“Hands-On Winners
The UO College of Education’s CounselingPsychology program grabbed three national
awards from the American Psychological Association
(APA) this year. Faculty member Ellen Hawley
McWhirter received the national Fritz and Lynn
Kuder Early Career
Scientist Practitioner
Award from Division
17 of the APA.
Doctoral student
Krista Gragg received
the Donald Super
Student Research
Award from Division
17 for her dissertation
research in career
development as a
protective factor in
domestic violence prevention. And the faculty and
students together received the National 2001-2002
APA Suinn Minority Achievement Award in
recognition of the program’s success in recruiting,
supporting and training  psychologists of color.
We work with a wonderfully diverse group ofstudents, and we are especially pleased with
our success in this area and with the Suinn Award,”
says Professor Benedict McWhirter, director of train-
ing in the counseling psychology program.
The COE’s counseling psychology program is
distinctive for its recruitment and retention of mas-
ter’s and doctoral students of color. Of the program’s
43 doctoral students, 47 percent are members of
American ethnic minority groups. The COE program
was the only counseling psychology program in the
nation to win the diversity award, among all applied
psychology programs, including counseling, clinical,
and school psychology. Reflecting the college’s 
commitment to climates of respect, cultures of
belonging, and inclusive learning communities, this
recognition advances the program to the position of
”
E D U C A T I O N
F O R  T H E  U N I V E R S I T Y O F  O R E G O N  C O L L E G E  O F  E D U C A T I O N  A L U M N I
matters
number one counseling psychology program in the
nation in attention to issues of diversity and recruit-
ment, retention, and support for students of color.
“When you consider that all other program
finalists this year were located in large urban areas
with large minority populations—Los Angeles,
Chicago, New York, and Puerto Rico—it’s quite an
achievement for our program located in a city the
size of Eugene, Oregon, to capture a recognition of
this stature,”says McWhirter.
All this attention is no real surprise to theprogram’s students, however. They see fulfill-
ing the criteria of the Suinn as just another dimen-
sion of the program’s unique ecological model that
emphasizes multi-culturally competent research and
clinical work.
“We do a lot more than talk about it,”says Jason
Burrow-Sanchez, former co-chair of the college’s
Ethnic Diversity Affairs Committee and one of two
COE  students who nominated the program for the
APA recognition.“It’s very much a reflection of the
values and stance of the model we’ve studied.”
That model also has the effect of cultivating
excellence in all students as they develop and mature
as hands-on prevention researchers.
“Our peer students mentor us and foster the
open environment that in turn makes the next
diverse cohort of students comfortable. And at the
same time, each of us is learning to increase our
ability to critically examine multiple viewpoints
across several levels in any social interaction as
counseling researchers, and integrate the context
we’re observing as part of the way we understand
problems or interventions,”says Burrow-Sanchez.
Krista Gragg credits the model with preparing
her to work and research in many social and cultural
settings: “In every encounter, I am now looking
specifically for the ways the individual has developed
within a context, and that context includes all the
multi-cultural elements,”says Gragg.“It has com-
pletely opened my thinking.”
SPRING 2002
Vol. 7 – No. 1
INSIDE
What Rankings Mean

UO College of Education
Climbs into U.S. Top Ten

Faculty Expertise
Counseling Psychology
Scientist-Practitioners
Power of a Mentor
Outstanding Alumna
COEAA Honorees
Building Relationships
More about the CPSY Program on pages 4-8 & 12
        
College of Education
Climbs into Top Ten
        
According to the U.S. News & World Report annual
ratings of colleges of education, the UO College of
Education’s graduate programs rose into the top ten
of nationally ranked institutions in 2002-2003. The
UO College of Education advances to fourth among
U.S. public colleges and universities, and ninth overall
in the nation. The rating secures the UO college’s
best-in-the-Northwest reputation, with the next-best
NW college ranked at 27th in the overall ratings.
The magazine’s annual Best Graduate Schools edi-
tion, which in recent years has consistently ranked
the UO College of Education among the nation’s top
schools, appeared on newsstands April 8, 2002.
A SUMMARY OF THE RANKINGS:
•4th best public graduate college of 
education in the nation
•9th best public or private graduate
college of education in the nation
•The NUMBER ONE most productive
funded education research faculty in the
nation—this year 24 percent higher per 
faculty member than the productivity of our
nearest competitor
•The 3rd ranked special education
program nationwide, three years in a row
• The BEST college of education in the
Northwest 
These are the highest national rankings the UO
College of Education has received, rising from last
year’s position as 11th in the nation overall and 5th
among publicly funded institutions.
For a listing of current COE programs of study, see page
5. For more information also see the COE website:
http://interact.uoregon.edu
If you are interested in receiving your Education Matters
newsletter in pdf format online, email your request to
edalum@oregon.uoregon.edu
2 UNIVERSITY OF OREGON
“This 
accomplishment 
is a wonderful 
testimony to the
service you 
provide to 
educators,
schools, 
community 
agencies, and 
children.”
Dave Frohnmayer
What Does It Mean?
RECENT U.S. NEWS & WORLD REPORT RANKINGS
highlighted in this issue are an attempt to quanti-
fy reputation, student selectivity, and research
productivity. But numbers alone don’t tell the
story. The story underlying the rankings is the
extraordinary influence of COE faculty that is
shaping and changing the landscape of federal and
state policies. That story reflects the commitment
and success of COE faculty, students, alumni, and
partners in accomplishing our mission: Making
educational and social systems work for all.
The college has gained national visibility and
presence through our research partnerships with
schools that have improved student behavior and
academic performance in school districts nation-
wide. The consistently high ratings of the COE
reflect the demand for its faculty expertise and are
evidence of the impact and success of its work. 
According to University of Oregon president
Dave Frohnmayer in a letter to the College of
Education faculty,“This accomplishment is par-
ticularly compelling, following as closely as it
does on the drastic budget cuts the college had to
suffer just 12 years ago. It is a wonderful testimo-
ny to the extraordinary work you do—which is
reflected in the quality of your academic programs,
the research funding you receive, and the service 
you provide to educators, schools, community
agencies, and children." 
The signature of the College of Education is its
focus on and commitment to providing school
administrators and teachers with the information
they need to manage student learning and behav-
ior and to monitor student and organizational
progress. The rankings affirm our ability to 
develop efficient and effective informational tools,
to strengthen school cultures, and to support the
implementation of sustainable processes to
improve teaching and learning results.
Martin J. Kaufman
Dean, College of EducationMartin Kaufman
UO College of Education Awarded
Two National Research Centers
The University of Oregon College of Education 
has a legacy of enhancing the capabilities and
effectiveness of schools. In the fall of 2001 the
U.S. Department of Education awarded two of
nine national research centers to the college: the
Center on Schoolwide Behavior Support,
Co-directors Robert Horner, Ph.D., and George
Sugai, Ph.D., and the Center for Improving
Reading Competence Using Intensive
Treatments Schoolwide, Co-directors Edward
Kame’enui, Ph.D., and Deborah Simmons, Ph.D.
The centers will demonstrate effective school-
based strategies to serve children who exhibit
behaviors that can lead to future discipline prob-
lems and academic failure and to help children
who have difficulty learning to read.
AERA Distinguished Researcher
COE professor Russell Gersten has been award-
ed this year’s Distinguished Research Award at
the American Educational Research Association
(AERA) annual conference in New Orleans.
“Russell Gersten has made distinguished contri-
butions to our knowledge about how a diversity
of children learn and how we might best research
how they do so,”noted the nominating panel of
the Special Education Research Special Interest
Group. Gersten was recently one of six researchers
in the nation asked by the U.S. Department of
Education’s Office of Educational Research and
Improvement (OERI) to provide an overview of
current scientifically based research in effective
math education.
Sugai Gives Testimony to Senate
UO College of Education professor George 
Sugai presented testimony on April 25th to the
U.S. Senate Committee on Health, Education,
Labor, and Pensions. The full committee hearing
considered testimony on the Individuals with
Disabilities Education Act. Chaired by Senator
Edward Kennedy, the committee asked Sugai to
offer testimony from his research detailing effects
that school-wide behavior models have had on
discipline referrals and school culture.
COLLEGE OF EDUCATION 3
The UO
College of
Education 
has a legacy of
enhancing the
capabilities and
effectiveness 
of schools.
Kame’enui at the White House
First Lady Laura Bush and the Honorable Margaret
Spellings, Assistant to the President for Domestic
Policy, welcomed COE faculty member Edward
Kame’enui and other key representatives in educa-
tional research and teacher quality to the White
House on March 5, 2002, to present remarks on
preparing quality teachers. Kame’enui, director of
the Institute for the Development of Educational
Achievement (IDEA), spoke to the conference about
the importance of training teachers to teach reading.
The research of Kame’enui and other UO faculty has
provided the basis for effective models of school-
wide beginning reading instruction and the training
of teachers to implement those models.
Shaping National Policy
The Council for Exceptional Children’s Division for
Research recognized Linda Lewis at the CEC annu-
al convention in New York. Lewis, COE coordinator
of federal policy and programs, was acknowledged
for leadership in helping design federal legislative
and executive branch policy to improve opportuni-
ties for individuals with disabilities. She has served
as chair of the CEC Advocacy and Government
Relations Committee since 1998. She is also chair of
governmental relations for the Higher Education
Consortium for Special Education, a body represent-
ing all doctoral-degree-conferring institutions with
special education programs. Lewis also coordinates
CEC Division for Research governmental relations
and is a member of the professional advisory board
of the National Center for Learning Disabilities.
President’s Commission
Educational Leadership’s professor Gerald Tindal
addressed the President’s Commission on Excellence
in Special Education in Washington, D.C., in March.
The commission will make recommendations to the
president in nine areas of emphasis with the goal of
improving and refining the delivery of special edu-
cation nationwide. In anticipation of the reautho-
rization of the Individuals with Disability Education
Act (IDEA), Tindal was asked to provide testimony
on challenges and progress related to national
assessments of student learning appropriate for
individuals with disability.
Faculty Expertise Valued as National Resource
Research in Real Life
The question that ought to periodically wake usup in the middle of the night,”according to UO
counseling psychology associate professor Ellen
Hawley McWhirter, “is  ‘Does the work I’m doing
actually make a difference in people’s lives?’ ’’
According to Dr.
McWhirter’s peers, her
work matters both to 
science and to real life
practice. As the 2001-
2002 recipient of the
national Fritz and Lynn
Kuder Early Career
Scientist Practitioner
Award, McWhirter has
been recognized by the
American Psychological
Association (APA) as an
outstanding scientist
practitioner who—within
the first 10 years of his 
or her career—has made
significant contributions to the science and the 
practice of counseling psychology .
“Fritz Kuder made a tremendous contribution to
both the science and practice of vocational counsel-
ing,”says Ellen McWhirter.“To the extent that this
award means my work has been of value across the
dimensions of science and practice, it is a wonderful
honor and source of encouragement.”
Dr. McWhirter’s research has focused on adolescent
career development and the barriers that keep ethnic
minority and female high school students from pur-
suing or completing post-secondary education in
order to achieve their vocational aspirations.
“My research emerged as a pragmatic way to com-
bine and pursue my interests in facilitating empow-
erment through counseling practice, multicultural
counseling, and social change processes,”says
McWhirter. “By addressing the educational and
4  UNIVERSITY OF OREGON
“The question
that ought to
wake us up 
in the middle 
of the night 
is ‘Does the 
work I’m doing 
actually make 
a difference in 
people's lives?’”
Ellen McWhirter
vocational attainment of young women and people
of color, the science can empower individuals and
groups and serve to develop equality of opportunity
for women and people of color.”
In addition to conducting her own research,McWhirter advises doctoral students as they
develop their dissertation research in the counseling
psychology program. Mentoring the developing
research scientists allows Dr. McWhirter to advance
more than just her own research contributions to
the field. According to her students, McWhirter sets
a powerful example with her emphasis on targeting
and reaching under-studied and under-served pop-
ulations within their community settings by creating
targeted interventions through prevention science.
“I now perceive research as being just one piece of
a much larger picture,”says CPSY doctoral student
and McWhirter advisee Danielle Torres, who is cur-
rently completing her clinical internship in southern
California.“This perspective allowed me to develop
my dissertation research by asking what the com-
munity I’m studying needs from a researcher, rather
than approaching the question from my own agen-
da. This makes my research more immediately 
valuable to the community it is ultimately designed
to serve.”
Doctoral students in counseling psychology credit
McWhirter both with teaching and demonstrating
the ecological model—the science of examining
how the individual fits within the family, school,
community, and larger society environments that
overlap each other. In doing this, she models how
to create interventions that work.
Ellen McWhirter is the 14th recipient of the
Kuder Award since its inception in 1987. The
founder of the national APA award, Frederick
“Fritz" Kuder, created several career and vocation
interest inventories widely used in career assess-
ment. His Kuder-Richardson formulas, developed
in 1937 to assess the reliability of scales, also con-
tinue to be widely used today. He was a founding
member and the second president of the (now)
Division of Counseling Psychology of the
American Psychological Association; cofounder of
Personnel Psychology, and founder and editor of
Educational and Psychological Measurement.
Your Gifts Support Their Efforts
Here are some ways your contributions can make a difference to the
counseling psychology program:
• The Jean Twohig Scholarship: This fund was established by the late
Jean Twohig to support graduate students pursuing careers in counseling
and psychology. This year the endowed fund has been able to support two
students. This is currently the only scholarship available to students in the
Counseling Psychology and Human Services programs. Gifts in any
amount are always welcome and are added to the body of the fund.
• Professorship in Clinical Excellence: Preparing clinicians to deal with
the variety of clients and problems they may face requires training and
supervision by outstanding professors with exceptional knowledge,
breadth of experience, and wisdom. The Professorship in Clinical
Excellence will provide the college with the opportunity to retain and
recruit outstanding faculty and to encourage young faculty to grow to dis-
tinction by supporting scholarly initiatives and teaching creativity. When
$300,000 is raised, the college will be eligible to receive matching funds
from a gift from Phil Knight to establish this professorship in the College
of Education.You may wish to consider a gift toward this goal in honor of
the mentoring you received during your time at the University of Oregon.
• DeBusk Center: Donations to the DeBusk Clinic help support the clinical
research and training of students in the Counseling Psychology Program.
Gifts to Counseling Psychology and Human Services programs in the 
College of Education should be made in care of the UO Foundation.
Please designate the purpose on your check.
UO Foundation 
PO Box 3346
Eugene OR 97403-0346
Contributions are also accepted online:
http://giving.uoregon.edu
If you wish to make a gift of stock or real property, please contact:
Andrea Wiggins
Director of External Affairs and Development
College of Education
1215 University of Oregon
Eugene OR 97403-1215
(541) 346-1568
awiggins@oregon.uoregon.edu
For information about college programs, degrees and licenses, faculty research and
outreach, and alumni activities, log on to our website: 
http://interact.uoregon.edu
COLLEGE OF EDUCATION 5
O O
U
F
NIVERS TYI
RE
GO
N
EE
ELL
O
C
G
FO DUCATIO
N
Programs of Study
The College of Education offers undergraduate
level and graduate level majors and minors as
well as programs leading to licensure in teaching
and other professional fields. These programs are
offered through five areas of concentration:
COUNSELING PSYCHOLOGY AND 
HUMAN SERVICES:
Majors & Specializations
• Counseling Psychology 
• Counseling, Family & Human Services
• Family & Human Services 
• Marriage & Family Therapy 
EDUCATIONAL LEADERSHIP:  
Majors & Licenses
• Educational Leadership 
• Administrative Licensure
SPEECH, LANGUAGE, AND HEARING SCIENCES: 
Majors & Licenses
• Communication Disorders & Sciences
SPECIAL EDUCATION:  
Majors & Licenses
• Special Education  
• Early Intervention
• School Psychology
TEACHER EDUCATION: 
Majors, Licenses, & Endorsements
• Early Childhood Education
• Elementary Education
• Middle/Secondary Education
In addition to traditional course offerings for the
majors and minors listed above, the College of
Education offers several other non-traditional
opportunities for study.
OTHER OPTIONS:
• Institutes  
• Summer course offerings
• Conference workshops
• Continuing education  
• Distance learning programs
Scientist-Practitioners
The New Generation of Psychologists 
at the College of Education
Since the mid 1990s, the College of Education
Counseling Psychology program has focused 
on prevention research to serve children and
families in schools, homes, and communities.
Danielle Torres: “I was very motivated to bring empirical
validation to a program that was having an impact on fami-
lies in the Latino community. Although the Latino Family
Education weekend retreat program has existed for four
years, the staff has been unable to devote the resources or
expertise to engage in a rigorous evaluation of its effects. I
wanted to measure the retreat's effect on the academic
persistence, confidence, achievement, and post-secondary
educational plans of Latino high school students. 
“I had no data to begin with, but I was inspired by some
great stories. A mother brought in sewing to support her
family in addition to the work she and her husband did dur-
ing the day outside the home. The high school daughter,
who was very strong academically, began having trouble in
school because she had no time to complete her home-
work: she had to do the dishes and other housework
because the mother needed help. Once the father had
attended the retreat, he realized that if he was a little more
flexible in the gender roles usually firmly in place in Latino
culture—if he did the dishes—his daughter could complete
her math, and continue to excel in school." 
The UO program emphasizes what counseling
psychologists call an ecological model, which
integrates the experiences and influences of
settings—such as home and school.
Jason Burrow-Sanchez: “My research focuses on 
parent /child interactions that may influence the transmis-
sion of depressive symptoms across generations. I was
looking at how adolescents respond to maternal depres-
sive behavior. My findings suggest that the interactions
between moms and their adolescent children when the
mothers are experiencing symptoms of depression may
contribute to future depressive responses in the children. 
"The implications are that it's important to look at the
shared patterns of the family system in treating depressive
symptoms in adolescents. But most significantly, findings
imply that behavior patterns are observable; in other
words, all therapists can identify some recognizable pat-
terns and use them to shape or create more protective or
more positive outcomes for adolescents."
Krista Gragg: "I don't view myself as a career counselor
or a career development researcher, I view myself as a
violence prevention researcher. It just so happens that
effective career counseling proves to be integrally related
to the prevention of domestic violence. 
6 UNIVERSITY OF OREGON
"I'm not only in the clinical context with an individual
woman who has a history of being a victim of abuse, I am
out in the community examining many factors contributing
to that woman's experience of barriers to career growth—
and one of those barriers is a history of victimization or
abuse. Women victims of domestic violence consistently
report that the most significant barriers to changing their
lives are not having access to money or a stable income to
improve their outcomes in attaining career goals.”
An individual who receives this type of inter-
vention counseling may learn strategies to
grow and change that will be supported natu-
rally by the social and community network that
is already part of a person's daily experience.
David Knopes: "We know that power of the peer group
is a driver, both for pro-social and anti-social behaviors. A
student's peers offer both risk and protective factors. Even
though the peer group sometimes reinforces impulsive or
acting-out behaviors, individuals are geared primarily to
pursue reinforcement for positive interactions. 
"My study examines peer interactions of male adolescents
identified as being at risk for school failure due to disrup-
tive behavior. The students are videotaped as they interact
with peers. They watch the tape with a counselor and can
examine their behavior. Watching their own behavior on
tape and interpreting it engages the understanding of the
student. Film communicates in a way that is much more
accessible than the countless hallway discussions these
students have been having with every school principal, hall
monitor, or school yard cop since elementary school. Also,
adolescents are already socialized to consider information
from the media as relevant—and film or video as a friendly
or reliable depiction of reality. They are predisposed to
accepting an objective and possibly critical view of their
own behavior in this medium.” 
Noah Kaufman: "Until I reached the age of 20, the
most salient part of my existence was that I raced bicycles.
Growing up in a primarily Latino community just off the
highway in rural northern New Mexico, I found myself
wanting to find a way out of the under-populated area
where my parents had settled; racing bicycles seemed like
the best ticket. After I stopped competing, I found my way
to a community college, where I quickly discovered that
learning and thinking were activities I enjoyed. This discov-
ery—in conjunction with an interest in psychology—led me
to two jobs: statistics tutor at the University of New Mexico
and milieu counselor in a residential treatment center for
adolescents. My years as an athlete left me with a strict
work ethic and appreciation for remaining in the trenches
while the opportunities as a tutor and milieu counselor
shaped my appreciation for how science informs practice.
All of these experiences proved to be ideal preparation 
for graduate training in the UO counseling psychology 
program."
Danielle Torres
Jason Burrow-Sanchez
Krista Gragg
David Knopes
Noah Kaufman
“
COLLEGE OF EDUCATION 7
CPSY students learn from and use private and
ublic contexts in their dissertation research.
Krista: "Our discipline doesn't claim ownership of the
olution to the difficult social problems we address, such as
omestic violence. But by nature of its assumptions, the
model requires the coordination of efforts across the set-
ngs or experiences a person is exposed to.
We actually have learned to maximize and coordinate the
fforts of a number of important and effective types of com-
munity based resources—from counseling settings and
uman services agencies, to shelters for battered women,
hurches, community colleges, and other educational out-
each service systems. I know how to coordinate multiple
ypes of services to address barriers and create effective
upport or educational systems; I am not limited to treating
he individual or providing counseling in a clinic setting." 
David: "The intervention I was studying targeted the most
isruptive individuals in schools. In general, these are not
opular individuals, and sometimes they and their families
ave had a lot of opportunity to become discouraged, so I
as most pleased about the receptivity of the schools and
amilies I was approaching. For instance, I had budgeted a
modest compensation of gift certificates to recognize stu-
ent participation. I was completely surprised that partici-
ants didn't want gift certificates—they just wanted help."
Research in the ecological model is challeng-
ng—but critical to identify real needs.
Noah: "There is an equilibrium here between science and
ractice. This feature of our program is something I per-
onally value a lot; it has contributed significantly to my
aining as a psychologist. In contrast, when this balance
n’t struck, training programs can create a) skilled
esearchers who lose touch with the populations they study
r b) experienced clinicians who are incapable of interpret-
ng scientific, empirical literature. Although it’s not easy to
evelop in both of these domains, I believe we have a
esponsibility to do so and that the people we serve are
etter off if we do. I’m grateful that the faculty in the UO
PSY program do a remarkable job of fostering our 
volution as both scientists and practitioners.”  
Danielle: "Now that I am doing my internship, I am inter-
cting more with colleagues who have different training. I
ow realize how innovative the UO program is.This type of
ntervention research does get complicated—it is a lot of
ork. We're coordinating agencies, kids, parents, schools,
nd incorporating several pieces of a large process. The
ayoff is that the outcomes are touching more than one
ndividual's comfort or growth: when family systems, and
chools, and communities experience positive change,
many, many people benefit." ”
Inspiration: Breaking into Prison
The turn my interests have taken is a bit of a 
surprise. I turned down an opportunity in my
master’s studies at the University of Kansas to do
research at the federal prison in Leavenworth. It
seemed unlikely that I would be comfortable
working with a prison population. I was certain
that I wanted to work with children and families.
I did enjoy working with them, but pretty quickly
found that in-home therapy or individual parent-
ing instruction was not going to make the broad
social change I wanted to influence. To create
interventions that affect larger systems means I
can ultimately help a greater number of individu-
als, so I began to look for ways to do that.
“During an internship at a veteran’s hospital, I discovered I did enjoy work-
ing with men, even angry men, and I sought out experiences in the correc-
tions system. Watching people struggle to adjust to what was going to be
their experience for the next 20 years really compelled me to explore how
they might better be helped. First-time incarcerated males are a population
very much in need of mental health services, both for their adjustment to 
the prison system which is an entirely new and threatening environment—
especially for those who don’t have good self-soothing skills—and for their
longer-term progress toward rehabilitation.
“Sometimes people object that prison counseling provides comfort in a situ-
ation that isn’t about personal comfort. I look at it as being an investment in
skills building. These are folks who ARE going to rejoin us in the community
and live among us. It seems important that there be interventions in place to
help them attain the coping skills they need well in advance of that point.
Currently, folks with a high degree of mental illness do get services, but the
ones who suffer from stresses and behavior patterns that might most be
helped by counseling are not getting the help they need to improve.
“My study investigates whether early counseling can help inmates adjust to
incarceration. They suffer fewer medical or mental health events that the
state bears the expense of treating, and create fewer disruptions in what
becomes a safer prison environment. The initial investment in therapy is
quite low compared to the institutional and social costs of untreated distress.
“There is a stereotype that inmates are hardened individuals. But they are
extremely grateful for help: many even turn down the small stipend paid for
surveys associated with my research. There is concern on their part that I not
be paying out of pocket for their benefit. I find that concern remarkable.
“My studies are not grant supported at this time. There is not a lot of
research with the incarcerated male population—nor funded opportunity to
pursue researched interventions in corrections. In a way, that means I'm get-
ting a chance to do pioneering work, and I am pleased that by influencing
this marginalized population—in helping them make changes in their
lives—my research can make a positive impact in our larger society.
CPSY student Alison Lusk hopes to continue her work during her doctoral
internship at the Federal Bureau of Prisons medical center in Lexington, Kentucky.
Scientist-Practitioners continued on page 8
8 UNIVERSITY OF OREGON
NEW AREA HEAD
The College ofEducation wel-
comes Dr. Linda Forrest
as new area head for
Counseling Psychology
and Human Services.
Forrest’s scholarship
focuses on professional
training issues—specif-
ically, the educator’s
responsibility to
address the ethical
problem of trainees
who are unable to develop adequate professional
competencies. Forrest is currently serving as the
Associate Editor of The Counseling Psychologist. She
also serves on the 12 member Board of Educational
Affairs of the American Psychological Association
(APA), on the Executive Board of the Division of
Counseling Psychology of APA, and as the divi-
sion’s representative to the APA Council of
Representatives. Forrest is also a Fellow of the
American Psychological Association, in both the
Division of Counseling Psychology and the Society
for the Psychology of Women.
Before coming to the UO in 2002, Forrest was a
professor in the counseling psychology program at
Michigan State University. She has served as assis-
tant chair, program director, and director of training
of Counseling Psychology at MSU.
Linda Forrest has published widely in examining
how gender schemas influence and shape the lives
of women and men as well as educational and
counseling practices, social structures, and policy.
She has also published extensive reviews of the 
literature on issues related to trainee impairment.
The Counseling Psychology and Human Services Area
that Linda Forrest administers includes:
• The Counseling Psychology doctoral program
•  The Marriage & Family Therapy master’s program
• A one-year, non-clinical, Master’s of Education
program in Family and Human Services
• The undergraduate program in Family and
Human Services
College of Education 
Advancement Council
President
Patricia Moffitt ’69
Lake Oswego, OR
Members
Philip Barnhart ’71, ’78 
Eugene, OR
Colleen Donnelly ’72 
Eugene, OR
Teri Geist ’73 
Portland, OR
Nancy Maloney ’69 
Portland, OR
Anita Bell McClain ’64
Portland, OR
Robert “Ozzie“ Rose ’69 
Salem, OR
Ken Settlemier ’79, ’82 
Newport, OR
Susan Shepard ’69 
Portland, OR
Mike Stewart ’76, ’78 
Portland, OR
Dean Thompson ’58, ’84 
Kent, WA
Connie Worrell-Druliner 
Bend, OR
Associate Member
Amelia Sommerville ’59 
Medina, WA
New Members
Kaye LeFrancq ’71 
Eugene, OR
Lauren Schuchart 
Seattle, WA
UO Foundation Trustees
College of Education Liaison
Dody Dornsife Jernstedt ’69, ’70
Alamo, CA
David: "The research environment available at the UO
helped me make a compelling case for funding my work.
We have access to faculty who are nationally recognized
and who have a reputation of mentoring their students; we
have resources of associated clinics and adjunct research
facilities such as Oregon Research Institute; we have
ORSA and the Human Subjects oversight; we have the
library and a great technical consulting resource in the staff
who serve faculty on campus. The management compo-
nents of a grant are significant, in order to protect the
integrity of the content, and having the guidance and UO
resources available to me allowed me to experience what
actually goes on in the university environment where 
external funding is serious enterprise.
The scientist-practitioners in the UO College of
Education program are already contributing to
development of the diverse communities their
research serves.
Danielle Torres is currently completing her internship
in a University of California at Santa Barbara counseling
center. She has also begun her search for professional
employment in academic and clinical environments. For
her outstanding work serving Latino communities, Torres
has been selected as a Minority Fellow of the American
Psychological Association (APA) from 1999-2002.
Jason Burrow-Sanchez is headed to the University of
Utah for his clinical internship. He is eager to begin
intensive clinical training and plans to gain experience
leading to a professional academic role in counseling psy-
chology, where he plans to integrate research, teaching,
and clinical practice.
As a UO doctoral student Krista Gragg collaborated
with more than 40 community agencies in Lane County
to provide career development training to women sur-
vivors of domestic violence. She will complete her intern-
ship at the University of Maryland at College Park.
David Knopes was a COE Chamberlin Scholar in
2001, and one of only 14 doctoral students nationwide to
be funded by the U.S. Office of Special Education
Programs. He has seven years of experience working in
inpatient adolescent psychological units. He looks forward
to working with adult males during his internship at the
Veteran’s Hospital in Portland, Oregon. 
Noah Kaufman has submitted his study “Skill Change
as a Mediator of Treatment Efficacy for Depressed and
Conduct Disordered Youth” for journal publication. He
looks forward to internship next year in the Children’s
Psychiatric Hospital in Albuquerque, New Mexico.
Eventually, he would like to practice and write interpreta-
tions of the empirical literature for the practitioner.
Scientist-Practitioners continued from page 7
Thank You!
Recent gifts to the College of Education
Don Parr, Portland, OR, recently gifted the college
more than $40,000 in stocks to continue support for
the Dorothy Carlson Parr Memorial Scholarship.
This endowed scholarship now supports three stu-
dents aspiring to be teachers.
Norma Kruger, Lynnwood, WA, gave $10,000 to the
Alumni Fund for Faculty Support. This fund is
open to gifts from all College of Education alumni.
When the fund reaches $300,000, it will be matched
by funds from a gift from Phil Knight to provide a 
professorship supporting faculty who have made 
significant contributions to the field of education.
George Daniels, Los Angeles, CA, and daughters
Misten, Gerianne, and Nicole recently gave $25,000
to establish the Daniels Family Scholarship in the
College of Education. The scholarship was designed
to provide support for a student, with junior and
above status, in any program in education.
Former and current faculty including Doug Carnine,
Roland Good, III, Larry Irvin, Ken Merrell, and
Ziggy Engelmann have established the Wes Becker
Memorial Scholarship to honor their mentor and
colleague. The goal is to fund a $20,000 endowment:
annual interest will provide scholarships to out-
standing graduate students in the school psychology
program to help support dissertation research.
Colleagues, students, and other friends of the college
wishing to contribute, please designate your gift to
the COE-Wes Becker Fund, in care of   
UO Foundation 
PO Box 3346 
Eugene OR 97403-0346 
As the fund grows, the college’s ability to help sup-
port students will expand, and with it, the impact of
Wes Becker’s powerful mentoring will continue.
COLLEGE OF EDUCATION 9
The Power of a Mentor
When Wes Becker and Zig Engelmann left Illinois
or Eugene in 1970, the powerful pull of their 
mentorship brought with them to the University 
of Oregon a number of Becker’s former students—
ncluding young Doug Carnine.
Now a COE professor himself, Carnine was only the
beginning of College of Education students and fac-
ulty who were fortunate to study or teach alongside
Wes Becker. Professor Becker was a strong influence,
mentoring current and emeritus COE faculty and
doctoral students who went on to create their own
ignificant contributions to the field of school psy-
hology. To Hill Walker, Wes Becker was a valued
riend and colleague for more than 30 years; to
Mark Shinn and Gary Stoner, Becker provided
nspiration for professional growth.
Wes was intellectually tough and required us to
earn and operate in that heady realm,”says special
ducation professor and former associate dean of
esearch and outreach Larry Irvin.“Sometimes this
eemed inordinately challenging and sometimes
wasn’t all that much fun. But it always operated to
harpen our abilities to think critically and effectively
nd to be better at what we were doing.”
Wes Becker graduated from Stanford University in
954, completing undergraduate and graduate pro-
rams in a blitzing six years to earn his Ph.D. in
Clinical Psychology, Statistics, and Learning Theory.
Considered among the first to bring simple and sci-
ntifically supported uses of behavioral principles to
parent training, Becker’s book, Parents are Teachers
ontinues to sell more than a thousand copies per
ear, even 30 years after its initial publication. Becker
was one of the first social scientists to bring the
nalysis of behavior from the laboratory to the class-
oom. His research serves as the foundation for the
behavior management practices used in classrooms
oday. Becker is also widely known for his co-direc-
ion with Siegfried (Ziggy) Engelmann of the Direct
nstruction (DI) model of Project Follow Through,
rom 1968 to 1978. DI—which emphasizes small-
roup, face-to-face instruction in reading, arithmetic,
nd language—was the most successful model of
he federally funded project, the largest educational
esearch study in the nation’s history.
Funding a
scholarship has
far-reaching
effects on 
students, 
faculty, 
and future 
generations.
Ziggy Engelmann and Wes Becker (back row l-r) with students;
future COE professor Doug Carnine (middle row l) circa 1970
Thank You!
Thank You!
Wesley Becker: 3/17/28 - 10/29/00
Outstanding Alumna
Outstanding Alumni are recognized for excep-tional contributions to education or other
fields. One honored recipient each year is invited to
campus to speak at the College of Education June
commencement ceremony.
2002 COE Honoree
Anita Bell McClain ’64, literacy expert and
Professor of Education at Pacific University in 
Forest Grove, OR, will receive the 2002 Outstanding
Alumnus Award.
Dr. McClain was chosen
for her contributions to
literacy education, her
service to the teaching
profession, and her
community volunteer
work. According to Dick
Darst, President of
COEAA, “Anita McClain
was chosen for her
ongoing intellectual
inquiry, her effectiveness
and professional excellence preparing teachers, and
her years of service to the community at large.”
Dr. McClain is the editor of the Journal of Reading
Education and serves on three separate International
Reading Association committees. She is a textbook
author and presenter on reading strategies and is a
consultant on reading to school districts throughout
Oregon. At Pacific University, she is known for her
innovative teaching strategies and the development
of a curriculum for a Minor in Spanish Education of
Elementary Teachers. She also regularly teaches in
Pacific University’s College of Optometry, providing
instruction to post-doctoral optometrists. In addi-
tion to her professional work, Dr. McClain is actively
involved in a number of charitable causes in the
Portland metro area. She has served on the Board of
Directors for the Waverly Children’s Home, the
Infant Hearing Resource, the Oregon Holocaust
Resource Center, and serves on fundraising commit-
tees for the Parry Center for Children and the
Christie School. In addition to her work in the
Portland area, she serves as an advocate for the
University of Oregon College of Education as a
member of the Dean’s Advancement Council.
10 UNIVERSITY OF OREGON
Alumni Awards
This spring the COE Alumni Associationhonored the following alumni.
DISTINGUISHED ALUMNUS AWARDS:
For leadership and service to the profession.
Mari Brabbin ’74, Principal, Eagle Point High School
• Recognized for ongoing leadership and outstand-
ing ability to turn challenges into opportunities for
her school, students and community; acknowledged
for providing meaningful learning experiences that
excite students to learn and want to stay in school.
Bonnie Brunken ’67, Retired English Teacher, Eugene
• A committed advocate for students and excellence
in learning, Bonnie’s 32-year career encouraged
thousands of students to find their voices and devel-
op the skills to express themselves effectively.
Jerry Fitzpatrick ’74, Vice-Principal, Forest Grove
High School • Acknowledged for ongoing service as a
school administrator; cited for leadership in volun-
teer activities in his community and helping staff
and families provide educational services for special
needs students, improving teaching and learning
throughout his school, and supporting learning
communities within his school.
Catherine Gersich ’91, ’93, Teacher at Fairhaven
Middle School, Bellingham, WA • Recognized for
inspiring student creativity and providing meaning-
ful educational opportunities to schools and com-
munity through art.
Candyce Reynolds ’82, ’85, Professor, Portland State
University • Recognized for developing a unique and
successful mentorship program within the general
education studies program at Portland State
University. The program pairs undergraduate and
graduate student mentors with faculty. Together,
they develop and deliver an interdisciplinary curricu-
lum to freshmen and sophomores. The program has
received national recognition for its effectiveness.
Arnold Roblan ’83, Principal, Marshfield High
School, Coos Bay • Recognized for being a creative
leader, finding ways to benefit the students of his
community. He has been a tireless advocate for 
secondary students and secondary programs and
has received considerable state and national recog-
nition for his efforts.
Charlene Weichman ‘67, UO Business Graduate 
• Recognized for her leadership on the school board
of the Bend-La Pine School district and her years of
charitable service to schools and children in need in
her community.
College of Education
Alumni Association Board
Officers
Richard Darst ’82, ’86
President
Linda K. Smith ’69, ’70, ’82
President Elect
Terry E. Mero ’81
Past President
Central Region
Jerry Colonna ’87
Patricia Kern ’83
Coastal Region
David Malcolm ’84
Donna Woods ’75
Columbia Region
Jerry McGuire ’67, ’74, ’92
Mary Ann Sweet ’64
Eastern Region
Boyd Swent ’78
Mickey Upson ’88
Northwest Region
Raymond Giansante ’58
Carl Odin ’69, ’85
Santiam Region
Thomas N. Snider ’72, ’80
Bruce Waltz ’74, ’80, ’82
Southern Region
Edith “Sammie” Allen ’63, ’70
Neil White ’69
Southern Valley Region
Ellen S. Adler ’72, ’82  
Bruce R. Smolnisky ’72, ’82, ’87
At-Large
Bob Burns ’73
Martin Crouser ’89
Charles Hopson ’93
Marion Morehouse ’76, ’82
Cindee Rada-Robertson ’84
Sara Saxton-Ticer ’79, ’80
If you or someone you know… 
is interested in serving with one
of the College of Education boards 
or supporting committees, 
please contact Andrea Wiggins at
541-346-1568 or e-mail 
awiggins@oregon.uoregon.edu.  
The college has opportunities 
for alumni from all 
academic program areas. 
Alumni feedback and 
support is crucial as we 
continue to provide leadership 
in preparing educators, 
clinicians, and others 
who provide support to 
children and families. 
COLLEGE OF EDUCATION 11
Alumni Notes
Tresa Bear Eyres ’67, lives in San Francisco and has co-authored two self-
help books: Make It Happen! SNAPP Your Way to Success in Business and Life
and Career Continuation: Make It a SNAPP.
John Goebels ’80, is a special education consultant in Tacoma, WA. He
works with districts, teachers and families to design and support effective
strategies for students with disabilities.
Doug Halvorsen ’64, ’69, received the Best Teacher award in Santa Maria
Valley, CA. An art teacher at Righetta High School, he was acknowledged for
his respect and concern for students as well as his inspiration to have art be a
part of their lives.
Gregory Hansen ’81, ’84, lives in Portland and is president of Global
Qualitative Group, a marketing and research firm which serves clients around
the world. Hansen worked in public affairs for the Keizer, OR, School District.
Jane Hart ’00, is the Children’s Foster Care Coordinator, Developmental
Disabilities of Lane County.
Lorraine Kerwood ’99, a social worker in Eugene, OR, has established
MacRenewal, an agency that refurbishes and distributes computers to people
who experience disabilities, elders, small schools and nonprofits, people with-
out money or access to technology, and children in the Oregon foster 
care system.
Kenneth Wyatt ’51, ’54, a retired special education
professor from Georgia State University, lives part
time in Georgia and in Sidney, BC. Shown here
proudly displaying his membership card, Ken boasts
of 50 years of membership in the University of
Oregon Alumni Association.
• • • • • • • • • • • • • • • • • • • • • •
IN MEMORIUM:
• Einar Budd Gronquist ’51, April 13, 2001.
Retired high school teacher, Portland, OR
• Bruce Kitts ’60, M.Ed., August 7, 2001. Retired teacher, community
volunteer, Clackamas, OR
• Ray Lowe, January 23, 2002. Professor Emeritus, first coordinator of the
COE School Psychological Services program, Eugene, OR
• Kenneth Naffziger ’71, Ph.D., February, 11, 2002. Oregon State University
associate professor, Eugene, OR
• Marilynn Walsh ’87, M.Ed. of Special Education, January 20, 2002.
Consultant with Linn-Benton-Lincoln ESD, Corvallis, OR
• Harold Wheeler ’69, Ph.D., October 17, 2001. Special educator and foster 
parent to children with disabilities, Jamestown, ND
We invite you…
to send alumni news about yourself or your colleagues to:  
Sophia Malkasian
College of Education 
1215 University of Oregon
Eugene OR 97403-1215
Fax:  (541) 346-5818 
E-mail: edalum@oregon.uoregon.edu
COMMUNITY AWARD
Stan Miller ’62,’73, Retired Teacher, Principal and
Deputy Superintendent, Hillsboro School District;
President and Vice-President of the Portland Council,
t. Vincent de Paul • Recognized as an outstanding
ducator and influential service-volunteer, helping
provide new sources for housing and utility pay-
ments for the poor and meals for those in need.
EDUCATIONAL EXCELLENCE AWARDS:
or significant impact on students and programs.
Ann Erickson ’68, Teacher at Juniper Elementary,
Bend • Recognized for her 22-year career as an
ducator and her focus on helping children learn to
ake personal responsibility for their education
arly in their schooling, which has influenced hun-
dreds of children in their most formative years.
Karen Olsen ’81, ’82, Teacher at McCornack
Elementary School, Eugene • Recognized for her 
9-year career as an excellent teacher and school
eader whose academic standards, enthusiasm,
nd thoughtful planning made her an outstanding
o-worker and one of McCornack School’s most
equested teachers.
FRIEND OF EDUCATION AWARDS:
Ken Daugherty ’56, (deceased) • Honored for his 
2 years of outstanding service as a member of the
Grants Pass school board.
Tom Page ’69, ’71, UO Business and Journalism
Graduate, Tri-County News Sports Reporter 
 Honored for his ongoing enthusiastic media 
promotion of student athletes and school sports 
n Lane County.
• • • • • • • • • • • • • • • • • • • • • •
Remembering Ray Lowe
His legacy is not only a personal one,
but one for the college and the state."
Kitty Whyte Backus ’61, M.Ed.
Under the guidance of Ray Lowe, the COE School
Psychological Services program planted the seeds 
of what were to become the current graduate coun-
eling psychology program, the talented and gifted
program, and the special education program.
Lowe was also one of the principal teachers and
prominent practitioners of Adlerian education and
ounseling in the U.S. According to emeritus pro-
essor Martin Acker, Lowe had a passionate com-
mitment to democracy: “His very personal commit-
ment to a practice of democratic principles on a
personal and family level fueled all of his commu-
nity, educational and professional endeavors.”
He will be remembered for his sensitivity, his sense
of humor, and his enthusiasm for life.
Relationship Builders
The Marriage andFamily Therapy
program in COE’s Area of
Counseling Psychology
and Human Services offers
a two-year master’s
specialization that trains
students to become profes-
sional family therapists. In
preparation for state licen-
sure, the program offers
intensive, specialized train-
ing that emphasizes
applied clinical experience.
MFT students are
excited about the new
training facilities at the
Center for Family Therapy. But they find that the
relationships formed in their cohort of student peers
are also key to their success.
“I can’t say enough good things about my peers
as colleagues,”says MFT student Tara Nemeth. “We
serve as encouragement to one another and as a
study support system, but more importantly, we
work together on becoming the best professionals
Renée Villanueva
            
COE CLIMBS INTO TOP 10 OF NATIONAL RANKINGS
“A wonderful testimony to the support the college has received from all of its alumni and friends.
The College of Education has brought honor to us all.” ~ UO President Dave Frohnmayer
UNIVERSITY OF OREGON
College of Education 
1215 University of Oregon 
Eugene OR 97403-1215
EDUCATION MATTERS
is published by the 
University of Oregon
College of Education.
Address inquiries to 
Office of the Dean, 
(541) 346-3405
Staff
Martin Kaufman
Dean 
Diane Bricker
Associate Dean
Elaine Jones
Assistant Dean
Andrea Wiggins
Director of External Affairs
and Development
Linda Mears
Communications Director
Kathleen Heinz
Marketing and Graphic Design
Coordinator
Melodee Durrenberg
Proofer
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Proofer
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institution committed to cultural
diversity and compliance
with the Americans with
Disabilities Act. This 
publication will be made 
available in accessible 
formats upon request.
Photography: Arden Munkres, 
Kathleen Heinz
©2002 University of Oregon
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12   UNIVERSITY OF OREGON COLLEGE OF EDUCATION 
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we can be. In the first year before we are working
with clients, we learn the practices of group psy-
chotherapy through role playing and reporting our
observations to each other. That requires a vulnera-
bility that not only helps us improve our methods as
counselors, but also helps clarify the role of the
client. I’ve learned about how to help clients be
responsive at different levels in relationship.”
MFT students complete 500 client contact hours
and, individually and in groups, 100 hours of
American Association of Marriage and Family
Therapy-approved clinical supervision. This involves
live observation, participation in reflecting teams,
video-audio-taped sessions, and case review. In
preparation for clinical supervision, student cohorts
work together to learn roles and types of responses
they are likely to experience as counselors.
“I chose this program because it was so tightly
focused around the clinical applications,”says  first-
year MFT student, Renée Villanueva. ”Everything we
work with is directly applicable to how we will do
our jobs as counselors and clinicians. I’m really
looking forward to clinical training, but I’m also a
bit nervous, because it’s a lot of responsibility, help-
ing people as counselors. The positive reinforcement
from my peers has been even more important than 
I anticipated.”
Tara Nemeth