College of Education and Human Development

CEHD Alum Reflects on Remarkable 50-Year Career in Education

What inspired you to pursue a career in education?

My career in education developed over time because of my interest in the sciences and teaching. As a former Boy Scout with a love of nature and leadership, I entered The University of Rio Grande, Ohio with the idea of becoming a Wildlife Research Biologist. During my 4 years at Rio, I was one of the leaders in Circle K (Rho Gamma Chi) responsible for developing and leading the Freshman Week activities. The Dean of the Education Department convinced me to take one course in Education as an elective. I graduated with a major in Biology and a double minor in Chemistry and Education. The rest is history.

Over your 50-year career, what are some of the most rewarding experiences you've encountered, and how did they impact your approach to connecting with your students?

I spent several summers working for Wediko Children's Services, a non-profit organization that provides therapeutic and educational services to children with emotional and behavioral challenges. George Mason College of the University of Virginia had a program that would help me better serve these children. As George Mason grew to George Mason College and finally George Mason University, so did I. I earned a Master of Guidance and Counseling specializing in College and Career counseling.

Several rewarding experiences have occurred over 50 years. I am proud to have been involved in the development of the first High School Ecology course in Virginia in 1971. However, I especially love to hear from the students, educators, and parents who have spent time in my classroom and office. In particular, the students who came back to see me after they entered college/vocation to tell me about their experiences. They talked about my courses and what I could do to better prepare them for collegelevel science classes. I also love to hear about my former students' success in community activities and from other service projects and through competing in science fairs.

Through it all, my guiding philosophy was “the student comes first.” The student always comes first as a counselor.

What is one of your fondest George Mason memories?

As a member and treasurer of the board of Directors of the GMU Alumni Association, I loved working alongside John Carter, admission counselor at George Mason University. In 1985, we created the first spring College Fair for high school juniors. The event was so successful, it was then moved onto George Mason’s campus, where it continues to this day. Now the Northern Virginia Regional College fair, more than 1,500 high school students from the Northern Virginia area come to George Mason’s campus to make connections with over 150 institutions from across the United States!

How have you seen education evolve over the years, and what changes do you think had the greatest impact on students and educators?

Education has undergone constant evolution, with some changes being beneficial and others not as much. One significant shift in the 1970s was the Ungraded/Nongraded concept, which had the potential to be a turning point in education. However, I believe it didn't reach its full potential due to a lack of sufficient funding and professional development for teachers. On the other hand, the rise of Advanced Placement courses offering college credit and the expansion of community colleges played a significant role in increasing access to higher education and certifications.One of the most profound impacts on education came with the introduction of computers and technology. The integration of computers into classrooms became a valuable tool, supporting teachers and enhancing the traditional lecture model. However, the introduction of national standardized testing had its own set of challenges, particularly as it led to teaching to the test, which often limited creativity and critical thinking.

Finally, the COVID-19 pandemic has caused ongoing changes in education, fundamentally altering the way students and educators interact. Whether these shifts are ultimately beneficial or detrimental is still up for debate.

Can you share a story or moment from your career where you felt you made a significant difference in a student's life or in your community?

It's often difficult to fully understand the impact you have on your students. Some come back to visit, others tell you that they pursued careers in teaching, counseling, or science, and you sometimes reunite at class gatherings. It's only after certain moments that you realize the true difference you’ve made. In the 1970s, I had the privilege of teaching Ecology to a class of about 46 students, five of whom later went on to become teachers themselves. Later, I had the opportunity to teach alongside them, and even helped one of their children navigate the college application process. When I returned to this particular school in 2007, it was a special moment to reconnect and work with these former students, and they still talk about our community work in Ecology today.

Just before my retirement, a former student recognized me at a Tysons Corner food court. During our conversation, he shared that his mother still talks about the help I gave her many years ago. At that time, he was married and had two children of his own.

Another moment happened at a private school open house in 2019. A mother recognized me and mentioned how I had helped her get into college when she didn’t think it was possible. She came to my office back in the 90s to discuss her options, and I assured her there was a college out there for anyone willing to try. We researched options together, and she went on to pursue her education.

These three encounters, spread across years, showed me the lasting influence we have on our students. It’s humbling to realize that the impact we make can last a lifetime. The power of the teacher-student relationship remains unchanged, no matter what political forces or trends come and go. The connection you build in the classroom is something truly special—because it recognizes the unique journey of each student, and that’s a kind of impact no policy or trend can ever take away.

As you reflect on your career, what advice would you give to today's educators, and what qualities do you think are essential for Mason’s CEHD students entering the field now?

If you intend to be an educator at any level or position you need to love working with the youth in your community and sharing your knowledge. Being an educator for any other reason will hinder your success because students will know you're not in it for them. My educational philosophy is, “Use your subject matter to teach about life.” This gave me 50 years of incredible pleasure and a feeling of usefulness in my community. I believe “THOSE WHO CAN - DO, THOSE WHO CAN DO MORE- TEACH.”