PERSONAL DATA:
 

EDUCATION:

Ph.D., Kansas State University, 1983
            Areas of Preparation:
                        Educational Psychology (learning and development)
                        Measurement and Evaluation
                        Research and Statistics

M.S.,  Kansas State University, 1980
          Special Education

M.A.,  University of Kansas, 1970
           History

B.A.,   University of Nebraska at Kearney, 1968
           Education

MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS:

National
             American Association of Colleges of Teacher Education
             (Institutional Representative, 1990-1992, 1995-present)
             American Educational Research Association
             American Numismatic Association
             Association on Higher Education and Disability
             Association of Teacher Educators
                          (Member of Development Committee, 1992-1995)
             Council for Exceptional Children
             The William Glasser Institute

Regional
             Association of Teacher Educators-Indiana
             Indiana Association of Colleges of Teacher Education
                          (Institutional Representative, 1999-present)
             Midwestern Educational Research Association
             Northern Rocky Mountain Educational Research Association

PROFESSIONAL EXPERIENCES:

Dean, School of Education
Professor of Education, Indiana University Northwest, 1999- present
Responsibilities:     Provide leadership to ensure good professional standing with
                            accrediting bodies ? both NCATE and the Indiana Professional
                            Standards Board

                           Establish and promote the mission of the SOE and related goals.

                            Prepare and administer School of Education budget.

                            Recruit and evaluate appropriate staff and faculty

                            Conduct faculty evaluations and make recommendations regarding promotion
                            and tenure.

                            Conduct annual faculty evaluations and award merit salary increases.

                            Promote programs for faculty and staff development.

                            Coordinate professional involvement with organizations such as
                            AACTE, IACTE, ATE, and ATE-I.

                            Organize and chair the Teacher Education Advisory Committee to review and
                            advise the SOE on the development, implementation, and evaluation of
                            instructional programs.

                            Appoint faculty members to SOE committees.

                            Advocate and promote the School of Education within the administrative
                            structure of the campus and the larger campus community.

                            Provide leadership in establishing, developing, and maintaining relationships
                            with local K-12 school districts.

                             Monitor and lead the SOE in the development of positive relationships among
                             faculty, staff, students, and community.
 

Chairperson, Department of Educational Studies
Associate Professor, University of Tennessee-Martin, 1995 - 1999
Responsibilities:     Served as co-chair of NCATE Continuing Accreditation Committee

                            Administered undergraduate and graduate programs and activities.

                            Taught courses associated with the program.

                            Determined personnel needs to provide for quality departmental
                            programs.

                            Conducted annual faculty evaluations and made recommendations for
                            faculty improvement, and faculty tenure and/or promotion.

                            Coordinated programs for staff development.

                            Coordinated undergraduate and graduate courses and programs
                            within the department.

                             Developed and coordinated funding opportunities for the department.

                             Prepared and administered the departmental budget.

                             Prepared class term schedules and assigned faculty teaching loads.
 

NCATE Coordinator for Continuing Accreditation
Associate Professor, Wayne State College, 1992-1995
Classes Taught:      Introduction to Special Education
                            Conferring About Exceptional Children
                            Secondary Schools Seminar
                            Educational Psychology
                            Student Teaching Supervision - Special Ed. and Secondary Ed.
 

Chairperson, Education Division
Associate Professor, Doane College, 1990 - 1992
Responsibilities:      Served as member of NCATE Coordinating Committee

                            Administered undergraduate and graduate programs and activities

                            Supervised secondary student teachers and taught courses
                            associated with this aspect of the program

                            Supervised student teachers in special education and taught courses associated
                            with this aspect of the program.

                            Served as Chair of Masters Degree program in Education.  Taught various
                            graduate courses in this program.

                            Determined personnel needs to provide for quality divisional programs.

                            Coordinated programs for staff development.

                                      Made recommendations for promotion and tenure of faculty.

                             Conducted annual faculty evaluations and made recommendations
                             for faculty improvement.

                             Coordinated undergraduate courses and programs within the division.

                             Developed and coordinated funding opportunities for the division.

                             Prepared and administered the divisional budget.

                             Prepared class term schedules and assigned faculty teaching loads.

                             Supervised divisional student recruiting procedures.
 

Assistant Professor, Doane College, 1987 - 1990
Classes Taught:      Practicum I (Learning Theories, Teaching Strategies, Measurement and
                            Evaluation)
                            Child Development
                            Introduction to Exceptional Children
                            Methods for the Secondary Classroom
                            Methods for Exceptional Children
                            Student Teaching Supervision - Secondary
                            Student Teaching Supervision - Special Education
                            Served as member of NCATE Coordinating Committee

Acting Chairperson, Education Division
Assistant Professor, Doane College, 1986 - 1987
Responsibilities:     Supervised secondary student teachers and taught courses associated with
                            this aspect of the program.

                             Supervised student teachers in special education and taught courses
                             associated with this aspect of the program.

                             Coordinated undergraduate courses and programs within the division.

                             Prepared class term schedules and assigned faculty teaching loads.

                             Administered the divisional budget.
 

Assistant Professor, Doane College, 1984 - 1986
Classes Taught:      Developmental Psychology
                            Introduction to Special Education
                            Measurement and Evaluation
                            Learning Theories
                            Methods for the Secondary Classroom
                            Special Education Methods
                            Student Teaching Supervision - Special Ed. and Secondary Ed.
 

Assistant Professor, Kansas State University, 1983 - 1984
Classes Taught:      Educational Psychology I, the first course in the undergraduate
                            sequence of professional preparation.

                            Educational Psychology II, the second course in the undergraduate
                            sequence of professional preparation.

                            Learning Principles in the School Environment, a graduate-level
                            course in learning theories.

                             Advanced Educational Psychology, an upper-level graduate course
                             in developmental psychology.
 

Graduate Teaching Assistant, Kansas State University, 1980 - 1983
Classes Taught:     Educational Psychology II

                            Educational Psychology I
 

Instructor, Fort Hays State University, Summer, 1982
Classes Taught:     Characteristics of the Gifted, the first course in the sequence leading
                            to the Master of Science degree in gifted education.

                            Curriculum of the Gifted, the second course in the sequence leading
                            to the Master of Science degree in gifted education.
 

Instructor, Fort Hays State University, Summer, 1981
Classes Taught:     Curriculum of the Gifted
 

Director of Special Education, USD 274, Oakley Public Schools, Oakley, Kansas, 1978 - 1980
Duties:                  Administered all K-12 special education services.
                            Facilitator for K-12 gifted education program.
                            Assistant high school boys basketball coach.

Teacher-Facilitator, USD 103, Cheylin Public Schools, Bird City, Kansas, 1975 - 1978
Duties:                   Facilitator for K-12 gifted education program.
                             General classroom teacher, senior high school (history, government,
                             psychology).
                             Head high school girls basketball coach.
 

Teacher, USD 296, Bird City Public Schools, Bird City, Kansas, 1972 - 1975
Duties:                   General classroom teacher, senior high school (history, government,
                              psychology).
                              Assistant high school girls basketball coach.
 

Blue Collar Hiatus, 1970 - 1972
As a "child of the '60s", it seemed important to me at that time to allow for a period of introspection and reflection so that I might sort out my life's priorities and decide where it was I wanted to go and what it was I wanted to do.  Therefore, I chose to work for two years in an auto parts store before beginning what has turned into my life's work.  As I reflect back on it, this was an excellent decision.  Spending two years working with gruff, plain-speaking veterans of World War II provided me with a certain perspective that has served me well in the ensuing years.
 

Graduate Assistant, the University of Kansas, 1969 - 1970
Duties:                Led small-group discussion sections for Black Americans in Colonial America -
                          the first African-American history course taught at the university
 

PUBLICATIONS:

    Wilcox, D., & Wigle, S. (2001).  Through different eyes:  The ability of general education administrators to serve at-risk students.  The Journal of At-Risk Issues.

    Wigle, S., & Wilcox, D.  (2001). Special education directors and their competencies on CEC-identified skills. Education.

    Wigle, S., & Sandoval, P.  (2000).  Change and challenge in s school of education:  Choice theory as an effective leadership paradigm.  The International Journal of Reality Therapy.

     Wigle, S.  (1999).  An effective questioning strategy.  Teaching for Excellence.

     Wigle, S., & DeMoulin, D.  (1999).  Inclusion in a general classroom setting and self-concept. The Journal of At-Risk Issues.

     Wigle, S., & Kostelnik, J.  (1999).  Factors related to the interest of rural African-American high school students in teaching.  The Rural Educator.

     Wigle, S., & Wilcox, D.  (1999).  The Special Education Competencies of Special Educators.  Martin, TN; The University of Tennessee at Martin.  (ERIC Document Reproduction Service
No. ED 154 731).

     Wigle, S., & Wilcox, D.  (1999).  The special education competencies of general education administrators. Reading Improvement.

     Wigle, S.  (1999).  Incorporating quality school principles and practices into a university teacher education program.  The International Journal of Reality Therapy.

     Wigle, S., & White, G.  (1998).  Conceptual frameworks, portfolio assessment, and faculty mentoring:  Bridges to standards-based teacher education programs. Action in Teacher Education.

     Wigle, S., & Wilcox, D.  (1997).  Teacher and administrator attitudes toward full inclusion in rural mid-America.  Rural Special Education Quarterly.

     Meduna, M., & Wigle, S.  (1997).  Do they work and what are the consequences of their use?  Two questions to ask about external motivators.  Journal of Reality Therapy.

     Manges, C., & Wigle, S.  (1997).  Quality schools and constructivist teaching.  Journal ofReality Therapy.

     Wilcox, D., & Wigle, S.  (1996).  Mainstreaming revisited:  20 years later.  Education.

     Wigle, S., & Wilcox, D.  (1996).  Inclusion:  Criteria for the preparation of education personnel.  Journal of Remedial and Special Education.

     Wigle, S.  (1996).  Transforming a teacher education course:  Helping to make the transition to quality schools.  Journal of Reality Therapy.

    Wigle, S., & Sylvester, T.  (1996).  The professional knowledge base of rural inservice teachers. The Rural Educator.

     Wilcox, D., & Wigle, S.  (1995).  Perceptions of special education competencies in rural settings. Nebraska Journal of Special Education.

     Wigle, S., & Manges, C.  (1995).  Meaning, relevance, and purpose:  Motivational factors in quality schools.  Journal of Reality Therapy.

     Manges, C., Wigle, S., & Wingett, T.  (1995).  Authentic assessment:  New approaches to evaluation.   The Rural Educator.

     Wigle, S., Wilcox, D., & Manges, C.  (1994).  Full inclusion of exceptional students:  Three perspectives.  Wayne, NE;  Wayne State College.  (ERIC Document Reproduction Service No. ED 377 625).

     Wigle, S., & Harris, L.  (1994).  New pictures for teacher preparation programs:  An important step towards quality schools.  Journal of Reality Therapy.

     Wigle, S., & Manges, C.  (1993).  Portfolio assessment and school restructuring.  Leadership Nebraska.

     Wigle, S., & Dudley, R.  (1993).  The integrated methods model and secondary preservice teacher education programs.  Action in Teacher Education.

     Wigle, S., & Manges, C.  (1993).  Portfolio assessment:  A quality tool for quality schools. Journal of Reality Therapy.

     Wigle, S., & Dudley, R.  (1991).  The conceptual organizational model:  A step toward quality schools.  Journal of Reality Therapy.

     Wigle, S.  (1989).  Control theory and the paradigmatic perspective of Thomas Kuhn.  Journalof Reality Therapy.

     Wigle, S., & Gilbert,  F.  (1989).  Dealing with feelings:  The process of psychomaturation. Journal of Reality Therapy.

     Wigle, S., & White, W.  (1989).  Three-year analysis of characteristics of learning disabled students in self-contained classrooms and resource rooms.  Perceptual and Motor Skills.

     Wigle, S., Rea, D., & Parish, T.  (1989).  Reliability and validity of the Assessment of Motivational Outcomes.  Perceptual and Motor Skills.

     Wigle, S., & Parish, T.  (1988).  Group differences in measurable personality factors associated with parental divorce and remarriage.  Journal of Psychology.

     Wigle, S., White, W., & Parish, T.  (1988).  A longitudinal comparison of high IQ and low IQ LD students.  Reading Improvement.

    White, W., & Wigle, S.  (1986).  Patterns of discrepancy over time as revealed by a standard-score comparison formula.  Learning Disabilities Research.

     Parish, T., & Wigle, S.  (1985).  Discerning the functionality of children's support systems through the use of the Personal History Inventory for Children.  Psychological Reports.

     Parish, T., & Wigle, S.  (1984).  A longitudinal study of the impact of parental divorce on adolescents' evaluations of self and parents.  Adolescence.

    Colwell, C., & Wigle, S.  (1984).  Applicability of humor in the reading/language arts curriculum. Reading World.

     Parish, T., & Wigle, S.  (1984).  The 16 PF as a predictor of familial background.  Journal of Genetic Psychology.
 
 

PAPERS:

     Wigle, S., & Marvel, D.  Through different eyes:  The special education competencies of general education administrators.  A paper presented at the 2002 annual meeting of the American Association of Colleges for Teacher Education in New York, New York.

    White, G., & Wigle, S.  Meeting the challenge of quality in teache4r preparation programs:  Models and methods. A paper presented at the 2002 annual meeting of the American Association of Colleges for Teacher Education in New York, New York.

   Sandoval, P., & Wigle, S.  Using Choice Theory to analyze the evolution of an urban university/school collaboration ties with Professional development schools.  A paper presented at the 2002 annual meeting of the American Educational Research Associaiton in New Orleans, Louisiana.

    Wigle, S., Sandoval, P., & Ellis, J.   Processes and procedures for managing the unit assessment system.  An invited paper delivered to the Indiana Professional Standards Board and representatives of all teacher education programs in Indiana.  Indianapolis, Indiana.  February, 9, 2001.

    Marvel, D., & Wigle, S.  Paradigm shifts and accreditation preparation:  The roles of standards basing, performance assessment and assessment cycles.  A paper presented at the 2001 annual meeting of the American Association of Colleges for Teacher Education in Dallas, Texas.

     Sandoval, P., & Wigle, S.  From probation to accreditation in fifteen months:  A case study in collaborative leadership. A paper presented at the 2001 annual meeting of the American Association of Colleges for Teacher Education in Dallas, Texas.

     Manges, C., Wigle, S., Avila, L., & Borelli, J.  School administration to higher education:  The next logical step.  A paper presented at the National Conference on Education sponsored by the American Association of School Administrators, February 16-18, 2001.

    Wilcox, D., & Wigle, S.  Special educatorsí ability to function as leaders in inclusionary settings.  A paper presented at the 2000 annual meeting of the National Conference of the American Council on Rural Special Education in Alexandria, Virginia.

    White, G., & Wigle, S.  Recruitment, retention, alumni relations and development activities:  Accountability with a twist.  A paper presented at the 2000 annual meeting of the American Association of Colleges for Teacher Education in Chicago, Illinois.

    Wigle, S., & DeMoulin, D.  The relationship between general classroom teachersíattitudes toward inclusion and the self-concepts of students with disabilities included in general classrooms.  A paper presented at the 1999 annual meeting ofthe Mid-Western Educational Research Association in Chicago, Illinois.

    Wilcox, D., & Wigle, S.  Special educatorsí ability to function as leaders in inclusionary settings.  A paper presented at the 1999 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

    Wigle, S., & DeMoulin, D.  Inclusion, teacher attitudes and the self-concepts of students with disabilities. A paper presented at the 1999 annual meeting of the Northern Rocky Mountain Educational Research Association in Jackson,Wyoming.

     Wigle, S., Wilcox, D., & White, G.  Special education directors and their reported competencies related to CEC-identified skills.  A paper presented at the 1999 annual meeting of the Northern Rocky Mountain Educational Research Association in Jackson, Wyoming.

    White, G., & Wigle, S.  Using technology to provide on-campus advising and mentoring services to students enrolled in programs at off-campus locations.  A paper presented at the 1999 annual meeting of the American Association of Colleges of Teacher Education in Washington, D.C.

     White, G., Wigle, S., & White, C.  Recruitment, retention, alumni relations, and development:  A plan that works!  A paper presented at the 1999 annual meeting of the Southern District of the American Alliance for Health, Physical Education, Recreation, and Dance in Greensboro, North Carolina.

     White, G., White, C, & Wigle, S.  Honing interview skills.  A workshop designed to help undergraduate and graduate students to increase the probability of success when interviewing for professional positions.  Presented at the 1999 annual meeting of the Southern District of the American Alliance for Health, Physical Education, Recreation and Dance in Greensboro, North Carolina.

    Wigle, S., & Demoulin, D.  The relationship between time included in a general education classroom and the self-concepts of learning disabled and mentally retarded students.  A paper presented at the 1998 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

    Wigle, S., & Wilcox, D.  The special education competencies of special educators.  A paper presented at the 1998 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

    Wilcox, D., & Wigle, S.  A comparison of special education student teaching handbooks with CEC standards for practicum experiences.  A paper presented at the 1998 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

     Demoulin, D., & Wigle, S.  The relationship between the self-concepts of students with disabilities and time spent in inclusive classrooms.  A paper presented at the 1998 annual meeting of the Mid-South Educational Research Association in New Orleans, Louisiana.

     Wigle, S., & Demoulin D.  Inclusion and self-concept:  The general education classroom and learning disabled and mentally retarded students.  A paper presented at the 1998 annual meeting of the Northern Rocky Mountain Educational Research Association in Chico Hot Springs, Montana.

     Wigle, S., & Wilcox, D.  Special educators and their reported competencies related to CEC-identified skills.  A paper presented at the 1998 annual meeting of the Northern Rocky Mountain Educational Research Association in Chico Hot Springs, Montana.

     White, G., Wigle, S., & White, C.  Portfolio assessment:  A mentoring preprofessional relationship.  A paper presented at the Invited Conference on Preservice Teacher Portfolio Development at Murray State University, Murray, Kentucky, Sept. 22, 1998.

    White, G., & Wigle, S.  Portfolio assessment:  Mentoring the preservice teacher through the advisor/advisee relationship.  A paper presented at the 1998 annual meeting of the American Association of Colleges of Teacher Education in New Orleans, Louisiana.

   White, G, Wigle, S., & White, M.C.  Pedagogy, content, field experiences--How does one hold the curriculum line?  A paper presented at the 1998 annual meeting of the American Alliance for Health, Physical Education, Recreation, and Dance in Biloxi, Mississippi.

     Wigle, S., & Wilcox, D.  The special education competencies of general education administrators.  A paper presented at the 1997 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

    Wigle, S., & Kostelnik, J.  Factors influencing interest in teaching as a career:  Implications for the recruitment of minority students into schools of education.  A paper presented at the 1997 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

    Wigle, S., & Meduna, M.  Control theory:  A positive approach to working with kids with problem behaviors.  A paper presented at the 1997 annual meeting of the International Council for Children with Behavioral Disorders in Denton, Texas.

     Kostelnik, J., & Wigle, S.  Minority students and teacher education:  recruiting underrepresented populations.  A paper presented at the 1997 annual meeting of the Northern Rocky Mountain Educational Research Association in Jackson Hole, Wyoming.

     Wilcox, D., & Wigle, S.  Special education and general education administrators:  Standards for preparation.   A paper presented at the 1997 annual meeting of the Northern Rocky Mountain Education Research Association in Jackson Hole, Wyoming.

     Kostelnik, J., & Wigle, S.  Beginning the journey:  Establishing school-university partnerships.  A paper presented at the 1997 International Conference on Teacher Research in Evanston, Illinois.

    White, G., & Wigle, S.  Collaborative transformations:  Portfolio assessments in the changing school of education.  A paper presented at the 1997 annual meeting of the American Association of Colleges of Teacher Education in Phoenix, Arizona.

     White, G., & Wigle, S.  Portfolio assessment:  A bridge between licensure and non-licensure majors in schools of education.  A paper presented at the 1997 annual meeting of the American Alliance for Health, Physical Education, Recreation and Dance in New Orleans, Louisiana.

     Wigle, S., & Manges, C.  The real-world correlates of professional development:  Authentic assessment in teacher preparation programs.  A paper presented at the 1996 annual meeting of the Northern Rocky Mountain Educational Research Association in Detroit Lakes, Minnesota.

     Wigle, S., & Wilcox, D.  Students with disabilities in the general classroom:  Long-term trends in the inclusionary practices of six school districts.  A paper presented at the 1996 annual meeting of the Northern Rocky Mountain Educational Research Association in Detroit Lakes, Minnesota.

     Wilcox, D., & Wigle, S.  Mainstreaming revisited:  Twenty years later.  A paper presented at the 1996 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

      Manges, C., & Wigle, S.  Alternative assessments:  Establishing benchmarks in the preparation of professional educators.  A paper presented at the 1996 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

   Wigle, S., & Wilcox, D.  Teacher and administrator attitudes toward full inclusion.  A paper presented at the 1995 annual meeting of the Northern Rocky Mountain Educational Research Association in Jackson Hole, Wyoming.

     Wilcox, D., & Wigle, S.  Full inclusion:  Perspectives of K-12 professionals.  A paper presented at the 1995 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

     Wigle, S., Wilcox, D., & Manges, C.  Utilizing learning strategies:  Constructing meaning for understanding.  A paper presented at the 1995 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

     Wigle,  S., & Wilcox, D.  The implications of inclusion for schools-based special education programs and personnel.  A paper presented at the 1994 annual meeting of the Teacher Education Division of the Council for Exceptional Children in San Diego, California.

     Wigle, S., & Manges, C.  The use of authentic assessments in the preparation of professional educators.  A paper presented at the 1994 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

   Wigle, S., & Sylvester, T.  An empirical survey of the knowledge base of K-12 cooperating teachers in the domain of educational psychology.  A paper presented at the 1994 annual meeting of the Northern Rocky Mountain Educational Research Association in Sun Valley, Idaho.

     Wilcox, D., Wigle, S., & Manges, C.  The full inclusion of exceptional children:  Perspectives on a service delivery model.  A paper presented at the 1994 annual meeting of the Northern Rocky Mountain Educational Research Association in Sun Valley, Idaho.

     Manges, C., Wigle, S., & Wingett, T.  Authentic assessment:  A case study of a regional institution of higher education.  A paper presented at the 1994 annual meeting of the American Association of Higher Education in Washington, DC.

     Manges, C., Wingett, T., & Wigle, S.  Authentic assessment and its integration into human services and professional education.  A paper presented at the 1994 annual meeting of the Association of Teacher Educators in Atlanta, Georgia.

     Manges, C., Wingett, T., & Wigle, S.  Authentic assessment:  New approaches to the evaluation of student performance in teacher and counselor preparation programs.  A paper presented at the 1993 annual meeting of the Northern Rocky Mountain Educational Research Association in Jackson Hole, Wyoming.

     Hegler, K., & Wigle, S.  Designing and implementing partner school collaboration.  A paper presented at the 1992 annual meeting of the Nebraska Consortium for the Improvement of Teacher Education.

     Wigle, S., & Hegler, K.  Restructuring and undergraduate teacher preparation programs.  A paper presented at the 1991 annual meeting of the Nebraska Consortium for the Improvement of Teacher Education.

     Kozisek, J., & Wigle, S.  Stimulating divergent and creative thought through developmentally appropriate classroom practices.  A paper presented at the 1990 annual meeting of the Nebraska Department of Education Conference on Staff Development in Lincoln, Nebraska.

     Wigle, S.  A comparison of learning disabled students in self-contained classrooms and resource rooms.  A paper presented at the 1989 annual Symposium On Research in Education at the University of Nebraska at Kearney.

     Wigle, S., & Gilbert, F.  Psychomaturation:  A quantum control theory approach.  A paper presented at the 1989 annual International Conference of Reality Therapists in Kansas City, Missouri.

     Wigle, S., & White, W.  A longitudinal comparison of high IQ LD student and low IQ LD students.  A paper presented at the 1987 annual meeting of the Mid-Western Educational Research Association in Chicago, Illinois.

     Hegler, K., & Wigle, S.  Promoting cognitive growth:  An inservice development program.  A paper presented at the 1986 annual meeting of the Nebraska Department of Education Conference on Staff Development in Lincoln, Nebraska.

     Glasser, N., Garner, B., Wigle, S., & Gilbert, F.  Demonstration of interpersonal interventions with and without control theory.  A workshop presented at the 1985 International Conference of Reality Therapists in Montreal, Canada.

     Parish, T., & Wigle, S.  Impact of parental loss on children:  Some tips on how teachers and principals can help.  A paper presented at the 1985 annual meeting of the Nebraska Association of Teacher Educators in Kearney, Nebraska.

     Parish, T., & Wigle, S.  Psychoeducational specialists' role in understanding and promoting psychological adjustment of children affected by parental loss.  A paper presented at the 1985  annual meeting of the Rocky Mountain Psychological Association in Tucson, Arizona.

     Dudley, R., Hegler, K., & Wigle, S.  Teacher induction:  A model for increasing effectiveness of beginning teachers.  A paper presented at the 1985 annual meeting of the  Nebraska Association of Teacher Educators in Kearney, Nebraska.

     Wigle, S.  A longitudinal investigation of the impact of parent divorce on children's self-concepts and evaluations of parents.  A paper presented at the 1984 annual meeting of the American Educational Research Association in New Orleans, Louisiana.

     Wigle, S.  A longitudinal study of the relationships between father absence subsequent to divorce and children's evaluations of themselves and their parents.  Unpublished doctoral dissertation.  Kansas State University, May, 1983.

     Wigle, S., & Gilbert, F.  BCP psychology and control systems theory.  A paper presented at the 1983 annual meeting of the International Conference of Reality Therapists in Boston, Massachusetts.

     Parish, T., Gilbert, F., & Wigle, S.  Parent loss:  A symposium.  A symposium presented at the 1982 annual meeting of the Southwestern Psychological Association in Dallas, Texas.

     Parish, T., Gilbert, F.,  & Wigle, S.  Reality Therapy:  A counseling approach that fosters strength in individuals.  A symposium presented at the 1982 annual meeting of the Southwestern Psychological Association in Dallas, Texas.

     Parish, T., & Wigle, S.  Parental divorce and remarriage:  Do they affect individuals' subsequent personality development?  A paper presented at the 1982 annual meeting of the Rocky Mountain Psychological Association in Albuquerque, New Mexico.

     Wigle, S., & Gilbert, F.  Behavior:  The control of perception.  A paper presented at the 1982 annual Kansas Students' Contributions to Psychology Convention in Emporia, Kansas.

     Parish, T., & Wigle, S.  Ways to facilitate strengths and avoid the development of weaknesses in the classroom:  A Glasserian model.  A paper presented at the 1981 annual meeting of the Mid-Western Educational Research Association in Des Moines, Iowa.

     Parish, T., & Wigle, S.  Some innovative techniques for classroom management based on William Glasser's approaches to education.  A symposium presented at the 1981 annual meeting of the Mid-Western Educational Research Association in Des Moines, Iowa.

    Wigle, S., & Martin, A.  A sensible approach to gifted student IEP's.  A symposium presented at the Institute for Gifted Education held at Kansas State University in June, 1980.
 
 

GRANTS:

     Sandoval, P., & Wigle, S.  (2001).  An induction model for new teachers.  Indiana Professional Standards Board.  Grant funded for $119,152.

     Dudley, R., Wigle, S., & Kozisek, J.  (1986).  Personnel preparation for the education of the handicapped at small colleges.  American Association of Colleges of Teacher Education.  Mini-grant funded for $1,000.00.

     Dudley, R., Hegler, K., & Wigle, S.  (1985).  Personnel preparation for the education of the handicapped at small colleges.  American Association of Colleges of Teacher Education.  Mini-grant funded for $1,000.00.

     White, W., Wigle, S., & Smith, M.  (1984).  An examination of variability in identification of learning disabled students according to selected discrepancy formulas over a three year period.  Washington, DC:  Department of Education, Special Federal Education Research Program.  Grant funded for $59,238.00.
 

SERVICE:

Service to College and Community - Indiana University Northwest

-   Member of the Indiana State Board of Examiners.  2001 - present.

-   Member of the Board of Trustees of the Lake Area United Way.  2001 ? present.

-   Member of the Franklin School Planning Team.  In 2001, the School of Education at IUN formed a
    partnership with the Gary School Corporation to plan and implement an  alternative academic program at
    Franklin Elementary School.  This program is designed to impact student academic achievement and to serve
    as a school improvement model for all of the schools within the Gary School Corporation.  2001 - present.

-    Member of the Academic Quality Improvement Project (AQIP) Steering Committee.
     The charge of this committee is to guide the efforts of Indiana University Northwest toward meeting the
     quality criteria of the Academic Quality Improvement Project of the North Central Accreditation
     Commission.   2001 - present.

-    Member, Twenty-first Century Teachers Project.  A committee composed of representatives from all of the
     campuses of the Indiana University system.  The goal of     this group is to strengthen and focus the roles of
     arts and sciences in teachers education on all campuses of the system.  This committee serves as the
     coordinating body for this project.  2001- present.

-    Member, Chancellorís Advisory Group.  The purpose of this committee is to provide the Chancellor and his
     senior staff input and advice on any matters deemed appropriate by the Chancellor.  2000 - present

-     Member of the Coordinating Committee for the campus Shared Vision process.  In 1999, the chancellor
      initiated a process by which IUN was to create a statement of a shared vision which was to guide the
      universityís efforts in the coming years.  This committee was set up to coordinate the efforts to implement
      and actualize the shared vision which emerged in spring, 2000.  2000 - present.

-     Member of the Task Force for Endowed Chairs.  This task force was to develop the process to be used in
      identifying two areas of excellence for endowed chairs.  It was also to create a fundraising strategy for each
      of the endowed chairs.  2000 - 2001.

-     Chair of the NCATE/State Accreditation Committee.  I organized this committee to help lead the School of
      Educationís efforts to prepare for its NCATE/State accreditation visit in spring, 2000.  1999 - present.

                In 1997, the School of Education at IUN hosted a NCATE/State accreditation visit in which it did not
                meet a single standard and was put on probation. When I started working with the SOEís faculty at
                IUN in January, 1999, the school did not even have a conceptual framework.  In the exit report given
                on April 19, 2000, the School of Education was found to have met all 20 NCATE standards and all
                state standards.  In October, 2000, the SOE at IUN was once again declared to be a fully NCATE
                accredited program.

-      Member of the Education Deansí Council.  A committee composed of the Deans of Education from all seven
       campuses of the Indiana University system.  It is charged with fostering communication and coordination
       among the Teacher Education programs in the IU system.  1999 - present.

-     Member of the Academic Council.  A committee composed of the deans of all academic programs on the
      Indiana University Northwest campus.  It is charged with fostering communication and coordination among
      all academic programs at IU Northwest.  1999 - present.

-     Chair of the Urban Teacher Education Program (UTEP) Advisory Board.  This board is the oversight and
      policy-setting group for UTEP.  1999 - present

-     Chair of the Teacher Education Advisory Committee.   A committee composed of School of Education
      faculty and student representatives, Arts & Sciences faculty, and P-12 faculty.  It is charged with advising
      and assisting the School of Education in evaluating, designing, and improving instructional programs.
      1999 - present.

-     Chair of the School of Education Cabinet.  This committee is composed of the Dean, the Associate Dean and
      the chairs of the Initial, Advanced, and Assessment Committees of the SOE.  The primary function of this
      group is to facilitate the business of the school and to advise the Dean on matters deemed appropriate by the
      Dean.  1999 - present.

              Through the leadership of this group, the School of Education has accomplished the following:

                    - its academic programs have moved from being based and focused on courses and credit hours to
                      being based and focused on intended student learning outcomes as expressed in its Conceptual
                      Framework.
                    - through its Conceptual Framework, the SOEís academic programs have been aligned
                      with INTASC Principles and sets of content, pedagogical, developmental, and dispositional
                      standards adopted by the Indiana Professional Standards Board.
                    - in order to reliably and validly assess the student learning outcomes of its courses of study, the
                      SOE has created and implemented a comprehensive Unit Assessment System in accordance with
                      Standard Two of the NCATE 2000 Standards.  The central feature of this UAS is a portfolio
                      assessment system implemented for all students and all programs in the SOE.
                    - in order to meet the needs of Northwest Indiana for licensed teachers in shortage areas, the SOE
                      has created an integrated Elementary Ed./Special Ed. program which leads to dual licensure in
                      both areas.  The graduates of this program will have the essential knowledge and skills needed to
                      serve the needs of both general classroom students and students with disabilities.
                    - the SOE has redesigned its Advanced Programs around a new Conceptual Framework that
                      incorporates the standards of the National Board of Professional Teaching Standards.  Upon
                      graduating from these redesigned Advanced Programs, students will have produced a portfolio of
                      work that will enable them to apply for NBPTS certification.

-     Serve as the institutional representative to the American Association of Colleges of Teacher Education.
     1999 - present.

-     Serve as the institutional representative to the Indiana Association of Colleges of Teacher Education.
     1999 - present.

-     Member of the Citizensí Committee on Curriculum Review for the Gary, Indiana School District.  This
      committee was charged with helping to do a curriculum review for the Gary School District in an effort
      to bring the district into compliance with new Indiana state standards.  1999 - 2000.

-     Member of the Education Committee of the Northwest Indiana Forum.  The Northwest Indiana Forum is an
      organization of civic-minded citizens the goal of which is to plan ways in which communities in northwest
      Indiana may be enhanced by citizen-based, community-focused action plans.  1999 - present.
 

Service to College and Community -- The University of Tennessee-Martin:

-    Chair, Elementary Education-General Education Committee. In an effort to better prepare elementary
     education majors to teach science in grades K-8, I led the effort to redesign the 16 hours of science that
     elementary education majors were required to take as part of their general education requirements.
     Collaborating with our colleagues in Arts and Sciences, Physics 150 was redesigned.  This class became a
     required courses for elementary education majors, with the content they needed to teach the physical sciences
     in grades K-8.  This class was also designed to be taught in a hands-on, "doing science" fashion as a
     purposeful model of how we wanted our graduates to teach science in grades K-8.  We then began to  work
     with Arts and Sciences to design a similar course in the geosciences.  Eventually, all 16 hours of science
     required of elementary education majors will be designed in the same way as Physics 150.  1997 - 1999.

-    Selected to serve as member of the Tennessee State Board of Examiners, Fall, 1998.

-    Served as institutional representative to the American Association of Colleges of Teacher Education.
     1995-1999.

-    Served as institutional representative to the Tennessee Association of Colleges of Teacher Education.
     1995-1999.

-   Co-Chair of the NCATE Continuing Accreditation Committee.  This committee was charged with the
    responsibility for leading  the School of Education's efforts to prepare for its NCATE continuing accreditation
    visit in fall, 1997.  My  duties also included chairing the Category I Committee, which was charged with the
    responsibility for all matters pertaining to Category I of the NCATE standards; chairing  the Conceptual
    Framework Committee, which was charged with readying the knowledge base and the conceptual framework
    of the SOE; and serving as a member of the SOE Core Curriculum Committee which was charged with the
    redesign of the SOE curriculum in order to create a core curriculum for all teacher education students.
    1995 - 1997.

                 The result of the accreditation visit was the continuing NCATE accreditation of  the SOE with  all
                 standards met and the approval of all programs by the State  Department of Education.  In February,
                 1998, UT-Martin was one of four  institutions nationally to receive the American Association of
                 Colleges for Teacher  Educationís Exemplary Award in Support of Teacher Education
                 Accreditation.

-   Chair, Early Field Experiences Committee.  I led the effort to establish partnership relations with selected
    local school districts.  As part of this effort, local school districts agreed to place our undergraduate
    preservice teachers in their classrooms to serve as teacher assistants.  This created a series of three early field
    experiences for preservice teachers each of which consisted of 30 contact hours in K-12 classrooms.  As a
    result all preservice teachers in the SOE were given a total of 90 contact hours in K-12 classrooms prior to
    their student teaching experience.  1996 - 1997.

-   Member, Portfolio Committee.  As a member of and as a consultant to this committee, I helped design a
    portfolio assessment system that was later adopted and implemented for all students in the SOE.  1995 - 1996.

-   Ex-Officio member of the School of Education Undergraduate Curriculum Committee.  This committee was
    concerned with standards for admission, retention, and graduation of undergraduates; curriculum in the
    undergraduate program; and the approval of new programs, curricula, and course changes.  1995 - 1999.

-   Ex-Officio member of the School of Education Graduate Curriculum Committee.  This committee made
    recommendations to the University Graduate Council on academi policies and programs affecting the graduate
    program and oversees and approved all proposed changes in the School of Education's graduate curriculum.
    1995 - 1999

-   Member, School of Education Administrative Council.  The primary function of this Council was to assist in
    the coordination of the teacher education program.  The Council met weekly to review problems, determine
    courses of action, and share information.  1995 - 1999.

-   Ex-Officio member of the Professional Education Council.  This council approved all academic action items
    in teacher education-related matters before action was forwarded to the University Undergraduate Council,
    the University Graduate Council, and/or the Faculty Senate.  1995 - 1999.

-   Member, Graduate Faculty, The University of Tennessee-Martin.  1995 - 1999.

-   Member, Dean Search Committee.  This committee conducted a successful national search for a new Dean of
    the School of Education.  Fall semester, 1995, spring semester, 1996.

-   Member of the Chancellor's Blue Ribbon Task Force on General Education.  This group was charged with
    evaluating the university's general education program and formulating recommendations for change based on
    the results of the evaluation.  1996 - 1999.

-   Member of the Faculty Development Committee.  A university committee that prepared guidelines, evaluated
    applications, and recommended recipients for grants designed to provide faculty members an opportunity to
    engage in organized study programs and/or introduce course innovations.  1996 - 1999.

-   Member of the Advisory Board of Tennessee Infant Early Stimulation Program.  This program served
    families of children with developmental disabilities.  1995 - 1999.

-  Member of the University of Tennessee Research Corporation Advisory Board.  1995 - 1999.

-   Member of an ad-hoc committee to review the administrative procedures of all programs of graduate studies
    at the University of Tennessee-Martin.  Summer, 1996

-   Reviewer, Project Team Member for the Haywood County Public Schools Goals 2000 Project IMPACT
    Grant.  As a member of this group, I was a primary contact person for the establishment of a partnership
    between Haywood County Public Schools and the University of Tennessee-Martin.  1995.
 

Service to College and Community -- Wayne State College:

-   NCATE Coordinator for Continuing Accreditation.  As Coordinator I was responsible for collecting,
    organizing, and storing relevant data, organizing necessary faculty committees, and planning for the visit of an
    NCATE Accreditation Team in the spring semester of 1995.  The result of this accreditation visit was the
    continuing accreditation of all graduate programs in the Division of Education.

-   Prepared the 1993 Annual Report to NCATE for Wayne State College.

-   Member of the Indian Teacher Education Program, Advisory Committee.  This committee provided oversight
    and input for the program designed to prepare Native Americans to teach in K-12 schools in cooperation with
    the Nebraska Indian Community College.  1993 - 1995.

-   Chair of the Professional Progress Committee, a divisional committee charged with approving the application
    of all students who wished to enroll in professional education courses and/or desired admission to teacher
    education.  This committee also monitored the progress of students throughout their professional education
    coursework and decided upon the removal of students from the program when appropriate.  1994 - 1995.

-   Member of a search committee to recruit a new Division Head for the Education Division.
    Summer, 1993 -  Spring, 1994.

-   Member of an ad hoc committee for the Nebraska Council for Teacher Education Undergraduate Committee.
    As member of this committee I helped to review thE Mildly/Moderately Handicapped and
    Severely/Profoundly Handicapped teacher certification endorsements and make recommendations to the State
    Department of Education.  1993 - 1994.

-   Member of Academic Policies Committee.  This faculty committee maintained a continuous study of the
    undergraduate degree requirements of the college and made recommendations to the faculty for changes in the
    course offerings and programs leading to the baccalaureate degree.  1992 - 1994.

-   Member of a team which attended the Teach America II Conference sponsored by the American Association
    of State Colleges and Universities, June 11-12, 1993, in Washington, DC.  As a team member, I led the effort
    to write goals for the restructuring of teacher preparation programs at Wayne State College.  (The team
    consisted of the President of Wayne State, the Vice-President for Academic Affairs of Wayne State, myself,
    and two superintendents of area schools.)

-   Chair of an ad hoc committee to revise the teacher preparation program in Secondary Education.  1993 -
    1994.  This committee completed its revisions and its proposals were accepted by the Faculty and the
    Administration in the spring semester of 1994.  The new program was implemented in the fall semester of
    1994.

-   Member of the 21st Century Committee, a divisional committee charged with the responsibility of engaging in
    long-term planning for the future needs of the Education Division as it engaged in restructuring and
    strengthening teacher preparation at Wayne State.  1992 - 1995.

-   Chair of a committee to revise and restructure the Special Education Major at Wayne State College.  This
    committee completed a total restructuring of this major. Its proposals were accepted the Faculty and the
    Administration in the spring semester of 1993.  The new academic program in Special Education was
    implemented in the fall semester of 1993.

-   Member of a search committee to recruit a new faculty member in Secondary Education and Administration.
    Spring, 1993.

-   Member, Graduate Faculty, Wayne State College.  1992 - 1995.

-   Co-sponsor of the Student Council for Exceptional Children at Wayne State College. 1992 - 1995.

-   Faculty Advisor to Lambda Phi Omega, a social sorority at Wayne State College.  1992 - 1995.

-   Member of Wayne Rotary Club, 1992 - 1995.
 

Service to College and Community -- Doane College

-   Liaison to the Board of Trustees.  1991 - 1992.

-   Member of the Dean's Council of Division Chairs.  1990 - 1992.

-   Member of the Coordinating Committee for the 1990 NCATE on-site accreditation visit, Doane College.
    1987 - 1990.  The result of this visit was the continuing accreditation of all programs in the Division of
    Education with all NCATE standards met.

-   Chair of the Teacher Education Committee, Doane College.  This committee was charged with oversight
    responsibilities for the Teacher Education Program.  1986 - 1987, 1990 -  1992.

-   Member of the Adult Education Advisory Committee, Doane College.  1990 - 1992.

-   Certification Officer, Doane College.  In this capacity I was responsible for coordinating all of the procedures
    leading to state certification for teacher education graduates.  1989 - 1992.

-   Co-Director of Teacher Placement Services, Doane College, 1989 - 1992.

-   In the spring of 1991, as Chair of the Education Division, I brought to the President and his Cabinet a major
    proposal to restructure the undergraduate teacher education program and to design a graduate program
    leading to a master's degree in education. This proposal was accepted by the administration and the Board of
    Trustees of Doane College and the graduate program was implemented in the summer of 1992. In the spring
    of 1995, this graduate program was cited by an NCATE Visitation Team as a national model for graduate
    programs.

-   Member of the Doane Plan Committee.  This committee was charged with evaluating the core curriculum of
    Doane College (the Doane Plan), and making recommendations for changes to the faculty.  As a result of the
    committee's evaluation and recommendations the core curriculum was significantly revised.  1988 - 1990.

-   Coordinator of the "Adopt-A-Student" program of the Education Division of Doane College.  Through this
    program, each faculty member in the division was responsible for contacting, by phone and letter, over 30
    prospective students in an effort to recruit these students for Doane.  This program was directly responsible
    for successfully recruiting over 65 students a year.  1990 - 1992.

-   Member of Academic Affairs Committee, Doane College.  This committee exercised oversight of all
    undergraduate degree programs in the college and made recommendations to the faculty for changes in the
    course offerings and programs leading to the baccalaureate degree.  1989 - 1990.

-   Chair of a committee to redesign the Special Education curriculum at Doane College.  This committee
    completely restructured the Special Education Major and its recommendations were accepted by the Faculty
    and the Administration in the spring semester of 1986 and the new program was implemented in the fall of
    1986.

-   Member of the Admissions, Retention, and Financial Aid Committee, Doane College.  1987 - 1992.

-   Member of the Talent and Leadership Curriculum Committee, Doane College.  1987 - 1992.

-   Chair of the Education Scholarship Committee and coordinator of the Division of Education Scholarship
    Program, Doane College, 1986 - 1992.

-   Director, Pre-Professional Testing Program.  In this capacity I was responsible for coordinating all of the
    arrangements necessary for administering the Pre-Professional Skills Test (PPST) at Doane College.  1986 -
    1992.

-   Member of Academic Advising and Orientation Committee, Doane College. 1985 - 1992.

-   Freshman GOALS Advisor, Doane College.  A specially designated group of faculty who advised all freshmen
    students in their first year at the college in an effort to increase student retention.  1985 - 1992.

-   Member of the Faculty Development Committee, Doane College.  1984 - 1989.

-   Assistant women's basketball coach, Doane College.  1984 - 1986.

-   Member of Blue Valley Community Action Head Start Policy Council.  1984 - 1987.

-   Member of Crete Rotary Club, 1985 - 1990.  Vice-President of Crete Rotary Club,
    1987 - 1988.
 

OTHER PROFESSIONAL ACTIVITIES:

Consultations, Inservices, and Workshops:

-     Attended workshop on the NCATE 2000 standards in Washington, DC, September 5 - 9, 2000.

-     Attended the New Deansí Institute sponsored by the AACTE Academy for Leadership Development.
      June 25 - 30, 2000.

-     Served as a consultant to the University of Alaska System regarding preparation for its upcoming NCATE
      accreditation, Oct. 6 - 9,  1999.

-     Whatís Right With Education in Northwest Indiana.  An invited conversation broadcast on radio station
      WJOB in Portage, Indiana.  Sponsored by the Northwest Indiana Forum for Economic Development, May
       26, 1999

-     Education:  Some good news and some challenges for the 21st century.  An invited keynote address given at
      the Fifth Annual Regional Preservice Teacher Conference at the University of Arkansas-Monticello,
      November 21, 1996.

-    Discipline and at-risk students.  An inservice presented to the faculty at Covington City Schools, Covington,
     Tennessee, August 15, 1996.

-    Reality therapy in the college classroom.  A workshop presented to the faculty at Wayne State College,
     January 9, 1994.

-    Linking curriculum, instruction, and assessment.  An inservice presented to the faculty at Wayne Public
     Schools, Wayne, Nebraska, September 19,  1994.

-    Effective teaching in the college classroom.  A series of four workshops presented to new graduate teaching
     assistants designed to help them to become more effective teachers of undergraduate students.  Presented at
     Wayne State College in the fall semester, 1994.

-    Learning styles and the college classroom:  How to accommodate to different ways of learning within the
     undergraduate student body.  A workshop presented to the faculty of Wayne State College, August 23, 1993.

-    Creativity in the workplace.  A workshop presented to the 1989 annual meeting of the Nebraska Association
     of Educational Office Personnel held at Doane College, April 29.

-    How can elephants fly?  Developing creative and divergent thought.  A course taught for an Elderhostel
     held at Doane College, August 1 - 5, 1988.

-    Coordinator of a "Summer Pre-College Experience for High School Students" held at  Doane College, June
     12 - 17, 1988.  This event was directly responsible for recruiting 16 freshmen students to the college.  This
     attempt led to the establishment of this program as an annual summer event for the college.

-    Chair and Co-coordinator of a Cooperative Learning Workshop held at Doane College, June 12 - 17, 1987
     This workshop attracted over 50 area K-12 teachers.

-    Member of the Nebraska Department of Education Committee to validate and set passing scores for the
     Pre-Professional Skills Test, 1986.

-    Co-directed the Secondary Math and Science Educators Conference at Doane College on May 6, 1986.  The
     conference dealt with methods used to teach exceptional students in regular science and math classrooms.
     This conference attracted approximately 100 area K-12 classroom teachers.

-    Inservice on the educational implications of child development presented to the faculty of Pleasantview School
     District #18, October 14, 1986.

-    Consultant to the Faculty Development Committee of the Crete Public Schools, Create, Nebraska, in the area
     of classroom testing, summer, 1986.

-    Adolescence:  Changes and challenges.  A workshop on adolescent development. Presented to the Child Study
    Group, Crete, Nebraska, October, 1986.

-    The Pre-Professional Skills Test and its implications for Doane College.  A workshop presented to the faculty
     of Doane College, April 15, 1986.

-    Inservice on classroom time-on-task presented to the faculty of USD 278, Mankato Public Schools, Mankato,
     Kansas, September, 1984.

-    Workshop on the patterns and myths of being gifted.  Presented at a seminar on the education of gifted
     children, sponsored by the Northwest Kansas Educational Service Center in Colby, Kansas, September, 1984.

-    Consultant/private practitioner (Reality Therapy) for the Manhattan Psychiatric Clinic, Manhattan, Kansas,
     1983 - 1984.

-    Consultant./Director of practicum experience for teachers of gifted children, sponsored by the High Plains
     Educational Cooperative and Fort Hays State University, summer, 1981, and summer, 1982.

-    Inservice on classroom discipline presented to the faculty of USD 372, Silver Lake Public Schools, Silver
     Lake, Kansas, 1982.

-    Consultant for practicum experience for teachers of gifted children, sponsored by the Northwest Kansas
     Educational Cooperative and Fort Hays State University, summer, 1979, and summer, 1980.

Professional Certificates:

-    Completed certification in Reality Therapy at the William Glasser Institute in Los Angeles, California,
     August, 1981.
 

AWARDS AND HONORS:

-     2001 - Nominated by students as a candidate for the Indiana University Northwest Founderís Day Teaching
      Award.  As a full-time administrator, I teach only one course a year.  To qualify for this award I would have
      had to teach at least one course each semester.  Nonetheless, the nomination was a great honor.

-     2000 -  Selected to Whoís Who Among Americaís Teachers.  I was nominated by a student from  the
      University of Tennessee-Martin.

-     1998 -  I was one of 12 professors across the university to receive an Outstanding Teacher Award from the
      Student Government Association of the University of Tennessee-Martin.

-     1998 - The School of Education at the University of Tennessee-Martin was one of four schools nationally to
      receive the American Association of Colleges for Teacher Educationís Exemplary Award in Support of
      Teacher Education Accreditation.  I was the Co-Chair of the Continuing Accreditation Committee with led
      UTMís successful NCATE Accreditation Visit in 1997.

-     1996 - An article I co-authored with Daryl Wilcox, Mainstreaming Revisited:  20 Years Later, was the
      winner of a Special Merit Award given by the editorial board of the journal, Education.

-     1995 - A field-based graduate program that I had designed at Doane College was cited by a NCATE
      Accreditation Team as a national model for graduate programs.

-     1988 - I was selected to give the commencement address to the senior class at Cheylin High School in Bird
      City, Kansas.  I had taught at that school for several years and I was honored to be selected to give this
      address.