BYU-Idaho Magazine: Fall 2010

“A New Approach in Education” President’s Welcome

Dear Alumni and Friends,

In June of this year, BYU-Idaho quietly passed a milestone—the 10-year anniversary of President Hinckley’s announcement that Ricks College would become Brigham Young University-Idaho. Though we did not stop to formally celebrate, it is remarkable to see all that has been accomplished since that original announcement. I believe President Hinckley would be pleased by the rate at which innovation and individual sacrifice have allowed BYU-Idaho to grow. We are truly striving to achieve all the Lord would have us do to fulfill the university’s special mission and bless the lives of students.

While present and future opportunities fill our view, looking back on the prophetic vision and consecrated effort that have brought us this far is inspiring. We are blessed to have in our midst modern-day pioneers who laid the foundation on which we build the university today. They include many of our current employees, members of the Rexburg community, and former students of Ricks College and BYU-Idaho. These pioneers appreciate the many miracles, large and small, that make our present opportunities possible.

Among our pioneering forebears are five living past-presidents of Ricks College and BYU-Idaho: Henry B. Eyring, Bruce C. Hafen, Joe J. Christensen, Steven D. Bennion, and David A. Bednar. Each of these brethren has generously shared their thoughts and feelings about this marvelous institution. A compilation of their inspiring testimonies, which you will see in this issue of BYU-Idaho magazine, offers glimpses into the often subtle but always strong spiritual forces that have been at work here for generations.

In addition, I invite you to take a few moments and review the other features, videos, and news updates that reveal many of the important innovations taking place on campus. I hope you will share my sense of wonder and gratitude for all the Lord has done and continues to do at this great university. As always, thank you for your continued support of BYU-Idaho.

Kim B. Clark President, Brigham Young University-Idaho

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 1 News of Note

New majors introduced to meet student needs Humanities Two new classes have been created for this major: critical think- Across campus, departments are continually looking for ways to ing and analysis in arts, and the classical heritage. Courses from more effectively meet the needs of a diverse student body. New other disciplines will supplement the rest of the degree’s cur- degrees are being created, and some are being refocused to better riculum. These disciplines include psychology, art, English, and aid students as they prepare to enter the workforce. Following are political science. There are three different emphases available some new degrees that have recently been introduced. for the new degree, two of which are designed as preparation for graduate school and the other to give students a solid liberal arts Welding education. According to Department Chair Garth Miller, a welding degree has been requested for some time. This degree, Miller said, is Web Design and Development designed for students looking to work in welding, manufacturing, The Web design and development major includes courses from or fabrication fields. the computer science, computer information technology, art, communication, and business departments. “This degree opens Vet Tech students to the entire Web,” said Eric Karl, chair of the Depart- Fifteen classes have been created to furnish the new veterinary ment of Computer Science and Engineering. “You can program technology degree. Some of these classes include large animal something, but unless you understand how to effectively commu- nursing, veterinary office management, and veterinary pharma- nicate your message, you won’t really hit the mark. The same with cology and hospital supplies. BYU-Idaho is the only Church uni- the artistic side: the best Web sites are those that are functional versity offering this degree. and visually appealing.”

Industrial/Organizational Psychology The Department of Psychology has introduced an industrial/ Students given hope during hard economic times organizational psychology emphasis that will better prepare students to enter the workforce, or go on to receive higher education, Elder Richard G. Hinckley, a member of the First Quorum of according to Samuel Clay, department chair. the Seventy for The Church of Jesus Christ of Latter-day Saints, addressed 1,305 graduates at the Brigham Young University- “Although this degree falls under psychology, it represents a col- Idaho Spring Commencement July 23. laboration of the psychology, business, health science, and communication departments,” said Yohan Delton of the Department “I have decided to talk to you about these times in which we live,” of Psychology. “This partnership gives students a more applied Elder Hinckley said, “which are both difficult economically and education as they are trained in main areas that have an impact morally, and how you might approach them, and to give you on the world of work.” hope that things will work out for you if you plan and pray and work.” International Studies With this major, students choose an emphasis, and a wide range Hinckley encouraged students to do four things: be optimistic, of language courses will augment their studies. The emphases apply themselves, deny themselves and eliminate shortcuts. include business, economics, history, political science, geography, and health science. He related some of the trials that his father, former Church President Gordon B. Hinckley, faced as a recent graduate. His According to Scott Galer, chair of the Department of Languages father was in charge of the family farm and the home and was and Letters, this degree will help students become more market- trying to make ends meet on an income of $100 each month. able in their respective fields. The language skills and cultural knowledge that this degree provides will set students apart from “We have no such trials today,” Hinckley said. “And there is no others. “Even though, for some graduates, their language may not reason for pessimism; but there is every reason for optimism become the tool they use every day, they are showing employers and hope. Remember, that in a country of 10 percent unemploy- that they are willing to step outside themselves,” he said. ment, there is 90 percent employment. Most indicators point

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 2 to economic recovery and job creation. The question is: What gives students the experience of building a radio station from values will you take away from today’s recession? Just determine the ground up,” said Jess Cannon, previous student station man- to make the best of every circumstance. Be optimistic.” ager. “We don’t just have to stand back and watch others run the day-to-day operations—we get to do it ourselves. It’s a great learning opportunity.” New administrative area provides added focus for key programs Listeners can tune-in to a live stream that runs in three-hour segments or can listen on-demand to one-time downloads. Ad- Brigham Young University-Idaho has created a new administra- ditionally, individuals or can subscribe to podcasts, making it tive area. Aptly named, the Foundations and Interdisciplinary easy to stay connected to favorite programming. Studies area will provide strategic oversight to both Founda- tions courses and interdisciplinary degrees. New online community connects alumni, students The Foundations Program is BYU-Idaho’s unique blend of general education courses, which emphasizes critical thinking Brigham Young University-Idaho alumni and students have a and study. The courses provide a more focused approach than new tool to connect with one another—BYUI Connect, a new traditional general education, allowing students to go into more online career and social network found at www.byuiconnect.org. detail as they learn about specific aspects of subject matter. In- terdisciplinary degrees draw upon resources and faculty from The purposes of the site, according to Alumni and Community several departments to provide students a diversified learning Connections Director Steve Davis, are to help current students experience. The university currently has three interdisciplinary form networks with alumni in their chosen fields, to help degrees in web design and development, international studies, alumni reconnect with old classmates, and to provide a place for and humanities. news of the Alumni Association.

“We have launched the Foundations Program and put the basic “BYUI Connect assists alumni and students as they seek to build structures in place, but now we have the opportunity to really their networks and associate with others who love the univer- focus on how to make it better,” said Bruce Kusch, associate aca- sity and wish to share the Spirit of Ricks,” Davis said. Primarily, demic vice president over curriculum. “We also want to be sure BYUI Connect will serve as a tool for the BYUI Mentoring Net- we’re giving the faculty all the support they need as they prepare work, a group of current students, alumni, campus employees, to teach classes for interdisciplinary degrees.” and friends of the university who provide career, academic, and personal support. Volunteers in the Mentoring Network connect with students to provide career advice, compare notes, and New radio station goes online point the way to job opportunities.

Brigham Young University-Idaho has unveiled a new online A directory on the site includes all alumni and students and radio station, bringing the university to a worldwide audience displays basic contact information, making it easy for alumni through podcasts and a live stream. and students to connect with one another. In addition, users can post blogs, get RSS feeds, display YouTube videos, and link to BYU-Idaho Radio is hosted solely online at www.byui.edu/radio, other accounts such as Facebook, LinkedIn, and Twitter. They giving alumni and others around the world an opportunity to can also keep updated on the latest news from the Alumni As- feel and understand the “BYU-Idaho experience.” “This new sociation, including upcoming reunions and other events. radio station has been established to reflect the mission of BYU- Idaho and represent university life to people across the world. We hope the station will convey to many people a sense of what New vice president announced our students experience,” said Jim Clark, BYU-Idaho Radio Ser- vices manager. Brigham Young University-Idaho has a new Student Services and Activities Vice President. Effective June 1, Kevin Miyasaki Perhaps the most unique aspect of the new station is the voice replaced Garth Hall, who left to serve as a mission president for you hear behind the programs. Students have been given the The Church of Jesus Christ of Latter-day Saints. responsibility to not only assist with the station, but completely take control of it. With some mentoring from a few full-time “Garth Hall has done a magnificent job as vice president employees, students create, produce, and execute all of the sta- establishing and developing the area of Student Services tion’s programming. “I don’t know of another university that and Activities,” Brother Miyasaki said. “I love BYU-Idaho,

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 3 the students and employees, and am humbled by this great A major reason for the university’s enrollment growth is the opportunity to serve.” three-track system, which offers three distinct 14-week semesters throughout the year: fall, winter, and spring. Each student is Kevin Miyasaki began his employment with BYU-Idaho in 1992. admitted to a track consisting of two semesters: fall/winter, As part of his new responsibilities, he will oversee areas such as winter/spring, or spring/fall. Each semester has approximately Student Activities & Events, Student Support, and the Dean of 12,000 students attending. By having three full semesters, the Students Office. university is able to serve thousands more students.

“Kevin has served this university faithfully for nearly 20 years. BYU-Idaho expects enrollment growth to continue. Last year He is a wonderful leader and a dedicated employee, and we look the university announced a phased enrollment expansion plan, forward to the great work he will perform in this new position,” with the first phase currently being implemented. The first said President Kim Clark. phase increases the full-time equivalent enrollment cap from 11,600 students per semester, to 12,500. Subsequent enrollment increases are tentatively planned through 2015. BYU-Idaho launches YouTube channel

Brigham Young University-Idaho has found a new way to share I~Comm wins United Way account, exemplifies both secular and spiritual knowledge with the world: YouTube. Learning Model The university has created a channel on the popular Web site to post videos originating from the university. The United Way of Idaho Falls and Bonneville County awarded the account for its 2010 communications campaign “We are thrilled with the opportunity to share the light of BYU- to I~Comm Student Media last April. The charitable organiza- Idaho with the world,” said Kirk Rawlins, communications co- tion’s account represents one of I~Comm’s first well-known ordinator for University Communications. “With this channel and most prominent clients. we can now reach a much larger audience.” I~Comm is housed in the Department of Communication and is If the channel receives enough traffic it will be added to You- divided into several sections, including Scroll newspaper, I~News, Tube EDU, a site specifically for educational institutions, which and a PR/advertising agency. It was the PR/advertising section will ultimately lead to more traffic. YouTube EDU also offers that secured the United Way contract. greater flexibility regarding the design and functionality of a channel’s page. “We encourage everyone to visit the channel, Jeff Hochstrasser, a faculty advisor in I~Comm, first heard about rate the videos positively, and share them with their friends the chance to win the account in January. He sought approval and family,” Rawlins said. “It is very easy to share the channel’s from administration, after which a group of students met with content with others through Facebook, Twitter, and other social United Way to see what the potential clients would want. The stu- media.” Users may also subscribe to the channel and choose to dents then had less than three weeks to create the campaign. be alerted when new content is uploaded. Twelve students worked on the campaign. As they collaborated Several videos are currently featured on the channel, including outside of their regular class time, the campaign took shape. Its “I Came to BYU-Idaho to Challenge Myself,” the channel’s most creative concept focused on the idea that every “one” counts— popular video. one penny, one life, one donation—and took the form of bro- chures, donation cards, a completed television commercial, cor- To access the BYU-Idaho YouTube channel, visit www.You- porate posters, flyers, and other media. Tube.com/byui. A team of three students pitched the idea before a board of directors for United Way. And after a month-long wait, Hoch- BYU-Idaho serves record number of students in strasser and the students received a letter announcing they had 2009 won the account.

A record 22,997 students attended Brigham Young University- “[Members of] The United Way Board of Directors … were ex- Idaho throughout 2009, continuing the university’s steady tremely impressed by the work and your students’ presentation,” increase in enrollment since becoming a four-year institution the letter read. Soon after, United Way of Pocatello also expressed in 2001. interest in working with I~Comm.

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 4 The win is a success for I~Comm, Hochstrasser said, in part because it showcases the successful implementation of BYU-Idaho’s Learning Model. I~Comm was created in 2007 as a consolidation of various student media outlets on campus. Since then, it has focused on letting students teach students, guided by professional faculty advisors.

Five students win top awards in national design competitions

Since 1996, students of Brigham Young University-Idaho’s De- partment of Interior Design have been successful in receiving awards in national design competitions. Recently, five students won a total of $17,500, and each was given a free trip to Chicago for the National Kitchen and Bath Industry Show (K/BIS).

“We’ve had individual students do very well in the competitions, but we’ve never placed first in every single competition before,” said Wendy Harris, a faculty member in the Department of Inte- rior Design, “It’s amazing to me.”

The National Kitchen and Bath Association (NKBA)/General Electric (GE) Design Charette Competition requires a complete, hand-drafted kitchen solution, using GE appliances, in three hours. Out of 509 entries, first and third prizes were awarded to Hillaree Harris and Brittany McPheters, respectively.

NKBA also hosts annual kitchen and bath design competitions. This year, in the Kitchen Competition, first and second places were taken by Hillaree Harris and Clarisse McCann, who com- peted against 235 other students. First place in the Bath Competi- tion was also awarded to McCann, out of 119 competitors.

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 5 A New University

by Henry J. Eyring, Advancement Vice President

From cutting-edge courses to a robust activities program Above all, President Hinckley emphasized that BYU-Idaho — innovation is underway. New ideas and programs are would remain uniquely focused on students. “BYU-Idaho will continually nurtured as BYU-Idaho strives to enhance every continue to be teaching oriented,” he stated. “Effective teaching aspect of the student experience. Perhaps best phrased by and advising will be the primary responsibilities of its faculty, President Henry B. Eyring — “[BYU-Idaho] who are committed to academic excellence.”4 Ricks College had is to be a place of educational innovation — permanent a new name and a charge to grant bachelor’s degrees, but the Spirit of Ricks would be preserved and enhanced at Brigham On Tuesday, June 20, 2000, the employees and students of Ricks Young University-Idaho. College received an e-mail invitation to a meeting scheduled for the next morning at 8 o’clock. A crowd of several thousand A Fast Start and a Firm Foundation gathered then in the school’s basketball arena. President David A. Bednar opened the meeting and introduced Gordon B. Under the inspired leadership of President Bednar, and thanks Hinckley, who appeared via audio/visual feed from Salt Lake to the hard work of talented faculty, administrators, and staff, City, where he stood before the news media. President Hinckley the new university quickly took shape. Little more than a year made a startling announcement: after President Hinckley’s announcement, BYU-Idaho had won provisional accreditation, and dozens of four-year degree The First Presidency of The Church of Jesus Christ of Latter- programs were under development. day Saints and the Board of Trustees of Ricks College announce that Ricks College will change from its present two-year There was also the foundation for what President Hinckley junior college status to a four-year institution.1 had called “a year-round activity program designed to involve and meet the needs of a diverse student body.”5 Less than 60 A few minutes and just 20 sentences later, President Hinckley days after the announcement, a special task force proposed finished describing a university like no other. Even President a truly wide-ranging set of activities: sports, fitness, outdoor Bednar was wonder-struck: “I would have been less surprised,” recreation, visual and performing arts, hobbies and crafts, he told the audience after President Hinckley signed off, “if they service, social, entertainment, and academic activities. What announced the school was closed.”2 proved to be most significant for the university in the long run was the proposed principle that “students who advance will be Some of the new university’s design required significant change given the opportunity to serve in teacher, coach, and supervisor to what Ricks College had been. In addition to four-year status, capacities.”6 The task force envisioned a student leadership there was a new name—BYU-Idaho. The new university would pyramid. For example, a freshman might start as a participant also have a unique calendar. Unlike Ricks—and most higher on, say, a volleyball team and in the ensuing years rise to team education institutions—it would operate year-round. Also, a captain, team coach, and ultimately league organizer. The last storied junior college intercollegiate tradition would be retired of these positions might come with a scholarship or stipend, in favor of a new kind of student activities program. but the other leadership responsibilities would be filled on a volunteer basis. All of the positions would allow students to But for those familiar with traditional universities, the real surprise teach other students. was in what wouldn’t change as Ricks College became BYU-Idaho: President Hinckley ruled out the two hallmarks of university status Involving students via what would become known as the — graduate programs and faculty rank based on scholarly research. “student-leadership model” was significant in two respects. In He also declared that the academic offerings would be focused, addition to offering hands-on leadership training beneficial to rather than expansive (the very word “university” implies a mission students in their personal and professional lives, it would also to study a broad range of subjects, and traditional universities take allow for cost-efficient growth. The entire activities budget, pride in their breadth). Likewise, President Hinckley predicted only including the non-athletic categories, was funded at one-third the a few new buildings. “With some additions and modifications,” he cost of the old athletics budget. Today, the university sponsors 192 said, “the physical facilities now in place in Rexburg are adequate to unique activity programs run by more than 7,500 students. handle the new program.”3

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 6 Under President Bednar the university also created a unique Learning Model, the Foundations project required tremendous internship program. Formal relationships with major employers effort and sacrifice by the faculty. They created 25 entirely new were established in a dozen “hub cities” spread from Seattle, courses that not only embody the Learning Model but also San Jose, and Los Angeles on the west coast to New York and cross disciplinary lines, giving students learning opportunities Washington, D.C. in the east. The BYU-Idaho name provided that are, by traditional academic standards, unusually holistic instant recognition and credibility with employers, many of and applicable to real-world problems. For the faculty, the whom had BYU graduates already on the payroll. In addition, sacrifice included not only hard work, but stepping beyond the school’s year-round “track system” gave the new university’s their formal training. interns an advantage over their competitors from other schools. The internship office encouraged employers to think of their Several years earlier President Bednar had identified this as interns not as mere recruits, for whom special projects would one of the great challenges and opportunities facing the new have to be manufactured each summer, but as a steady stream of BYU-Idaho. real workers available year-round. We must learn to look across disciplines. Our success as an Three Imperatives institution will be determined in large measure by how well we facilitate the integration of curriculum and pedagogy President Kim B. Clark succeeded David A. Bednar in the across traditional boundaries. If we focus exclusively on de- summer of 2005. That fall, in his inaugural address, he outlined partmental development and fail to achieve this overarching ambitious plans for building on the university foundation that objective of effective integration, then we will have bungled President Bednar and his colleagues had firmly laid. President one of the greatest educational opportunities of this latter- Clark spoke of three “imperatives.” The first was to “raise day dispensation.9 substantially the quality of every aspect of the experience our students have,” the second to “make a BYU-Idaho education The spirit of optimism and good will with which the BYU-Idaho available to many more [students],” and the third to “lower faculty embraced the challenge to move beyond their formal the relative cost of education.”7 President Clark conceded that expertise was exemplified by a team tasked with creating an higher education tradition treats these three goals as mutually International Foundations course on Pakistan. No one on the exclusive. It is generally assumed that reducing the cost of team had first-hand experience with that country. Their leader, instruction is antithetical to increasing its quality. Likewise, religion professor Rob Eaton, quipped, “The makeup of our tradition holds that more students can be served only if cost team sounded like the beginning of a bad joke: ‘You’ve got a goes up or quality goes down. “But,” President Clark declared, geographer, a linguist, an economist, and a religion professor “we are not bound by tradition.”8 all in the same room . . .’” Like all of the Foundations teams, though, this group had the benefit of a clear purpose—helping Of the many initiatives for raising the quality of the student students to understand a little-known but globally important experience, two stand out particularly prominently today. One country. The team let their lack of subject matter expertise is the BYU-Idaho Learning Model. The product of a faculty and disparate backgrounds unite them, by divvying up themes committee that spent more than a year deliberating and according to individual interest and comfort level. They seeking input, the Learning Model includes five gospel-inspired designed their course to engage students in a similar process teaching principles and a cycle of (1) preparation, (2) teaching of discovery. The result is, as with other Foundations courses, one another, and (3) pondering and proving one’s learning. This a learning opportunity that meets Elder Bednar’s challenge model, which was already practiced to a significant degree by to cross traditional academic disciplines and that provides many faculty members in Ricks College days, requires more uniquely valuable preparation for life. than just facilitating the traditional textbook and classroom lecture. Instructors become responsible for dual competency, Lowering Cost and Serving More Students mastery of both the subject matter and the art of conveying it for maximum student learning. In this style of learning, At his inauguration, Kim Clark shared a vision not only of teaching success depends as much on knowing the students raising quality but also of reducing costs to allow for serving as on knowing the subject matter. It also requires inviting the more students. He referred specifically to information Spirit into every learning experience. Faculty and students have technology and innovative teaching techniques: collaborated in creating a rich set of practical tools for applying Learning Model principles and practices in their studies. [W]e will find new ways to use information technology to The quality of student learning has been raised by another major reach more students and to deepen the learning experience of initiative, the creation of a new general education program those we touch. In a day not far from now, we will be able to called Foundations. Even more than the creation of the break down the barriers of time and space and connect our

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 7 students on internships or between semesters to the university become a university. Speaking extemporaneously at the end of a and to each other and create outstanding, interactive educa- talk entitled “A Steady, Upward Course,” he told the students, tional experiences. In these experiences students will teach one another in new and powerful ways. This capacity to educate I hope I live long enough to someday meet some employer who effectively across time and space will allow us to leverage the employed one of you and says, “Where did that come from? capacity of the university and reach many more young people.10 I’ve never had such a person. Why, people just flock around that person. And they want to follow. They don’t have to be led; President Clark set the expectation of BYU-Idaho’s serving they’re seeking to go where that person wants to go. And they more students on its Rexburg campus. But he also set a goal of come up with new ideas. I don’t know where that comes from. taking higher education to students “all over the world.”11 He They seem to find a better way, and the budget doesn’t go up. I expressed his conviction that “this university is in this valley can’t understand it.” And I’ll smile and say, “Well, come with where our pioneer heritage is deeply ingrained, where the me to Rexburg.” And I may not be able to show it to you, and I people are humble and faithful, so that we can be a proving may not be able to prove it to you, but you’ll feel it. There will ground of great fidelity”12 relative to global education needs. be a spirit here, I so testify, because of the love of God for all of His faithful children. And those blessings will be poured out Online course development was already a university priority here in rich abundance.13 when President Clark made those statements. Since that time, though, the pace of online course creation has increased. So has the quality of the courses. In particular, BYU-Idaho has departed from the tradition of online learners studying alone 1 Gordon B. Hinckley, “Ricks College to become Brigham Young University-Idaho,” and working at their own pace. Students in online courses June 2000 collaborate, teaching one another via electronic media much 2 Standard Journal, June 21, 2000 as they do in face-to-face classroom settings. The result is an 3 Ibid experience that is more rewarding both academically and 4 Ibid socially. Student satisfaction with online courses is nearly as high as that for face-to-face offerings. These high-quality online 5 Ibid courses open the door to serving students around the world. 6 Robert Worrell, History of Ricks College and Brigham Young University-Idaho: The Bednar Years (1997-2004), unpublished, 285 Preserving and Enhancing the Spirit of Ricks 7 Kim B. Clark, “Inaugural Response,” BYU-Idaho Inauguration, Oct. 2005 8 Ibid While forging a unique path as a university, BYU-Idaho is also 9 Robert Worrell, History of Ricks College and Brigham Young University-Idaho: preserving and enhancing the beloved Spirit of Ricks. In nearly The Bednar Years (1997-2004), unpublished, 496 100 wards, students still love and lift one another as they did in Ricks College days. A new program called Student Living is 10 Ibid taking the quality of apartment life to higher levels as students 11 Ibid apply the principles of caring for one in another found in 12 Ibid Doctrine and Covenants 20 and Matthew 18: 13 Doctrine and Covenants 20:54-55 12 Matthew 18:15 [S]ee that there is no iniquity in the church, neither hardness with each other, neither lying, backbiting, nor evil speaking; 13 Henry B. Eyring, “A Steady, Upward Course,” BYU-Idaho Devotional, September 2001 And see that the church meet together often, and also see that all the members do their duty.

Moreover if thy brother shall trespass against thee, go and tell him his fault between thee and him alone: if he shall hear thee, thou has gained thy brother.12

As BYU-Idaho students practice these principles, they not only preserve and enhance the Spirit of Ricks, they begin to qualify for the promise made by then Elder Eyring in 2001, one year after President Hinckley’s announcement that the college would

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 8 Faculty as Architects of Learning Environments

by Clark Gilbert, previous Associate Academic Vice President Steve Hunsaker, Department of Foreign Language Faculty Brian Schmidt, Instructional Development Director

Taken from a Perspective article, Autumn 2007

BYU-Idaho classrooms are rich as students take action by 2. In an English course, a professor assigns students to con- teaching, leading, interacting, and sharing — led by dedicated duct a written thematic analysis of Dante’s Divine Comedy. faculty who coordinate the learning process. Using the BYU- Students are assigned to groups where they must submit Idaho Learning Model as their tool, faculty use a variety of the theme of their article to an editorial board made up of methods to produce positive outcomes in their students, such as peers. Students evaluate the analysis based on a set of crite- group collaboration, case studies, and peer evaluation. ria that has been used with previous examples in class. All students have the opportunity to present their own work President Kim B. Clark said, “The challenge before us is to cre- as well as to evaluate and later edit the work of their peers. ate even more powerful and effective learning experiences in Grades are based on faculty evaluation of a student’s indi- which students learn by faith…. Students need opportunities to vidual article and on the overall quality of other articles in take action, …where prepared students, exercising faith, step the assigned group. out beyond the light they already possess, to speak, to contrib- ute, and to teach one another…. It is in that moment that the 3. In a computer science course, students read a paper discuss- Spirit teaches.”1 ing eight design rules for an effective user interface. They complete a quiz that tests basic understanding of the mate- Inspired instructors across campus are responding to President rial. The quiz is difficult but can be taken multiple times Clark’s challenge to create classroom experiences that allow stu- before class starts. In class, the faculty member reviews the dents to take action. The form that action takes varies consider- questions that were frequently missed on the quiz. After the ably, but faculty members are finding opportunities to apply review, students are divided into teams where they are pre- the BYU-Idaho Learning Model in ways that allow students to sented an actual product and asked to analyze which of the “teach one another.” This does not imply that faculty are disen- design rules is most critical to the product interface. As each gaged from the process of teaching. In fact, the teaching role team presents, there is disagreement as to which design rule of faculty actually deepens, focusing more on their role as the should be used. The faculty member follows with further architects of peer learning experiences. The following are a few questions, allowing the teams to rework their answers before examples of the experiences faculty are designing for students: he shares the correct response with the class.

1. In a physics course, students prepare an assignment on the Each of these examples provide an opportunity for students principle of constant volume flow rate and complete a pre- to act. Students prepare for classroom discussion, form their class online quiz. In class, their professor presents a diagram own ideas, and teach each other. And while there is significant that asks them to apply the theory. Students are given the responsibility placed on the students, the choice of peer instruc- opportunity to vote on one of three answers. The instructor tion tool is neither accidental nor episodic. Each faculty mem- then divides the students into pairs where they convince ber is deeply involved as the architect of the learning experience. each other why they believe they have the right answer. At Students have the opportunity to take action—they teach, eval- the conclusion of the paired discussion, another vote is uate, interact, and share with each other in ways that require taken. The faculty member calls on a student who changed them to apply and articulate what they are learning. But in order his answer to explain why he changed his vote. An active for this student action to occur in an environment that is most discussion ensues with faculty direction but broad student effective, faculty must design the context and characteristics of participation. those actions with specific learning outcomes in mind.

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 9 Using Peer Instructional Tools in Course Design Peer Collaboration When: After a subject has been introduced, these tools can be There are a variety of peer instructional tools faculty can use to used to inject energy, teach application, and deepen learning. shape their classroom learning environments. Some of the ap- This approach brings students together to jointly work on a proaches are helpful for introducing new material while other project, make sense of a concept, or come to a consensus with methods might deepen conceptual understanding or strengthen a problem. application. We have identified five types of peer learning tools: peer interaction, peer response, peer collaboration, peer feed- Faculty Role: Instructors must develop application materials back, and peer-facilitated instruction. that link to key learning objectives. They must appropriately match students, monitor progress, and have systems that assess Peer Interaction both individual and group work. When: These approaches are most effective as preparatory stages of engagement. They allow students to become generally ac- Application: These tools include variations of group projects quainted with the material and with each other, which permits in which the students work together on a specific assignment. richer follow-up discussions. The tool can also be helpful with Whether face-to-face or virtual, students are expected to work assessing the initial level of student understanding. with their group to collectively produce something (whether it be a project, a presentation, or a response). Faculty Role: Instructors initiate and frame the student dialogue by creating the forum, describing the topic, and inviting Peer Feedback students to participate. After the conversation has started, they When: When real-time feedback is important but constrained observe the interaction (either directly or from a distance). by faculty availability, this approach can benefit both the student being evaluated and the student giving the evaluation. Applications: This approach can be used with online or face- to-face activities. For example, students can engage in dialogue Faculty Role: Instructors must design practical ways in which through online discussion boards. In a classroom setting, stu- students can be matched. Calibrated rubrics must be provided dents can be paired or placed in larger groups to discuss a topic. to ensure the quality of student evaluations. Incentives must be Other applications include study groups, brainstorming ses- provided for students to give quality feedback. sions, and activities that allow students to personally compare their work against other students’ work. Application: Students are matched so they can evaluate one another. In some cases the feedback may be “blind” to encourage Peer Response candor. Students use rubrics or other criteria designed by fac- When: This tool is useful in deepening and integrating prepara- ulty to evaluate the work of fellow students and give feedback. tory learning. It provides opportunities for students to become Web-based software can even permit “calibrated peer reviews” more engaged in the subject. Additionally, it allows the faculty that match students, train and qualify the reviewer, and auto- member or facilitator to gauge student understanding. matically distribute the feedback.

Faculty Role: The instructor must design appropriate questions Peer Facilitation that allow students to teach one another. The instructor must el- When: Peer facilitation extends the reach of faculty members evate and ensure the quality of student responses to enrich and as student facilitators guide and monitor peer-to-peer learning. strengthen the discussion. The instructor should also create or This approach deepens the learning experience of the facilita- identify appropriate problem-centered curriculum and match tor while teaching lifelong peer instruction skills. It also shows them with peer response tools. students how to teach and learn from each other and requires deeper peer responsibility for learning. Application: The instructor takes an active role directing the conversation. The instructor could direct case studies, role Faculty Role: The instructor must select and train student fa- plays, student panels, and class demonstrations. Concept tests cilitators. Curriculum must be monitored through reviewing and voting are other approaches that direct the conversation by each facilitator’s teaching plans. The faculty member observes grouping students (based on knowledge disparity) so they can instruction to identify and focus on problem areas. teach and learn from one another. Application: Rotated student-led instruction, peer-facilitated

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 10 lesson plan development, mutual peer tutoring, and dedicated wherever they serve.” 3 It is our hope that we can work together peer facilitators. to fulfill that inspired vision as we learn how to better enable our students to teach and learn from each other. Integrating Peer Tools into Course Design

The Learning Model at BYU-Idaho provides a framework to tightly integrate peer instructional tools into the overall design 1 Kim B. Clark, “Inaugural Response,” BYU-Idaho Inauguration, Oct. 2005 of a course. The learning processes of prepare, teach one another, 2 Kim B. Clark, “Realizing the Mission of BYU-Idaho: Developing Disciple and ponder/prove can be incorporated across various cycles of Leaders,” All-Employee Meeting, May 2007 learning within the structure of a course. Such cycles of learning 3 Henry B. Eyring, “A Steady, Upward Course,” BYU-Idaho Devotional, can be integrated over the span of the semester or simply used September 2001 to organize a daily lesson plan.

The faculty team developing the Family Foundations Course, for example, has structured a two-week cycle involving four class sessions. Each of the cycles focuses on a key principle from the document, The Family: A Proclamation to the World. On the first session of the week, students prepare by focusing on the funda- mental doctrines and eternal truths of the content. During the second and third sessions students teach one another. In these sessions the course design draws on peer instructional tools most heavily, using various forms of peer response and peer feedback. The fourth session provides opportunities for students to ponder and prove more specific applications of the principle. The focus of each of these sessions affects class size, student con- figurations, and instructional methods.

While the Family Foundations Course provides an example of a multi-week structure across an entire semester, faculty can design peer instructional tools within weekly and even daily structure. The weekly cycle provides a framework to consistently integrate peer tools into the course to enhance learning.

Teach to Learn

President Clark has stated that “BYU-Idaho is engaging students in a very powerful way in teaching one another. Over time, it will become apparent that the most powerful way for the students to learn is for them to teach — they will teach to learn.” 2

Faculty are the architects of peer learning environments and must determine course design, provide structure and support, create an environment of preparation and participation, and monitor learning with positive intervention.

When we ask students to teach and learn from each other, we are teaching them skills that will promote lifelong learning. We believe this is part of what Elder Eyring saw when he said, “They will be natural leaders who know how to teach and how to learn.… Those graduates of BYU-Idaho will become — and this is a prophesy that I am prepared to make and make sol- emnly—those graduates of BYU-Idaho will become legendary for their capacity to build people around them and to add value

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 11 The Value of a Foundations Experience for Disciple-Leaders

by Scott Bergstrom, Institutional Research and Assessment Officer

Taken from a BYU-Idaho devotional address given Dec. 2, 2008

General education isn’t about gaining a breadth of knowledge Fundamentals, the Sciences, Cultural Awareness, Analytical anymore. In the Foundations Program, students are deeply Reasoning and Moral Judgment, and Eternal Truths. immersed into key subject matter, providing a more focused education. It’s about becoming a well-rounded individual, both 1. Academic Fundamentals spiritually and secularly. This area involves writing and reasoning, professional commu- About 15 years ago I was in my car somewhere on the North nication, and quantitative reasoning. Dakota prairie headed home. It was a typical winter night—10 degrees below zero; waves of powdery snow blowing across the Writing and Reasoning highway; thousands of stars visible in the clear, moonless sky. I A few years ago my wife showed me a paper written by one of was checking channels on the radio and came upon an interest- her students and asked, “What do you think of this paper?” I ing program. It featured the conductor of a symphony orchestra. said it was a very bad piece of writing. She said, “That’s what I He was analyzing a passage from a Mozart symphony. Even thought.” She called the young man into her office and expressed though I lacked a full technical understanding of his explana- her concerns. Surprisingly, he was not the least bit flustered. tion, I was fascinated by the analysis, and I was duly reminded He said, “Oh, I’m not worried. I plan on being rich enough to that Mozart was indeed a musical genius. At the conclusion of hire people to write for me.” Of course, the student completely the vignette the radio announcer said, “Join us next time for an- missed the point, because writing is far more than just grammar other episode of What Makes it Great.” and editorial style. It is a manifestation of our thinking.

In the moment I heard the title of that program, I had one of Professional Communication those wonderful moments of enlightenment. I understood what Let’s turn to professional communication. You have an incred- my undergraduate professors were trying to teach me when I ible opportunity to learn to verbalize your thoughts by engag- was a college student. Through their choice of subject matter, ing in meaningful discussions and by being able to teach others they were exposing me to what was the most interesting, the what you know. Your speech and your writing will portray to most profound, the most successful, the most beautiful, in es- the world who you are. There should be no mystery or ambi- sence, the best that their discipline had to offer. On that frigid guity about who you are and where you stand based on your night, I was warmed by a feeling of tremendous gratitude for words and speech. Consider how these skills will help you as the great gift I had been given those many years ago. you rear your family, build the Kingdom of God, and commu- nicate with others. Specifically, the part of my undergraduate curriculum in which these teachings were most prominent was my general education. Quantitative Reasoning The topic is timely because we have launched a new approach The last element of the Academic Fundamentals area is quanti- to general education called Foundations. This new curriculum tative reasoning. Many important decisions in life depend upon has enormous potential to bless lives given its unique approach a certain level of ability to work with numbers. You will all buy a and concepts, and especially its connection with the BYU-Idaho house someday. You will all have to make investment decisions Learning Model. On top of that, the Foundations experience for your retirement. You will have personal and professional becomes even more potent when it is connected with another challenges related to budgets and money. A disciple-leader will unique BYU-Idaho idea, that of the disciple-leader. want to be prepared to make good decisions when the stakes are high. A disciple-leader will want to use the financial resources I would like to take a brief journey through each of the five pri- at his or her disposal wisely and with integrity so that he or she mary areas of the Foundations experience. They are Academic is never ethically compromised in any way. Consider how much

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 12 more effective you will be as a disciple-leader free from the bur- dens of unsound financial decisions. 4. Analytical Thinking and Moral Judgment

2. The Sciences The capstone of Foundations is an experience in analytical thinking and moral judgment. The Savior instructed his disci- Let’s turn to the Sciences. Why would the Lord care that His ples, “Behold, I send you forth as sheep in the midst of wolves: disciple-leaders understand some science? be ye therefore wise as serpents and harmless as doves.”2 The Savior’s use of the serpent symbol is curious because the snake For the disciple-leader, the study of science is the study of God’s is generally associated with craftiness and deception rather creations. Jesus said, “Behold, I am Jesus Christ, the Son of God. than wisdom. In my interpretation, to be wise as a serpent I created the heavens and the earth, and all things that in them means to use your intellectual and spiritual resources to see are.”1 One can’t help but be awestruck by looking into the night through the fog of uncertainty, even deception, and determine sky. On a clear night there are about 10,000 stars visible to the a course of action which is correct or at least optimal. It is to naked eye. Beyond this visible layer lies an uncountable array use these resources to correctly judge which things are right of heavenly objects. The Hubble telescope has captured images and praiseworthy, and which things are not, in a world which of very small segments of space in which there are hundreds routinely presents evil things as either morally neutral or of galaxies populated by trillions of stars. We have an equally morally acceptable. A disciple-leader should have disciplined wondrous view of God’s greatness and glory as we contemplate thoughts so that he or she can deal effectively with difficult the Earth and how it works, or the human body and how it and situations and the challenging problems of life. Testing your at- its various components work, or human behavior and how it titudes and values is invaluable. works in all its dimensions, and ultimately matter itself and how it works. Surely, He would appreciate the fact that you would 5. Eternal Truths spend time delving deeply into one or more parts of His handi- work. This is a form of worship. I want to briefly touch upon the Eternal Truths area. Delve deeply into many aspects of the gospel. Carefully study the 3. Cultural Awareness prophets, ancient and modern, and become acquainted with leading gospel scholars and their writings. Carefully study the Now we come to Cultural Awareness. Disciple-leaders who Savior, His ministry, and His Atonement. Disciple-leaders will surround themselves with the great creative accomplishments use these experiences to bolster their testimonies with new en- of mankind are reminded that the children of God are capable lightenment and understanding, and to establish a solid founda- of great nobility and expressions of beauty. By seeking out the tion for future gospel study. things which are, as the 13th Article of Faith teaches, “virtuous, lovely, or of good report or praiseworthy,” disciple-leaders are 6. The Overall Foundations Experience refreshed and strengthened so that they can, in turn, uplift and inspire others. I will always be grateful to those teachers who, not of my major, were so skilled and inspirational. They exposed me to things This is in direct contrast to most popular culture, which is that have been a lifelong blessing. I am grateful to the authors served to us through television, movies, popular music, pulp of the texts and other great works that I studied. They were my fiction, and the like. The products of popular culture are like teachers as well. junk food. They can be tasty morsels, but they are low in nu- tritional value, and continual consumption over the long-term I suspect many of you have thought to yourselves, “I will never is unhealthy. I don’t read Shakespeare every day or listen to use this again!” I would simply ask that you not be so quick to Beethoven all the time, but I do try to engage great thinkers and dismiss a Foundations experience because there is no immedi- artists as often as opportunities to do so present themselves. ate payoff or perceived long-term utility. If you cannot see the beauty or the point of something long recognized to be beauti- Disciple-leaders will use the works of great thinkers and artists ful or meaningful, then you might want to ask yourself, “What to more fully understand the human experience and the strug- am I missing? gles of mortality that take place without gospel truths. They will use great works of art to enhance the power of the scriptures I have long regarded my general education as a spiritual experi- in their lives and use them to teach and illustrate eternal truths. ence because, as I came to realize, all truths and all praiseworthy I am grateful for the wisdom and creativity of great men and endeavors are in harmony with the things of God. Brigham women who expressed truth as best as they could without hav- Young made this very point when he said, “Every true principle, ing the plain and precious truths of the restored gospel. every true science, every art, and all the knowledge that men

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 13 possess, or that they ever did or ever will possess is from God.”3 As disciples-leaders determine the things with which they will surround themselves, they will carefully cling to Moroni’s standard: “ . . . that which is of God inviteth and enticeth to do good continually, wherefore, everything which inviteth and enticeth to do good, and to love God, and to serve him, is inspired of God.”4 Disciple-leaders will want to fill their lives with things that are praiseworthy and great so that there is no room for things which are dark, vulgar, vain, or foolish.

1 3 Nephi 9:15 2 Matthew 10:16 3 Brigham Young, Journal of Discourses, Vol. 12, 1869, 326 4 Moroni 7:13

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 14 On Campus

Foundations: Teaching students how to learn are encouraged to enhance their skills is through internships. But, getting a good internship requires determination. Foundations classes do more than teach academic knowledge, said Jon Linford, dean of Foundations and Interdisciplinary Dominic Bailin, a Ricks College graduate, felt guided to leave Studies. The classes also teach students how to learn. his wife and six children at home in Arizona while he returned to BYU-Idaho to complete a bachelor’s degree in communica- “Foundations classes help students master the Learning Model tion. After two semesters, he began searching for an internship. and learn how to be better teachers and disciple leaders,” said A former ward member helped him find a public relations and Linford, who has been a team leader involved in developing marketing internship for the City of Maricopa, Ariz., his home- Foundations classes since the courses were initiated. town. After a phone interview, he was offered the position. This education that focuses on providing groundwork for learning is the basic concept behind the courses, he said. How do internships bless lives? “The Lord blessed me with an internship, which helped me ob- Foundations classes differ from traditional general education tain skills I would not have another way,” Bailin said. “It gave classes in several ways. “There’s a difference between studying me experience I need to purse my future career goals.” Bailin general things and studying things that are going to serve as a was grateful to be with his family while establishing worthwhile foundation for everything else you do,” Linford said. connections in the city.

For example, in a physical science class, the facts of science How does BYU-Idaho prepare students for internships? aren’t the only things taught. Teachers also to teach students As the only intern working for the City of Maricopa, Bailin how to express themselves orally and verbally and to think was given more projects than he was prepared for. “I hit the critically, extending these skills even beyond the traditional ground running—but forgot my running shoes,” he said. When subject matter. overwhelmed, he would refer back to his classes at BYU-Idaho and ask himself, “How can I apply what I learned in my com- Another way in which Foundations courses differ from tradi- munication classes to this situation?” He stated that without his tional general education is in the breadth of subjects studied education, he would not have known where to begin. within a single course. In a general education course, students would learn a little bit about everything. In such courses, “the What do internships teach students? idea is to go for a scattergun approach, like getting a taste of ev- An important aspect of the workforce, Bailin learned, is build- erything at a sushi bar,” Linford said. ing and maintaining connections. “The ultimate goal of internships is to be offered a full-time job,” he said. “It is important Foundations classes, on the other hand, tend to be more topic to build relationships and not settle for anything less than your oriented. “We’re going to take a little slice and focus on the best.” He expressed enthusiasm and love for his internship and slice,” Linford said. “We’re going to give you enough back- those he worked with. Some of his projects included writing for ground to understand what we’re doing, but we go deeper into the city’s newsletter, assisting with the mayor’s State of the City a certain topic.” speech, doing public relations for the city library, and starting Academy Leadership, a public class explaining Maricopa’s future. The Foundations classes still have some work ahead to get all the These projects taught him project and time management, as well problems worked out, Linford said, but he is sure the classes will as organizational skills. someday prove to be a great blessing to the entire field of education. He said, “I think everyone will look at what we’re doing How do internships lead to future careers? with Foundations and say, ‘we want something like that.’” Bailin’s internship experience has helped him exhibit more confidence during his classes. He is now able to share his experience with other students. He looks forward to One student’s faith opens doors completing school, returning to his family, and finding a career in public relations or political science. Bailin’s faith While BYU-Idaho provides an excellent academic learning en- and determination helped him make the necessary steps in vironment, the university recognizes that classroom learning is preparing for his future career. just one way to gain an education. One particular way students

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 15 A BYU-Idaho education outside of Rexburg turned in an application to the Heber J. Grant Program* and was appointed as coordinator of applications. When Kristy Anderson tried to enroll in classes at the Univer- sity of West Georgia, where her husband works as a business “The program did wonders for me from the moment I signed professor, she received some bad news. “They said none the up,” Arritt said. “It woke me up to a whole new world, creating previous credits that I had earned at Utah State University and a spark in my life that I needed—not just for schoolwork but for Ricks College would transfer,” she said. life in general.”

Thirty-six credits short of earning a bachelor’s degree, her op- Since joining the program in spring 2009, Arritt has served in tions were limited. She then recalled seeing ads for online learn- several positions, including managing director of the instructor ing at BYU-Idaho. “I kept seeing the ads and realized it would and mentor areas of the program. In that position, he super- be a great way for me to complete my degree. So I signed up as vised and collaborated with other leaders about how to better part of the pilot program.” mentor program participants, who can apply anytime from 13 years old through their freshman year at BYU-Idaho. Anderson said her online classes have been a rewarding experience. “My classes are challenging and have required me to stretch Arritt said it is rewarding to meet the program participants and myself and grow. Even though it’s online, there are still many op- see how they have been helped through mentoring, financial as- portunities to work in groups and collaborate with others.” sistance, and life skills courses. However, he feels he has gained more from the program than any of those receiving aid. Finishing her degree online has also benefited her six children as well, she said. “It’s been nice because I don’t have to leave my “I only wish I could give back what I have received,” he said, “but family behind. I can get all of my schoolwork done from our I don’t think that is possible.” home. Sometimes I have to stay up late to get assignments done, but they get done.” He explained that serving in a leadership position has given him a new outlook on his education. He said being a student Anderson also feels that returning to school has set a good ex- at BYU-Idaho gives you the opportunity to learn as much or as ample for her children. “Education plays such a major role in little as you want. our family, so I think this is a good thing for my kids,” she said. “The kids watched as their dad finished his schooling, and now “At BYU-Idaho, we are invited to take part in our education, not they are watching as I finish mine.” just sit back and soak up lectures,” he said. “This program has put me on the front line of a learning opportunity and made me Anderson recently completed her required coursework, gradu- realize that I need to take the driver’s seat in the classroom as ating with a Bachelor of University Studies degree in July. well. This experience has helped me become an active participant in my education instead of just a passive observer.”

Taking the driver’s seat in education *The Heber J. Grant Program is a student-led organization that identifies and assists individuals in their efforts to overcome disad- Nine months after returning from the Mexico Guadalajara Mis- vantaged backgrounds by providing financial support, mentoring, life sion, BYU-Idaho student Kimball Arritt decided he was not get- skills courses, and leadership opportunities. ting what he wanted out of his schooling.

“I didn’t have a good outlook on my education,” he said. “I Activities: It’s about people not programs wasn’t enjoying it the way I felt I should be, and I was almost ready to leave BYU-Idaho.” Dragging her feet slowly through the campground, freshman Jordyn Bochenek couldn’t help but think about the troubles pil- After reflecting on his university experience and on his personal ing up in her life: adjusting to a new school, problems at home, life since he had returned from Mexico, Arritt decided he need- and much more. Having been involved in various activities ed to give more service. He needed to get involved and give back. throughout high school, Bochenek usually liked giving service, but this time, her heart just wasn’t in it. As he scoured through lists of available service opportunities, Arritt was intrigued by an opportunity to assist individuals It didn’t take long for Activities Director Layne Kinghorn to in their efforts to overcome disadvantaged backgrounds. He recognize Bochenek’s somber look, and he immediately took

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 16 action. Pulling her aside, Kinghorn promised that if Bochenek would forget her troubles and concentrate solely on the service opportunity at hand, everything would take care of itself.

“From that point on, I threw my whole self into the project, and everything Brother Kinghorn promised came true,” Bochenek said.

Six semesters later, Bochenek is the student director over the service area of Activities and wants to give to others what King- horn gave to her: a changed perspective.

“One of the most important things I’ve learned is that it’s always more important to focus on people than programs,” she said. “Next semester there will be a new service director who will run the program differently than me, but that doesn’t matter. What matters is that we have the opportunity to change people’s lives. If I can talk to even one freshman during the project and make him or her a more confident person, then the project was a success.”

Bochenek said the same is true for all branches of Activities. She explained that BYU-Idaho is the only place she knows of where every program can bring people closer to Jesus Christ.

“Even at Guitars Unplugged, we try to bring down the noise, remind people why we are here and begin with a prayer,” she said. “We know our programs are a success if we bring people closer to Christ.”

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 17 Alumni News

BYUI Connect links students, alumni accommodations, entrance into all of the sites, transportation, and some meals. A $300 deposit is required to secure a booking Alumni and students have a new tool to connect with one an- and must be received by Oct. 1. Bookings will be accepted on a other—BYUI Connect, a new online social network found at first-come, first-served basis. www.byuiconnect.org.

The purposes of the site, according to Alumni and Community Alumni receive numerous benefits Connections Director Steve Davis, are to help current students form networks with alumni in their chosen fields, to help The time spent at BYU-Idaho can be rewarding in its education- alumni reconnect with old classmates, and to provide a place for al and professional value, but a diploma or a job isn’t the only news of the Alumni Association. benefit enjoyed by those who have walked the halls of this university. Alumni are entitled to benefits such as trips, discounts, Primarily, BYUI Connect will serve as a tool for the BYUI Men- gifts, and opportunities to serve. toring Network, a group of current students, alumni, campus employees, and friends of the university who provide career, Once a year, the Alumni Association takes a group on a tour academic, and personal support. Volunteers in the Mentoring somewhere in the world; the next trip, which leaves in Febru- Network connect with students to provide career advice, com- ary, will explore the Yucatan peninsula in Mexico. In the past, pare notes, and point the way to job opportunities. To join this the association has taken trips to places such as Australia, New network, visit BYUI Connect, and click on the BYUI Mentoring Zealand, England, France, Italy, Ireland, Scotland, and Greece. Network link. Alumni can also take part in reunions, an annual trip to Lagoon with lower pricing, and discounts at the University Store. Henry J. Eyring, Advancement vice president, emphasized the role that alumni can play in helping students make the transi- Alumni can find out about these benefits and more on the BYUI tion from the academic to the organizational world. “The alum- Connect Web site at www.byuiconnect.org. ni know firsthand what it’s like to take a degree and turn it into something you can make a living with,” Eyring said. “This site is Alumni can also mentor recent graduates and current students. the key to passing on that knowledge.” First, alumni can become BYU-Idaho ambassadors, acting as official representatives of the university wherever they live. Am- A directory on the site includes all alumni and students and bassadors serve as local contacts, encourage promising students displays basic contact information, making it easy to connect to come to BYU-Idaho, and serve as a resource for mentoring. with one another. In addition, users can post blogs, get RSS Alumni can also join the Mentoring Network and be readily feeds, display YouTube videos, and link to other accounts such available to give career advice and help students and graduates as Facebook, LinkedIn, and Twitter. They can also keep updated find internships and jobs. To become an ambassador or to join on the latest news from the Alumni Association, including up- the Mentoring Network, log on to www.byuiconnect.org, and fill coming reunions and other events. out the volunteer form under “Mentoring Network.”

Experience the 2011 Yucatan Adventure Jerry Roundy presented Alumni Award of Excellence Jan. 29–Feb. 6, 2011 The BYU-Idaho Emeritus Alumni Association presented an Our 2011 BYU-Idaho Alumni and Friends Tour will take us to Alumni Award of Excellence on June 19 to Jerry Roundy. Mexico’s Yucatan Peninsula, focusing on the northern regions. We will stay in three different cities: Valladolid, Merida, and Pla- Jerry Roundy was born and grew up in Escalante, Utah. He ya del Carmen. This tour will include a combination of visiting enlisted in the Navy at age 20 and served for four years on two ancient Mayan ruins, swimming in cenotes, and relaxing on the different aircraft carriers. After his service in the Navy he was beaches of Progreso and Playa Del Carmen. The cost is $1,550 called as a missionary to the Eastern States Mission. He attend- per person (based on double occupancy) and includes airfare, ed Utah State University and Brigham Young University, receiv-

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 18 ing his doctorate from BYU in 1976. His dissertation was “Ricks Parson has been an instructor of art at BYU-Idaho for 31 years. College: A struggle for Survival.” Some of his professional work includes: five portraits of members of the Quorum of the Twelve Apostles, the Twin Falls and Roundy has taught at several schools in the Church Educational Rexburg Idaho Temple murals, and original framed paintings System, including Ricks College, BYU, and the BYU Jerusalem for the Vancouver British Columbia Temple. Center. He has served as president of the California Sacramento Mission and has been involved with many civic organizations Parson has completed paintings for the Laie Hawaii and Gilla to help preserve the history of Escalante. He married Colleen Valley Arizona Temples, and is currently working on portraits of Marrott in 1957, and she passed away from cancer in 1985. He Elder Neil L. Andersen and President Thomas S. Monson. then married Sherree Schow Spencer in 1986. Roundy has seven children, 25 grandchildren, and nine great grandchildren. Parson has painted close to 100 magazine and book covers. He has also created over 50 paintings that have become limited-edi- tion prints. Many of his works have been purchased for various Leon Parson receives Eliza R. Snow Award private collections.

BYU-Idaho faculty member Leon Parson is the 2010 recipient of the Eliza R. Snow Award. Emeritus Breakfast scheduled for November

Each year, the Eliza R. Snow Society for the Performing Arts The Emeriti Alumni Association has scheduled the next Emeri- recognizes and honors an individual who has excelled in the tus Breakfast for Saturday, Nov. 13, at 9 a.m., in the Manwaring performing and visual arts. The recipient must be an alumnus of Center Special Events Room. Event details will be posted at BYU-Idaho and be supportive of the university and its programs. BYUI Connect (www.byuiconnect.org).

“I am very honored to receive the award,” said Parson. “A student came to one of my classes to shoot some footage of me teaching. He explained that it was for the Snow Society, but I didn’t realize until later what it would be used for. I was very surprised when I found out. ”

A NEW APPROACH IN EDUCATION www.byui.edu/magazine | B Y U – IDAHO F A L L 2 0 1 0 19