomplishments. He place where they became aware of and determine factors important for his job enjoys the responsibilities and work- confident in their ability to take control satisfaction and ultimately encouraged place benefits with his agency, where of their lives and address the challenges him to change careers. he monitors, reviews, and analyzes they face as deaf people in a predomi- "I worked as an auditor on co-op," computer systems. nantly hearing world. says Nolan. "I sat and stared at four "I'm satisfied with my career," says "The fact that I recognize the barriers walls and the clock. I was very restless Hartman. "I've plateaued, and that's OK I've overcome in the past and still face and realized that I prefer to be around for now. Other deaf people where I today is positive, not negative," says people. I decided to leave business and work aren't satisfied, and I try to help McGee, "because I want to remove or become a teacher of the deaf." them not underestimate their career reduce those barriers. NTID gave me Hartman has remained in the field growth. We find ways to get training the skills to do what I've done and the that he studied, and one skill that has and move up." confidence to do more." been particularly useful to him at work McGee achieved his management po- is his assertiveness, a skill he developed sition after several previous applications. in his leadership roles at NTID. When

FOCUS 21 Taking the first step by Beth M. Pessin

hen Randy and Carla Wilkerson learned that W their then 7- month-old daughter, Heather, is deaf, they felt angry, guilty, uncertain, and frustrated. These are not uncommon feelings among parents of deaf and hard-of-hearing children. "Ninety-five percent of all deaf children in the United States have hearing parents, the majority of whom have had no previous contact with a person who is deaf," says Dr. Elizabeth O'Brien, professor in NTID's English department. O'Brien is project leader of the Educa- tional Outreach Parent Project, which develops informational products and presents work- shops to educate parents of deaf children as well as teachers. counselors, and other support personnel. To let parents know that they aren't alone and that a variety of educational, communica- tion, and counseling options is available, NTID's educational outreach department teamed up with the Maryland State School for the Deaf to produce The First Step, a 25-minute videotape that shares experiences, con- cerns, and issues that are

Lights, camera, action! As project leader of the Eduational Outreach Parent Project, Dr. Elizabeth O'Brien directed the development of The First Step videotape.

22 FOCUS common to parents who have in a nonthreatening way, deaf or hard-of-hearing children. which is important for families The Wilkersons of Waldorf, who are not yet ready to inter- Maryland, a small town of act and share their stories with 10,000 in the southern part of others," says Howell. "It really the state, are among the four is a conduit for beginning dis- families who share their stories cussions; families need to do in the videotape. that before they can confront Like many other parents of the issue and move ahead." children who are deaf or hard The First Step and its com- of hearing, the Wilkersons, panion videotape will lay the with assistance from profes- groundwork for successive sionals, designed their own tapes that NTID will develop to map to locate and determine the provide information and re- most appropriate services for sources to help parents assist their daughter's audiological, their deaf adolescent through communication, and social the transitions of junior and needs. Finding their way in- senior high school and college cluded twists and turns, de- and career planning. NTID's ex- tours, and even some dead ends. pertise gained through research So when an opportunity pre- and career preparation and job sented itself for the Wilkersons Sharing their story Randy and Carla Wilkerson, with children Heather and placement efforts as well as to help educate other parents, Randy Jr., are among the four families who appear in the videotape. such programs as Explore Your they gladly agreed. Future, which introduces col- "When [hearing] parents lege life to high school juniors, first find out that their child and the Summer Vestibule is deaf or hard of hearing, Program, a career-sampling ex- they often feel overwhelmed perience for high school gradu- and isolated," says Dr. Ruth ates entering NTID, lends itself Howell, director of the Family to such outreach efforts. Education/Early Intervention The First Step is intended for become proactive for the child," Future tapes will be de- Program at the Maryland State parents of children from birth to says Howell, who conducted signed as stand-alone products School for the Deaf. age 5 as well as for those who the interviews and wrote the or to be used in conjunction "Time after time, parents provide support services for narration for the tape. with the "Career Planning and have said to me, 'I wish that I'd children who are deaf, including "There's no one typical Transition Issues for Deaf had someone to talk with when organizations for parents of deaf story," she adds. "Families Adolescents" workshop, a proj- I started gathering information children, speech and hearing come from different educa- ect recently developed through and learning about options for clinics, and school personnel tional, economic, and cultural a collaborative effort between my child,"' says Howell, who and social workers who may backgrounds, and we tried to NTID's Educational Outreach has worked with more than not have had exposure to deaf represent that variety in the Parent Project and Project 500 families, including the people. The first in a planned tape. The common bond that NEEDS (Networking Edu- Wilkersons, over the 22 years series, the videotape is particu- families share, however, is that cational Evaluations and that she has worked at the larly beneficial for in-home use they have a child who is deaf Development of Services), a Maryland school. by those families who have lim- or hard of hearing." California State Grant project Some of the issues the video- ited opportunities to meet with The tape focuses mainly on serving 66 school districts in tape addresses include the im- others in similar situations. families who are using sign lan- San Diego/Imperial County. pact of early intervention stra- "Parents in the videotape guage along with speech and As in The First Step, future tegies, the effect on the family candidly express their feelings auditory training communication tapes will feature families of having a child who is deaf or about learning that their child modes with their deaf child. A telling their own stories in rela- hard of hearing, parents' expec- is deaf, its impact on the fami- companion tape is being devel- tion to the issues being tations, integrating a deaf child ly, and how early intervention oped that will emphasize other addressed. into the community, and the was beneficial," says O'Brien, a communication strategies to "Parents need to see that their importance of introducing deaf hearing daughter of deaf par- give parents a broader range of deaf child will have many of the children to their peers. ents whose career as an educa- information from which to same options as hearing chil- "This type of early interven- tor of both deaf children and make choices for their child. In dren," says O'Brien. "We want tion is important because what their families has spanned addition, to ensure access to to show them that deaf people happens in the beginning sets three decades. both English- and Spanish- are leading successful lives in a the stage for how families "The tape helps parents rec- speaking families, the tapes will broad array of careers." interact with their deaf child," ognize that there are other fam- be available with open captions says O'Brien, who served ilies going through the same in both languages. as project coordinator of The experience and that there are "The tape is beneficial be- First Step. strategies they can use to cause it presents information

FOCUS 23 Dream weaver by Deborah R. Waltzer

Across the street from Manhattan's venera- ble New York Public Library, down the block from a crusty vendor hawking falafel, and up I3 floors to a West 40th Street fabric showroom bursting with cloth samples and spools of yarn, weaver Patricia Tracy, 1989 RIT textiles graduate, perches at her 16-harness com- puterized loom. Employed since graduation in the decorative fabrics divi- sion of Fox-Wells, Tracy weaves fabric samples for ap- parel, wall coverings, drap- eries, and upholstery, which then are shipped to parent company Doran Textiles' mills in Shelby, North Carolina, for mass production. Such gar- ments and household goods eventually reach the public via stores such as The Limited, JC Penney Company Inc., and Sears Roebuck and Company. Technology and the ancient craft of weaving are combined in Tracy's diminutive office as an IBM personal computer directs the vertical movement of her loom's harnesses. Yarn warp and weft merge as Tracy throws her shuttle horizontally to the rhythm of the rising and falling harnesses.

Patricia Tracy

24 FOCUS No doubt for continual in- from her new condominium in spiration. a cardboard sign Princeton, New Jersey. bearing the division's mission However, she recently statement—"Sample: Our Fu- turned down an offer to paint ture Starts Here"—looms large silk scarf designs for a licensed on her cubicle's northern wall. agency of the prestigious Tracy's interest in weaving Christian Dior Company in had its start in her teen years. order to concentrate on weav- "When I was 16 years old, I ing tapestries. received a scholarship to study "My dream is to weave fine drawing at the Pennsylvania art tapestries and exhibit them Governor's School of Performing in art galleries," says Tracy. Arts, " says the Lansdale, She made her first tapestry Pennsylvania, native. "But while a junior at RIT as a com- when I observed the textiles mission for Dr. William Castle, classes, I was intrigued and NTID director and RIT vice begged my teachers to let me president for government rela- study weaving as well." tions. The multicolored silk art A few years later, engaged piece currently is displayed in and wanting to marry right the offices of NTID's depart- away, Tracy enrolled in RIT's ment of human development. textiles program, hoping to Tracy, who stays in touch speed through the coursework. with her former teacher The engagement didn't last, but Bujnowski, is excited to be in her motivation did. an academic environment once "I ended up with a bache- again. Accustomed to RIT's lor's degree and no man," she myriad educational access ser- laughs, "and I haven't regretted vices, including interpreters, it for a moment!" notetakers, and tutors, Tracy Remembered by Donald was frustrated by FIT's initial Bujnowski. chairperson of RIT's "Wild Orchids" Copyright 1993, Patricia A. Tracy refusal to provide a classroom textiles department, as an "ag- interpreter. But, aware of her gressive and hardworking stu- rights as protected by the dent," Tracy, 31, has pursued Americans with Disabilities her textiles career in earnest. Act, Tracy convinced the col- In an effort to augment her lege to do so. RIT degree, Tracy matriculated Her job, free-lance work, in the spring of 1993 into an "My dream is to weave fine school, friends, visits to family accelerated two-year bachelor's members back home, and an degree program in production art tapestries and exhibit addiction for solving cryp- management and textiles at togram puzzles keep the New York's Fashion Institute threads of Tracy's life tightly of Technology (FIT). Cur- them in art galleries." woven. rently, she is studying statisti- "I'm doing well in New York cal analysis and principles of City," she says, "and getting accounting to better under- busier all the time." stand price-quoting techniques. "I'd like to develop my cus- Editor's note: Since FOCUS tomer relations skills," she In the office, Tracy prefers socializing with friends from the went to print, Patricia Tracy has says. "Currently, Fox-Wells' to keep a low profile, occasion- New York City Civic Associa- left Fox-Wells and currently is stylists meet with our cus- ally sharing magazine articles tion of the Deaf (for which she doing free-lance designing. tomers to discuss product about Deaf culture with inter- formerly served as fund-raising specifications, then pass the ested hearing co-workers and chairperson) and the New York assignment on to me. But with supervisors. Deaf Connection. the training in textile market- While somewhat reserved at In addition to working at ing and development that I'm work, Tracy saves her more gre- Fox-Wells, Tracy is nurturing a acquiring from FIT, I'll soon be garious side for after-hours free-lance weaving business able to confer directly with the customers."

FOCUS 25 Aristotle Ogoke by Kathleen S. Smith

ristotle (after the famous Greek philos- opher) Uchenna (Ibo, a Nigerian lan- guage, for "the Father's will") Ogoke is a man whose life for the past 39 years has been an ongoing educational journey. Three years ago, that jour- ney brought Ogoke, a native of Nigeria, to NTID, where he is assistant professor in the ap- plied computer technology de- partment. He brought with him a wealth of experience from Brown University, where he was a data base administrator and information security officer; Gallaudet University, where he was an institutional research data base coordinator and part- time writer in the public rela- tions office; and the National Association of the Deaf, where he was a research specialist on the Section 504 technical assis- tance project. He also brought with him the memories of his own edu- cational trials and triumphs, which undoubtedly helped him shape his ideals and quiet pas- sion for helping others. At NTID, he has used his ex- tensive networking skills—both on the computer and in per- son—to coordinate an outreach project whose potential benefits to the Institute as well as to young deaf students in Southern states are far reaching. Reading between the lines Aristotle Ogoke pores over a computer sheet, above, and, right, addresses a class of interested computer technology 26 FOCUS students. The "Adopt-a-School Project" re-enroll in the program of his began in 1992 as Ogoke chatted choice. Although he had missed with Pauline and Lindsay Why I enjoy teaching: I get a real nearly half of his five-year high Dunn, friends who were work- charge when I see the light of understand- school program, he opted to ing at the Mississippi School for ing in students' eyes...surpassed only by the rejoin his original classmates— the Deaf (MSD) in Jackson. feeling I get when they ask a question that in essence skipping two and a "How many MSD students suggests they think they have caught me in half years of schooling. will you send us this year?" an error. It shows that they have gotten "The principal hoped that I Ogoke asked. beyond rote learning and are now thinking. would fail," Ogoke says, "so "None," was the reply. that I would have to leave "How many have come to When I am not working, I: "Check school. I surprised him by grad- NTID in the past five years?" in" with friends and family whom I do not uating second in my class of he persisted. see as often as I would like. I also read for 61—and graduating on time." "One," his friends replied. pleasure. After getting rejection letters Ogoke was stunned. The from a couple of universities South historically has been a Who has influenced my life the ("I was refused admission after challenging area for NTID's most: My parents, Dora and Robert they found out I am deaf"), recruitment efforts. But he Ogoke. Hardly a day passes that I do not Ogoke discovered Gallaudet didn't realize how equally chal- discover, at some cost, values or habits they University in a magazine and lenging it was for the students have been trying to teach me from Day One. decided to enroll there. who were trying to overcome One of the most valuable lessons I learned He received dual bachelor's "The Three Rs" on their way to from them is that the best—and most degrees in physics and business college—resources, require- important—investment is the one we make administration from Gallaudet ments, and role models. in people. in 1978 and a master's degree Realizing that these students in computer applications and "needed to see the possibilities People would be surprised to information systems, also from for their futures," Ogoke know that: I can still read sheet music Gallaudet, in 1980. hatched a plan. and play the electric organ. He's using all of those skills He asked his department with the Adopt-a-School proj- chairperson, Dr. Bruce The person, living or dead, I'd ect, whose pilot efforts will Peterson, to "adopt" MSD in most like to meet: My paternal grand- include a career awareness the hopes that some resources father. He was a trader and well-traveled weekend, the donation of old and old computer equipment man who spoke several languages. He sent computer equipment, and a might be donated to the school. my father to school when few people in my summer camp to be held in Things began happening—on home understood the value of education. Jackson. paper, at least—until two key "We're targeting students as project backers left MSD and What brought me to NTID: The hope early as sixth grade," Ogoke the idea was temporarily that maybe I could make a difference here as a says, "and we're going to bring shelved. teacher. the learning to them. These Today, a bit more than a students need role models." year later, Ogoke is on track Is Ogoke himself such a again, buoyed by the enthusi- model? asm of new staff members at "I don't consider myself one, MSD and the organizational but I can relate to what these support of numerous NTID from hospital to hospital, seek- sadly. Unbeknownst to him, a young people see and feel," he colleagues who have embraced ing explanations and "cures" friend of Ogoke's father's wit- admits. "When I became deaf, I the project. for his hearing loss. They nessed this scene and told him had no idea what to expect. At "This project is a wonderful checked a state-run school for about the incident. That same the time, my world was bleak. I way for NTID to reach out to deaf students, only to learn day, the elder Ogoke went to want to change that." schools where historically we've that it didn't include high the state department of educa- had recruiting challenges," says school. tion and got a retaining order Peterson. "Ari is so interested Finally, Ogoke learned that enabling his son to return to because he personally under- his former school legally school. stands what it's like to be deaf couldn't deny him an educa- "Perhaps my parents needed and not have opportunities." tion. He wrote to the principal, to see me literally take matters Indeed, when Ogoke became requesting permission to re- into my own hands for them to deaf at age I6 after a bout with turn. Two letters went unan- understand that I really wanted spinal meningitis, his life in swered, so Ogoke showed up this [to go back to school]," Nigeria changed dramatically. in person to plead his case. Ogoke says. He missed two years of school "The principal just waved The principal subtly tried to while his parents shuttled him me out of the office," he recalls force him out by letting Ogoke

FOCUS 27 State of body, state of mind

Reviewed by Peter J. Boulay

Living in the State of Stuck who lost the use of his legs in a head-on car collision and then Dr. Marcia Scherer became a cynical recluse, really impressed me with his changed Brookline Books, 1993 attitude by the end of the book. when he was going out regular- While reading ly to the local malls using his Living in the State motorized wheelchair. of Stuck, by Dr. In the book, I read a lot of Marcia Scherer, my own thoughts that I had instructional development and when I started using my brace evaluation specialist in NTID's and my artificial legs. The ner- instructional design and evalu- vousness, anxiety, and worries ation department, I saw a lot of about successfully using the issues relating to the accep- devices are very real. It is im- tance or denial of using assis- perative that the rehabilitation tive technology. I agree with coordinator be caring and sen- Dr. Scherer's premise that peo- sitive to these issues while gent- ple's perspectives and expecta- ly pushing the client to at least tions will determine the suc- consider using them. Even- cess or failure of their attempts tually, only the client with the at using assistive technology. disability can make the deci- I believe in the idea that sion as to whether or not the independence achieved with device will be used. the help of assistive technology As an example, I used to brings a wealth of self-esteem have artificial legs that I could and self-confidence, and actually walk on. When I was Dr. Scherer's book supports younger, I would wear them to this idea. please my parents, but as I Dr. Scherer does a wonderful grew up, I realized that they job of using interviews with were limiting me more than seven people to look at the helping. The point is I tried to advantages and disadvantages use them, but the final decision The book may help clients Peter J. Boulay, fourth-year RIT of assistive technology for to stop using them was mine. see that their feelings are social work student from those with disabilities. The In conclusion, I recommend shared by others and that it Pittsford, New York, is a bilateral book is structured well; it pro- this book strongly for anyone isn't always a bad thing to say, (below the knees) amputee who vides technical information in social work or in any field "No," especially if they aren't uses a motorized wheelchair, an hacked up by personal accounts. dealing with physical rehabili- emotionally ready to accept the arm brace, and a van modified The interviews were impor- tation. It provides an excellent changes in lifestyle that assis- with hand controls. tant to me because they made way of "stepping into the tive technology can bring. - the situations believable and minds" of people who have had understandable. In particular, a traumatic accident or are Butch, a 460-pound paraplegic otherwise physically disabled.

28 FOCUS Confronting the past, eyeing the future NTID's deaf women's studies course includes learning about the women's rights movement of the 19th century, whose supporters are featured in an exhibit in Seneca Falls, New York, home of the National Women's Hall of Fame. Join us in the upcoming fall issue as FOCUS explores deaf women's rich heritage and herstory.

Photography by A. Sue Weisler

21M-8619-7/94-MAC-COH Rochester Institute of Technology

National Technical Institute for the Deaf Lyndon Baines Johnson Building 52 Lomb Memorial Drive Rochester, NY 14623-5604

ADDRESS CORRECTION REQUESTED

Passport to knowledge, p. 14

Fast footwork, graphic goals, p. 8

Advising the administrators, p. 12