FALL 2020
THE MAGAZINE FOR ALUMNI & FRIENDS OF MEDAILLE COLLEGE
MEDAILLE LOOKS INWARD AS THE NATION FACES A CALL FOR CHANGE
H I S TOR Y HAS ITS E YES ON US
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this issue 04 13 16 21 25 30 32
EQUITY & INCLUSION
Medaille looks inward, amplifying student and staff voices, as the nation faces a call for change.
HISTORY & HAMILTON
M A G A Z I N E Vice President for College Relations J O H N P. C R AW F O R D Managing Editor PAT R I C I A J E T T Y ’13 Design & Production H A N N A H L . TAY LO R Contributing Writers TA R A E R W I N , K Y L A H O B B S , SHANA RICHARDSON Printed in Falconer, NY, by Falconer Printing falconerprinting.com Dig our more eco-friendly format? Email alumni@medaille.edu to share your thoughts on this issue.
Junior Kyla Hobbs examines the roles of media and education in addressing race and history.
UNPRECEDENTED TIMES
The Medaille community navigates the COVID-19 pandemic and supports WNY.
HONORING RETIREES
The Medaille community honors 2020 faculty and staff retirees in recognition of years of service.
MEDAILLE & NEWHOUSE
Medaille’s new partnership with Syracuse University opens doors for communication students.
TARA WOYTON ’01, ’03
2020 Vet Tech of the Year Tara Woyton finds fulfillment in inspiring the next generation.
#MEDAILLECONGRATS The latest alumni class notes.
on the cover
In light of the social turmoil our nation HAS ITS E YES ON US is experiencing, we are looking inward to see how we can do more to address diversity, equity and inclusion at Medaille. We share the experiences of students and staff, in their own voices, as they challenge the broader College community to find ways to change the world by starting at our own front door. Read on Pages 4-15. H I S TOR Y
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Visit medaille.edu for more information about the programs, people and events at Medaille College.
MEDAILLE COLLEGE BOARD OF TRUSTEES 2020-21
Officers Michael K. Walsh Chair Michael J. Moley ’07 Vice Chair Kevin R. Connolly ’03 Secretary Kenneth D. Trbovich ’99 Treasurer Bryan Krempa ’00, ’06* President of the Alumni Association Board Michelle M. Kreib* Administrative Assistant Laura Cianflone Nathan Daun-Barnett, Ph.D. Horace A. Gioia, Esq. L. Nathan Hare ’82 Kenneth M. Macur, Ph.D. Martin G. Maynard Darius G. Pridgen ’07 Jeffrey M. Shepard, Ph.D. ’04 Julie R. Snyder Dale Stephens ’99, ’06 Donald R. Tomasulo ’79 Gregory J. Urban Toni L. Vazquez ’02 Morgan Williams-Bryant ’06 *Non-voting member ALUMNI ASSOCIATION BOARD OF DIRECTORS 2020-21
Marge Kafka I N
L O V I N G
M E M O R Y
A joyfully passionate leader in the Medaille community, Marge Kafka ’90 served on the Board of Trustees for 14 years. Her generosity of time and talent was treasured across campus. Always willing to share her experience and insight, she served as an inspirational mentor to students and alumni alike. Her commitment extended from establishing the Marge Kafka Women Aspire Endowed Scholarship, in order to create life-changing opportunities for non-traditional age women, to stepping up in critical leadership roles over the years. She was honored as a Distinguished Alumna and Heritage Council member. Most recently, her leadership continued in serving as the chair of the Sister Alice Huber Legacy Giving Society. To know Marge was to know her cheery face, always accompanied by a warm greeting and a hug. It was always a pleasure to be in her company and learn from her example. Her spirit will live on within each and every student who walks across our commencement stage. In that regard, she will always be with us, and we will always smile when we think of her. Celebrate Marge’s legacy at medaille.edu/margekafka.
Bryan Krempa ’00, ’06 President Leonard Hubbard ’09, ’12 Vice President Shawn Loos ’10, ’12 Parliamentarian Richard Schneider ’10, ’12 Immediate Past President Samuel Bloomberg ’17, ’18 Shannon Johnson ’13 Bethann Kibby ’06 Shawn Loos ’10, ’12 Philip Splawski ’06 Adriana Viverette ’12 Lists updated October 2020. For a list of donors who made gifts during our 2019-20 fiscal year, please visit medaille.edu/donors.
SECURE YOUR LEGACY When you include Medaille College in your estate plan, you strengthen the Medaille experience for generations of students to come.
THE SISTER ALICE HUBER SOCIETY OF MEDAILLE COLLEGE
medaille.edu/plannedgiving or call Vice President for College Relations John Crawford at (716) 880-2879.
P R E S I D E N T
M A C U R
O N
DIVERSITY, EQUITY & INCLUSION A T
M E D A I L L E
C O L L E G E
The taking of Black lives has to matter, and at Medaille, Black Lives Do Matter. We have all witnessed many horrible events, throughout our lifetime and over the last year, that serve as a mirror for us to see the ugliness of racism in its most extreme form. In light of the social turmoil that our nation is experiencing surrounding the disparities and gaps that exist for Black people in this country, we have decided to look inward to see how we, as a College community, can do a better job of addressing the needs of our Black students, faculty and staff. We believe that it is actually very patriotic to acknowledge systemic racism. You cannot fix what you choose to ignore. You cannot fix problems by writing memos saying they do not exist. You cannot fix problems by punishing those who seek to fix them. You cannot deny history. And if that means that some people will feel uncomfortable, that is OK. Only when people challenge their own beliefs, assumptions, principles and biases can we hope to make progress. We believe in calling people in, not calling them out. As Buffalo’s College, our goal is to be even more intentional about learning what Medaille can do to be a more inclusive and welcoming environment for everyone. We have launched some initiatives to help us in this effort. One such initiative is the “Black Voices Matter” movement, which is a series of conversations between Black students, myself and Director of Diversity & Inclusion Kenya Hobbs, with the intent of collaborating to enhance our diversity, equity and inclusion efforts. Additionally, the Minority Faculty and Staff Organization (MFSO) has been established to build community among the faculty and staff of color at the College. It is their intention to create an inclusive environment that increases understanding and cultivates respect for diversity. The MFSO strives to strengthen collegial collaboration with other faculty, staff, students, alumni and community groups that share Medaille College’s goals. It is within this framework that we highlight the experiences of staff and students, in their own voices, as they challenge the broader Medaille community to find ways to change the world by starting at our own front door. I hope you will take the time to read and consider the following two articles with an open mind and open heart.
Dr. Kenneth M. Macur, Medaille College President Read the full statement from Dr. Macur on the Death of George Floyd at medaille.edu/equity.
H I S TOR Y HAS ITS E YES ON US
MEDAILLE LOOKS INWARD AS THE NATION FACES A CALL FOR CHANGE byShana
Richardson FALL 2020 * MEDAILLE MAGAZINE
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Many of history’s defining moments revolve around a call for lasting change. These movements create learning opportunities and a chance to hear the voices of our current generation. It takes active listening, introspection, internal work and commitment to growth, both as individuals and collective communities, in order to work toward systemic transformation. As an educator, I often find myself speaking to my students about the importance of a growth mindset — a belief that hinges on our ability to thrive in the midst of challenge. Those who embrace a growth mindset reject the notion that who we are is fixed and cannot change. Instead, a growth mindset embraces the belief that who we are and who we become is within our control. A similar mindset must take place within institutions of higher education, especially now. We are in the middle of an unprecedented time: a global pandemic coupled with a civil rights movement sparked by countless injustices towards Black and Brown people.
All of these realities are impacting our students. As educators who must engage in holistic education, we are tasked with addressing these matters directly, with purpose and with a plan. Students must feel that they are seen and heard, and their fears and concerns must be acknowledged. To that end, Medaille College is taking active steps to not only hear student voices but also implement changes to address their concerns accordingly. With students looking to us to see how we respond, silence and inaction can be deadly. “As a College community, we cannot be counted among the silent majority,” says Director of Diversity & Inclusion, Title IX Coordinator and Honors Program CoDirector Kenya Hobbs. “We must call out injustice wherever we find it and work collaboratively to uproot it.” Hobbs is a community relations leader with over 25 years of experience and is a Certified Diversity Professional through the National Diversity Council. He has spent a lot of time reflecting on the current landscape and
Students attend the “Black Voices Matter” forum, in-person and virtually, to discuss their thoughts and experiences with Kenya Hobbs and President Macur.
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how Medaille can help lead the way. “In this seminal moment in our nation’s history, it is important that institutions of higher education be actively engaged in creating platforms and starting dialogues that challenge us to reason together,” he says. “We need to be open to these discussions, recognizing that anything that is not talked about does not just go away.”
themselves to the carpet regarding whether or not they are actively creating equitable and inclusive environments and not just providing lip service. Large scale, macrolevel change can only happen when the work is done to create daily, sustainable change. This is especially true at Medaille because it is historically a predominantly white institution (PWI). As such, it is
In this seminal moment in our nation’s history, it is important that institutions of higher education be actively engaged in creating platforms and starting dialogues that challenge us to reason together. We need to be open to these discussions, recognizing that anything that is not talked about does not just go away. — Director of Diversity & Inclusion Kenya Hobbs In this process, there is no room to indulge in a fixed mindset, defined by a comfort with antiquated practices and fear of change. Starting with our own College community, we must be willing to look internally at our shortcomings, cast out those things that simply do not work, adopt new practices and policies, and weave them into the things we already do well. Thus, some important questions are raised: What can Medaille do in the midst of this time of civil unrest to ensure our campus does not reflect the injustices our students are experiencing in the world at large? How can we position ourselves to operate as an institution that is inclusive, supportive and active in this fight for social justice and change? Where are we currently, and where do we need to be? There is work to be done across the country, and Medaille is not exempt. All institutions of higher learning must take a long, honest look at their practices and policies, and call
imperative that we acknowledge and accept what a PWI is. All of these institutions were created to serve the needs of white students, and they are rooted in practices that leave out diverse and marginalized populations. The reality of a PWI is that the culture of exclusion is systemic. In order to affect change, it is paramount that we look to those most impacted — the marginalized students we serve — to hear their voices, validate their experiences and heed their advice. To this end, I met with currently enrolled upperclassmen, all students of color, to gauge their time and experience at Medaille and learn what changes they feel the College needs to undertake. While the experiences of the students interviewed varied significantly, all of them emphasized the need for more faculty and staff of color. One student, a junior, believes the lack of faculty diversity contributes to the occasional micro-aggressive behavior she has experienced in the classroom. While FALL 2020 * MEDAILLE MAGAZINE
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she recognized it is often well-meaning, she is often tokenized as the only Black student, or one of a handful, in class, and asked to speak for her race on a number of issues. The spotlight effect that this creates, feeling like all eyes are on her, is uncomfortable and jarring. And even when used to the reality of being the only person of color in a room, it creates a hyperawareness of self, which is often furthered by such tokenism. Some students shared their disappointment that the College’s African American History course is not taught by any people of color at this time. Furthermore, they expressed a desire to see their instructors, no matter their race, take a definitive stance against the abuse of enslaved Black people and the 8
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historical figures who perpetuated slavery or racist ideals. Many of the concerns raised by students highlight the importance of representation. All students interviewed mentioned that it is vital for Black, Indigenous and people of color (BIPOC) to have opportunities to connect with faculty and staff who look like them. They also want BIPOC stories, history and experiences to be reflected in course curriculum. A senior psychology major noted that people of color are rarely reflected in the case studies in her textbooks or other supplemental materials. This is of particular concern to her, as she has come to understand the
importance of cultural differences and the way race factors into mental health issues and how they are viewed in different communities. If the majority of learning scenarios center primarily on white people, she feels she is at a disadvantage when entering her field.
experienced no overt incidences of racism since, she feels exhausted attending yet another PWI, something that has defined all of her educational experiences. Still, she longs for more diversity in the curriculum, club offerings, events, trainings and workshops, and not just during February.
A sophomore vet tech major shared a pivotal experience that influenced her perception of the College community. While participating in a summer bridge program previously offered to help pre-freshmen build academic skills, a white presenter referred to the group of predominantly Black students as “these people.� The student recalled feeling surprised and upset that no one else seemed bothered by the remark. While she has
Other students reported a much more positive experience, feeling that the campus is supportive and inclusive to all. Those students would invite other students of color to enroll, but warn them of the culture shock that is often associated with attending any PWI. So, how do we use this information to move forward and take actionable steps to better FALL 2020 * MEDAILLE MAGAZINE
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their counterparts. In this case, the students are discussed from a deficit framework, as less than capable, less likely to succeed, and thus treated as such. Implicit bias can show up in a similar fashion in the classroom. If we as staff see it, I am sure the students see it — and feel it — too. Overall, a lot of the feedback calls for change as it relates to reexamining hiring practices, increasing faculty and staff training, addressing representation in course curriculum and utilizing inclusive pedagogy. Hobbs assures that the College’s administration hears these concerns and is taking steps to address them.
the Medaille community? First, we must acknowledge that it is irresponsible to create opportunities to diversify the student body without providing similar diversity in the faculty and staff intended to support those students. All of us, on the faculty and staff end, must also acknowledge that our own prejudices and biases abound. Far too often, an overwhelmingly white staff bring their biases about students of color into the support they offer, and doing so can jeopardize the way they relate to students. For example, I have heard programs that are primarily serving of marginalized students being discussed with a far different tone than 10
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“We have been very deliberate about increasing the diversity of our applicants by posting our job listings with several historically Black colleges and universities, Hispanic-serving institutions, Indigenous communities and minority professional networks, as well as tapping into the networks of influential alumni, faculty and staff,” he says. “We are modifying our search committee training process and including a requirement that all search committee chairs attend training on implicit bias before conducting a search. We will also require a member of the search committee to serve as a diversity advocate during the hiring process.” In addition, we must work to create more educational opportunities that incorporate, appreciate and honor the experiences of people of color. This includes diversifying curriculum and providing course offerings that celebrate the unique experiences of marginalized populations in this country. Since inclusive curriculum and pedagogy is paramount in making students feel wellrepresented and supported, Medaille’s Office of Diversity & Inclusion is collaborating with Medaille’s Department of Education to run professional development workshops
for faculty that focus on inclusive and culturally relevant teaching methods. The inaugural Minority Faculty and Staff Organization has also been established to advocate for a more equitable and welcoming environment at the College. “The foundational principle of building a strong, inclusive and healthy community rests upon the development of positive relationships,” says Hobbs. “We need faculty and staff to be even more intentional about doing the work of learning who our students are in terms of what their hopes, dreams and fears are. That would give us some baseline data to refine our approach to educating them. We are all teachers, regardless of our official title, because
conversations and difficult topics in order for real change to take place on campus. To this end, Medaille President Kenneth Macur, Ph.D., has collaborated with Hobbs to hold a series of “Black Voices Matter” open forums to give students a safe space to express their experiences and thoughts on improving diversity, equity and inclusion at the College. Students have attended both in person and through Zoom, fully appreciating and utilizing this opportunity to make their voices heard. These discussions about specific improvements related to racial-based equity and inclusion can serve as a sounding board for change and increased awareness for other groups who do not feel seen or who face bias
If we truly want to live our mission of educating and developing empowered, civic-minded individuals, we must do so by teaching compassion, empathy and awareness.
To do this, we must lead by example. —Shana Richardson
students are learning something from us at every touch point.” Finally, an inclusive education must extend outside of the classroom. Students shared a desire for a speaker series, trainings, workshops and honest conversations about what is happening right now in this country. The consensus is that these dialogues should not be reserved just for students of color, but for everyone, and not be confined to just Black History Month. Overwhelmingly, the students interviewed shared how important it is for Medaille to walk head-on into these uncomfortable
because of their disability, sexual orientation, gender identification, religion, social-economic status, age or other factors. “It is important for us to hear this type of feedback,” says Hobbs. “It then creates a framework for us to begin to ask better questions, to develop better interventions and to facilitate better outcomes for all of our students.” All in all, acknowledging we have work to do as a College community does not negate the work we have done, just like a growth mindset does not dismiss the growth an individual has already achieved. It simply acknowledges — and leaves the door open FALL 2020 * MEDAILLE MAGAZINE
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— for more progress and potential moving forward. An example of this is Medaille’s new partnership with Open Buffalo, a nonprofit organization that strives to advance racial, economic and ecological justice through skill building, network-connecting and activating leadership opportunities. Medaille and Open Buffalo plan to work collaboratively on a number of initiatives, including community forums and workshops hosted on campus to strengthen community engagement, leadership and advocacy initiatives. The College also plans to work with Open Buffalo as an advocacy partner for its pending master’s degree program in Social Justice and Equity Studies, in addition to working together to offer a joint certificate for Open Buffalo’s Emerging Leaders Program. Taking progressive steps forward, including steps to validate student voices, can only benefit our whole College community. Our students are tomorrow’s leaders and change-makers. So, if we truly want to live our mission of educating and developing empowered, civic-minded individuals, we must do so by teaching compassion, empathy and awareness. To do this, we must lead by example. What can each individual do? “I would advise those who identify themselves as allies to operate with a sense of cultural humility,” says Hobbs. “Be willing to acknowledge
what you do not know, and be OK with assisting and not attempting to fix the challenges of the identified group without their collaborative input and guidance. We must truly seek to learn how we can help by first asking the question and then taking the time to engage in active listening.” Will this always be easy? No. Will it be worth it? Yes. “It requires a degree of selflessness,” says Hobbs. Our ability to hear another person’s critique of the impact of our words and behaviors towards them is directly affected by our willingness to put their stated concern above our own ego. This is not natural for us in western culture, so it will require practice.” “Be open to different perspectives, and be willing to explore the idea that we may have some blind spots that hinder us from seeing clearly,” says Hobbs. “Rather than feeling embarrassed or ashamed about having blind spots, consider for a moment that there may be some validity to it, and be willing to work to gain a better understanding of a given situation. In essence, commit to being a lifelong learner and embrace, rather than shy away from, new information and new people.”
ABOUT THE AUTHOR Shana Richardson currently serves as the director of the Arthur O. Eve Higher Education Opportunity Program (HEOP) at Medaille. She has also worked as adjunct professor at Medaille College, Canisius College and Bryant & Stratton College for a number of years. Richardson holds a master’s degree in higher education student affairs administration. For her thesis, she conducted extensive research on the effectiveness of pre-freshmen summer bridge programs as intervention strategies for preparing historically marginalized student populations for predominantly white institutions. 12
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H I S TOR Y HAMILTON
THE ROLE OF HIGHER EDUCATION IN EXPANDING THE NARRATIVE ON RACE AND HISTORY
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Kyla Hobbs FALL 2020 * MEDAILLE MAGAZINE
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In the aftermath of the wrongful death of George Floyd, many people have been discussing systemic racism with renewed vigor. These discussions have sparked debate about the role that entertainment should play in shaping how we view historical and modern-day issues of race. One of the more recent examples of this debate can be seen in the controversy surrounding the Broadway hit Hamilton. A current pop culture phenomenon, the musical retells the story of one of America’s Founding Fathers, Alexander Hamilton, in a way that many critics have deemed overly flattering, at best, and blatantly ignorant at worst. Most of the criticism directed at Hamilton can be categorized into three major historical inaccuracies and misrepresentations. First, the musical incorrectly glorifies Alexander Hamilton as an abolitionist, though he never took a strong stand against slavery. Second, it downplays the fact that many of the other Founding Fathers owned slaves. Third, despite casting people of color, the musical fails to address the role of minorities in American history. Taken together, many believe that these creative liberties are contributing to a dangerous and widespread tendency to ignore the ugly aspects of America’s past.
way to counteract misrepresentation, in entertainment or elsewhere, is by adding to the public’s knowledge of race and history. Our attention, as Americans, should not be solely focused on trying to cancel or correct existing portrayals of our country’s past. Celebratory portrayals of historical figures, such as Alexander Hamilton, are only dangerous if the audience is ignorant of the less palatable realities behind these more palatable depictions. To ensure that these narratives do not become detrimental, citizens need a fuller understanding of American history. That is where the role of higher education comes in.
The shortcomings of this popular musical have encouraged many citizens to start thinking critically about vital questions: Which parts of American history have been erased by the entertainment industry? Which aspects are portrayed and why? Are the portrayals accurate, and more importantly, are they damaging?
Though Hamilton has become representative of the widespread problem America has with acknowledging its complex racial history, this incomplete portrayal of history often starts in our school systems. For this reason, it is important for primary and secondary schools, as well as colleges, to play larger roles in providing current generations with a well-rounded education on race and history. This would help ensure that students are equipped to provide a counternarrative to the misrepresentation and erasure of minorities commonly seen in entertainment.
In an effort to address these concerns, the removal of outdated racial portrayals, images and rhetoric from American entertainment has been extensively discussed. However, the solution to these concerns should not just be subtractive in nature. Another
One of the purposes of college, in particular, is to introduce students to a variety of perspectives beyond their own. Therefore, it should be a place where students look at race and history from the viewpoints of various minority groups. Colleges should offer more
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courses on the roles of people of color throughout history and host discussions about racial and historical challenges. That way, upcoming generations would have a better understanding of the issues that entertainment often misses or ignores. Regarding African Americans, not only should students be made aware of the past horrors and modern-day consequences of slavery that Hamilton overlooks, but they should also learn about the wide range of contributions that African Americans have made to this country outside of forced labor. A history lesson that only highlights the low points of Black history is arguably just as damaging as one that only highlights the triumphs of the white side of history. By presenting African American people as more than slaves — as artists, writers and scholars, colleges could play a large part in balancing out the whitewashed narrative seen in shows, films and musicals. By exposing students to various racial realities, past and present, higher education can help
them develop a more holistic awareness and appreciation of the complexities, nuances and struggles of African Americans and other minorities. Future graduates would not only be prepared to offset misrepresentations but could also use their knowledge to make accurate portrayals of minorities more commonplace. So, although it is important to question the incomplete narrative that we see in mainstream entertainment, it is equally important for colleges to empower students to challenge and change that narrative. Hamilton may be fun to watch, but entertainment cannot be our primary source of historical education. We need to be educated so that we are able to discern the line between art and accuracy. In sharing a multiracial perspective on race and history, colleges can shape students — some of whom will become the creators who inform future entertainment — in a way that promises a more complete look at race and history in America moving forward.
ABOUT THE AUTHOR Kyla Hobbs is an English major, psychology minor and junior at Medaille College. Her academic achievements include being a member of the Honors Program and making the Dean’s List. She is a writer, and one of her career goals is to publish fiction novels. Hobbs is also an artist who has had her work published in Prelude, Medaille’s literary arts magazine. In her spare time, she loves to dance, read fantasy and historical fiction, and sketch out ideas for drawings. FALL 2020 * MEDAILLE MAGAZINE
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Photos by Mary Beth Scumaci
THE MEDAILLE COMMUNIT Y RESPONDS TO THE COVID-19 PANDEMIC As the world continues to face unprecedented, challenging times throughout 2020, the Medaille College community has come together in shared commitment to help our students successfully complete their education. Students, faculty and staff have been helping each other navigate each new turn resulting from the COVID-19 pandemic, from the move to remote instruction in March to the restart of on-campus operations this fall. As a whole, students, faculty and staff have continued to demonstrate tremendous adaptability, camaraderie and resilience, which has been crucial in an environment where no one knows what will come next. “Our top priority all along has been preserving the health and safety of our students, faculty, staff and their families, while keeping our students on the path to meeting their graduation and career 16
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goals,” says Medaille College President Kenneth M. Macur, Ph.D. “We are committed to meeting student needs, keeping our communities safe, and utilizing tactics and equipment that assist us in keeping a rich, personalized education at the forefront at Medaille.” When multiple states of emergency necessitated a shift to remote teaching, learning and working this March, many students, faculty and staff had to quickly adapt to new territory. Others who were more familiar with the technology stepped up to provide mentoring and support. “Across campus, we had an all-hands-on-deck mentality with a focus on how we could best assist our students and instructors with a successful teaching and learning experience in the least stressful way possible,” says Director
of the Office of Online Learning Mary Beth Scumaci. “The Medaille community support systems were tremendous and kicked into overdrive.” At the time of the move to remote instruction in March, Scumaci was the associate dean of educational technology, a faculty position under Academic Affairs. When the College decided to start an Office of Online Learning in July, Scumaci was the clear choice to help lead the way. “Our faculty and staff demonstrated flexibility, take-charge attitudes, and a willingness to learn, participate in trainings and seek assistance when needed,” she says. “Even though many were moved out of their comfort zones, they never gave up on their students. Full-time and adjunct faculty were caring and compassionate as they put students first and adapted course work for remote learning. They worked diligently to still provide students with a quality learning experience.” All things considered, Medaille was prepared for the quick transition to remote instruction, and infrastructures were in place to make it a relatively seamless transition. Medaille’s Office of Information Technology (IT) was the backbone of technical set up and assistance. The Blackboard Learning Management System was already familiar to a large majority of students, faculty and staff. And training courses, like the Blackboard (Bb) Online Instructor Training, were already established to prepare faculty in online pedagogy and Bb tool skill development. “We have a strong history of providing many training opportunities to faculty and staff, both on ground and virtually,” says Scumaci. “We also maintain a website with custommade video tutorials and tool tip sheets, hold regularly scheduled office hours and offer assistance through our e-learning help
ticketing system. When the pandemic hit, our e-learning team pretty much worked around the clock seven days a week to meet faculty and staff needs as they worked to support our students. We spent two weeks offering powerup Blackboard training sessions at the Buffalo and Rochester campuses, along with day and evening open office hours.” In addition to Scumaci, who holds an Instructional Designer Certificate with the Online Learning Consortium and is an OSCQR Certified Trainer in online course evaluation, the e-learning team is comprised of Instructional Technology Specialist Ray Drechsel, Faculty Instructional Support Technology Specialist Alexander Beebe and the Online Course Designer & Trainer Julianna Woite. Drechsel and Scumaci are Blackboard Certified Trainers, and they have a long history of collaborating to achieve technology goals that benefit the teaching and learning experience at Medaille. The Blackboard Faculty & Student Mentoring Program was also established shortly after the shift to remote learning in March. Faculty, staff and student mentors now provide an extra level of support, along with the e-learning team, and the mentoring program will continue to be instrumental as the College transitions to the more accessible and mobile friendly Bb Ultra platform by next year. In addition to the e-learning team and mentoring program, every department on campus played a role in helping the College community navigate the changing landscape. For example, the library provided resources for online instruction and 24/7 online support. The Wellness Center provided health and wellness tips, along with counseling services for dealing with the stress of COVID-19. And the Office of Diversity & Inclusion provided guidance, resources and a list of equity tools to be integrated into the remote teaching and learning process. FALL 2020 * MEDAILLE MAGAZINE
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able to purchase additional computers and Wi-Fi hotspots to be signed out by students during the 2020-21 academic year.
Administration led the way by providing frequent and transparent communications. Dr. Macur, Interim Vice President for Academic Affairs Janel M. Curry, Ph.D., and Vice President for Student Development Amy DeKay ’95 communicated regularly with the campus community about the pandemic and related concerns, including plans for continued instruction, student housing, and health and safety precautions. The College also quickly formed a COVID-19 task force. Comprised of the president, the vice president cabinet, facilities, and faculty and staff representatives from various departments, the task force was set up to oversee the COVID-19 management and Restart Medaille plans and logistics, as well as classroom technology updates to allow for live-streaming videos of class sessions. Similar to many other schools, one of the biggest challenges Medaille faced this year was assisting students who were not prepared to take courses remotely. In some cases, students did not have access to computers or Wi-Fi connectivity at home. Instructors helped to identify students with these needs, and helped come up with flexible and creative solutions at first. As a higher education partner with Say Yes Buffalo, the Bill & Melinda Gates Foundation and the John R. Oishei Foundation, Say Yes Medaille was able to solicit and receive laptops for student use from KeyBank and Say Yes Buffalo this spring. And thanks to funding from the federal CARES Act, Medaille was 18
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With the technology in place and following health and safety protocol from public health and government authorities, Medaille was able to restart on-campus classes from the beginning of the fall semester. “The success of our restart plan depended on Medaille’s greatest strength: our community,” says Dr. Macur. “I commend each one of our students, faculty and staff for their remarkable cooperation. Our ability to stay open for on-ground instruction requires a lot of dedication, from wearing masks to physical distancing to avoiding big parties. Everyone has been making sacrifices to help keep our campus and surrounding communities safe.” With the incorporation of live classroom videos, the upcoming switch to Bb Ultra and other emerging needs, more faculty training courses are being developed. The College’s e-learning team prides itself on anticipating student, faculty and staff needs. “Our team felt very proud when several adjunct faculty members who teach at Medaille, as well as other local colleges or universities, commented that our trainings were far above what was being offered to them at the other institutions,” says Scumaci. “In some cases, these faculty members were able to step in and assist with training sessions at the other schools due to the quality of training we provided them at Medaille.” As Dr. Macur put it, it all comes down to helping students stay on track to meeting their educational and career goals. “As an institution, our thoughts are always focused on how we can assist students, faculty and staff,” he says. “Despite the changing and uncontrollable circumstances, we are still striving to provide the best teaching and learning experience possible.”
SUCCESS IN REMOTE LEARNING & STUDENT SUPPORT As students, faculty and staff helped each other navigate the new territory of remote teaching, learning and working this spring, many shared anecdotes of encouragement and support. The #MavsSucceed series shared some of these accounts and shined a spotlight on Medaille’s dedicated students, faculty and staff. Read full testimonies and more features by visiting medaille.edu/mavssucceed.
While this has been a trying time for everyone, I feel it has had a positive impact on the connection in our Medaille community. Our bond could not be stronger. As classes switched to a remote format this spring and the mindset needed for our education changed, I saw professors, staff and students reaching out to one another in support. It was truly heartwarming.
I am so grateful for the workshops offered by our e-learning specialists. They prepared faculty members well for the transition to remote learning this spring! As I teach during these unusual times, I also strive to provide my students with a space to be heard and permission to share their thoughts and feelings.
I am grateful to have the routine of classes and supportive professors during this unprecedented time. As students, we are attempting to accomplish our life goals despite the barriers put in place due to the pandemic. We are resilient people, and our strength will be made evident as we navigate this time of vulnerability and uncertainty together.
During this hard time, I think it is important recognize the good that is still taking place in the Medaille community. Everyone has been faced with a challenge, but the way Medaille approached the challenge was very beneficial to its students. All of the faculty and staff have done a wonderful job of making sure I know that they are still there for me. I would not be as successful as I have been this year if it were not for my professors, coach, advisor and TRiO counselor holding me accountable.
My transition to online instructing has been a learningfilled adventure! As I look for the silver lining in this sad era, I realize that I can effectively connect with students in a remote environment. I have been teaching for 33 years. I do not think I have ever had a compliment from a student that brought me to tears until one of my current Medaille students told me how much he gained from our class, adding that he will “never forget it.�
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The Medaille Community Supports Western New York & Beyond Amid COVID-19 Pandemic As the Buffalo Niagara region has been responding to the COVID-19 pandemic this year, Medaille College and many of its faculty, staff and alumni have used their resources to help support those in need. Medaille College Donates Personal Protective Equipment to Erie County Medaille College has donated over 19,000 gloves and nine boxes of surgical masks to the Erie County Sheriff’s Office in response to the critical shortage of personal protective equipment for local health care providers. A variety of surgical gloves, face shields, gowns, goggles and nursing caps were also donated to the county for medical use. Staff Members Help With Local Food Deliveries Medaille offered the use of College vans to be used for food deliveries through FeedMore WNY (formerly the Food Bank of WNY and Meals on Wheels for WNY). Over the spring, public safety officers from the College picked up other volunteers from Lancaster Senior Center and Hennepin Community Center, and facilitated deliveries to homes and organizations throughout the Lancaster and Lovejoy neighborhoods to provide meals to those in need. Clinical Assistant Professor Dr. Hennessey Lustica Authors Children’s Book to Address Social & Emotional Wellness During the Pandemic Department of Counseling & Clinical Psychology Clinical Assistant Professor Hennessey Lustica, Ph.D., LMHC, wrote and published a children’s book titled Masks & Smiles. As a school-based mental health provider and parent herself, Dr. Lustica worried about the impact that the pandemic 20
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and wearing masks can have on the social and emotional wellness of elementary-aged children, especially with the return to school this fall. Knowing that masks might feel scary and unfamiliar, this illustrated book normalizes these feelings while sharing the journey of one student’s day at school, focused on the smiles and expressions he knows are behind his helpers’ masks. Masks & Smiles is already being used in schools across New York State, and can be purchased on Amazon. Adjunct Professor Offers Free Counseling Services to Community Members Psychologist and Department of Social Sciences, Communication & Sport Studies Adjunct Professor Julee “Vee” Vitello was featured in The Buffalo News this spring for offering free counseling sessions to kids and parents in the wake of the pandemic. She offered counseling on concerns ranging from anxiety on behalf of an elderly relative to the struggle of explaining COVID-19 to children. Nick Pitillo ’06 Launches Food Delivery & Donation Service Amid Pandemic Master of Arts in Organizational Leadership alumnus Nick Pitillo ’06, the owner of Osteria 166 in Buffalo and Villaggio in Ellicottville, has launched StockTheFreezer.com — a meal delivery service to help feed families amid the pandemic. Offering home delivery of pre-frozen meals to customers, Pitillo also created an option to donate meals to a county or organization of one’s choosing. So far, over 24,000 meals have been donated.
Photo by Linda Wach
F O R
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S E R V I C E
THE MEDAILLE COMMUNITY HONORS 2020 F A C U LT Y & S TA F F R E T I R E E S
The year 2020 brought the retirement of 23 faculty and staff members who collectively served the Medaille College community for hundreds of years. On August 12, the Office of Academic Affairs hosted a gathering to honor these individuals who served in a variety of roles at the College and made a lasting impact on students and colleagues alike. Interim Vice President for Academic Affairs Janel M. Curry, Ph.D., thanked the honorees for their years of dedicated service and commitment to embodying the Medaille mission. FALL 2020 * MEDAILLE MAGAZINE
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to the following full-time faculty members who have been elevated to faculty emeritus status upon their retirement, based on the recommendation of the Promotion and Tenure Committee: Virginia Batchelor, Ph.D.
PROFESSOR, DEPARTMENT OF EDUCATION
“Virginia has been a mentor to many of us. She always reminded us of the importance of taking care of ourselves and each other, and her caring heart and gentleness are present in everything she does.” — Chair of the Department of Education Jeffrey A. Faunce, Ph.D.
Alan Bigelow, Ph.D.
PROFESSOR, DEPARTMENT OF INTERDISCIPLINARY STUDIES
“Alan is a stellar artist (see webyarns.com) and teacher. He has pushed us all to embrace the evolving media environment, and led major efforts to assess and improve student learning at Medaille.” — Professor of Philosophy Gerald J. Erion, Ph.D.
Terri Borchers, J.D., Ph.D.
ASSOCIATE PROFESSOR, DEPARTMENT OF INTERDISCIPLINARY STUDIES
“Terri is a brilliant writer and scholar who works tirelessly for her students, colleagues and friends. Her passion and creativity energize all of us!” — Professor of Philosophy Gerald J. Erion, Ph.D.
Craig Centrie, Ph.D.
PROFESSOR, DEPARTMENT OF EDUCATION
“Craig always brought a fresh perspective to his classes, our department and the entire campus. He would pose questions to his students and colleagues that often made us think in a new way and reminded us of our responsibilities as educators.” — Chair of the Department of Education Jeffrey A. Faunce, Ph.D.
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Mary Louise Hill, Ph.D.
PROFESSOR, DEPARTMENT OF INTERDISCIPLINARY STUDIES
“Mary Lou is an amazing writer, mentor and campus leader. Her creative, encouraging and interdisciplinary approach to student writing is one that we can all strive to use in our classes.” — Professor of Philosophy Gerald J. Erion, Ph.D.
Mark Lavatelli, M.A., M.F.A. PROFESSOR, DEPARTMENT OF INTERDISCIPLINARY STUDIES
“Mark’s warm smile, quick laugh and bright energy are familiar to anyone who knows him. He is a great academic leader and a remarkable artist whose work has inspired many of us to new critical and creative projects.” — Professor of Philosophy Gerald J. Erion, Ph.D.
Lisa Marsherall, M.A.
ASSOCIATE PROFESSOR OF THE PRACTICE AND FORMER CHAIR OF THE DEPARTMENT OF COMMUNICATION & SPORT STUDIES
“Lisa was more than a professor to her students; she served as a caring mentor and a homeaway-from-home loving adult. Her tireless work to always improve our department leaves a lasting legacy at the College.” — Chair of the Department of Social Sciences, Communication & Sport Studies Richard L. Jacob, Ph.D.
Marianne Sullivan, Ph.D.
ASSOCIATE PROFESSOR OF THE PRACTICE, DEPARTMENT OF BUSINESS, MANAGEMENT & LEADERSHIP
“Marianne has been consistently mentioned by MAOL students as their favorite part of their experience at Medaille. I can honestly say that I have never seen an instructor who is more prepared for class or who makes herself more available to her students.” — Chair of the Department of Business, Management & Leadership Susan C. Steffan, MBA
William Weeks, M.S.
John Schedel, Ph.D.
“Bill is known for his thoughtful comments, his ability to focus on the bigger picture and his firm belief in the importance of good leadership. He is a legend among our business students and faculty, and is universally the person alumni remember and quote.”
“John served as a powerful advocate for students and faculty. He imparted wisdom and challenged students to dig deep to question and learn.”
PROFESSOR, DEPARTMENT OF BUSINESS, MANAGEMENT & LEADERSHIP
— Chair of the Department of Business, Management & Leadership Susan C. Steffan, MBA
ASSOCIATE PROFESSOR, DEPARTMENT OF COMMUNICATION & SPORT STUDIES
— Chair of the Department of Social Sciences, Communication & Sport Studies Richard L. Jacob, Ph.D.
the following faculty retirees for their many years of service and commitment:
the following staff retirees for their many years of service and commitment:
Deborah Ceppaglia, M.L.S.
Kathleen Crouse
“College is all about teaching and learning, and Debby made her mark on Medaille by consistently and relentlessly improving both. Her expertise in this capacity helped her serve as a trusted mentor to students and colleagues alike.”
“Kathy emulates excellence, positivity and professionalism, and she helped make our Rochester campus an inviting and fun place. She embodied the Medaille mission through acts of kindness, and was our ‘sunflower,’ always shining bright!”
— Associate Professor & Library Director Andrew Yeager, M.L.S.
— Assistant Director and Academic Services Coordinator, Rochester Campus, Ann Horn-Jeddy
Richard Gerber, Ph.D.
Marsha Glose, RN, B.S.N., M.S.Ed.
PROFESSOR AND PROFESSIONAL LIBRARIAN, LIBRARY
ASSOCIATE PROFESSOR, DEPARTMENT OF SCIENCE, MATHEMATICS & TECHNOLOGY
“Richard’s legacy includes high-quality, impactful instruction and excellent attention to detail. His standards for his students were high, and he was a leader who contributed much to our mathematics and science programs.”
ADMINISTRATIVE ASSISTANT, ROCHESTER CAMPUS
DIRECTOR OF STUDENT HEALTH SERVICES
“Marsha’s calming demeanor, professionalism and medical knowledge were always a source of comfort to those around her. She was always prepared to help students or colleagues in whatever ways she could.” — Vice President for Student Development Amy M. DeKay ’95
— Lab Manager Lynn Kozinski and Chair of the Department of Science, Mathematics & Technology Vochita Mihai, Ph.D. FALL 2020 * MEDAILLE MAGAZINE
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Ellie Hudson
ADMINISTRATIVE ASSISTANT, DEPARTMENT OF VETERINARY TECHNOLOGY / DEPARTMENT OF SCIENCE, MATHEMATICS & TECHNOLOGY
“Ellie was instrumental in the development of Medaille’s vet tech programs. She was dedicated, extremely competent, resourceful and compassionate, and she faithfully and unselfishly shared her time and expertise. Her impact is immeasurable.” — Professor Joseph E. Savarese, D.V.M.
Chet Klimek
MANAGER OF THE ACADEMIC COMPUTER CENTER
“Chet was a dedicated, detail-oriented engineer. In IT, there is a lot of process-oriented work that needs to be done to make our solutions credible, and Chet took the time to plan, implement and document his work for the good of the College.” — Chief Information Officer Robert D. Chyka
Anita Kopra
BANNER SYSTEM ADMINISTRATOR
“Anita is always willing to learn new things and is eager to go the extra mile to help keep our students, faculty and staff happy. She cares greatly about her work and the people she supports. Fortunately for us, our IT Department was able to convince Anita to join our Help Desk once again after a lengthy three months of retirement. Everyone is happy to have her back!”
Debra McLoughlin
ASSOCIATE DEAN FOR STUDENT SUCCESS CENTER
“Deb led by example, with empathy, professionalism and a sense of humor. She always advocated for both students and colleagues, and was known as someone who was always willing to listen and help.” — Former Director of Academic Advisement Erin Pawlak
Jeanne Mossios
ASSOCIATE DIRECTOR OF FINANCIAL AID
“Jeanne touched the lives thousands of students over her 40 plus years at Medaille. She served on countless committees and professional groups, and her talents and spirits will be missed, not only in our office, but throughout the College.” — Director of Financial Aid James Ayers
Susan O’Leary
FINANCIAL AID OFFICE MANAGER
“In over 15 years at Medaille, Susan embodied hard work and optimism. Students and staff loved her, and she was never afraid to volunteer for a new challenge.” — Director of Financial Aid James Ayers
La’Wain Reed
ADMINISTRATIVE ASSISTANT, DEPARTMENT OF EDUCATION
— Chief Information Officer Robert D. Chyka
“La’Wain served as the rock and glue of our department for a very long time. She was our sounding board and the person who we all counted on. Our students and faculty will miss her smile, her dedication and her presence.”
Harvey Lyle
— Chair of the Department of Education Jeffrey A. Faunce, Ph.D.
PUBLIC SAFETY OFFICER
“Harvey had a wealth of knowledge about the College that was extremely helpful to new officers and staff. He worked hard to protect everyone, and his time and dedication will always be appreciated.” — Director of Campus Public Safety Debra Kelly
Michael Szczepanski
COLLECTIONS MANAGER
“Michael was hard-working and dedicated, even when the tasks were not easy, and he left an impact on many students and departments. We miss him making us laugh in the Student Accounts Office!” — Bursar Karen Kosowski and the Student Accounts Office Staff
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Path to Success Medaille’s New Partnership With Syracuse University Opens Doors for Communication Students
By Tara Erwin
Do not wait, accelerate. Those are words to live by for the communication majors who are enrolled in a unique program between Medaille College and the S. I. Newhouse School of Public Communications at Syracuse University (SU). In just four or five years, those students can complete both undergraduate and graduate studies, thanks in large part to the foresight of Associate Professor of the Practice Emeritus and Former Chair of the Department of Communication & Sport Studies Lisa Marsherall and Medaille President Kenneth Macur, Ph.D. FALL 2020 * MEDAILLE MAGAZINE
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Marsherall retired in June after 30 years at Medaille and was elevated to faculty emeritus status. A graduate of the Newhouse School herself, she remembers the 2019 communication senior recognition lunch, where she mentioned to Dr. Macur that two of her students were headed to SU for their master’s degrees. She informed him that Medaille had a strong track record of its communication graduates furthering their education at Newhouse. “Dr. Macur turned to me and said, ‘We should reach out to SU and try to form an arrangement between our two institutions,’” says Marsherall. Marsherall and Medaille’s Assistant Vice President for Academic Affairs Michelle Bogdan began to coordinate with leadership at SU. The university almost immediately agreed to the partnership. “We are so excited to both formalize and continue our longstanding and strong relationship with Medaille graduates,” says Newhouse’s Associate Dean for Professional Graduate Programs Joel Kaplan. “We have already had many Medaille grads come to Newhouse for their master’s degree, and this will streamline the process, as well as provide scholarships to some of Medaille’s top students.” Similar to Medaille’s 3+3 agreement with the University at Buffalo School of Law, the 3+1 agreement with Newhouse now gives Medaille’s communication or sport communication students the chance to finish a bachelor’s degree and a master’s degree in only four years. The 4+1 program allows students to complete both degrees in five straight years. Moreover, SU agreed to grant a 30 percent tuition scholarship for up to two communication graduates from Medaille each year. “We are constantly looking for ways to enhance the student experience, expand 26
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Alex Clark ’17 and Lisa Marsherall
student opportunities and make college more affordable,” says Dr. Macur. “Adopting innovative curriculum and partnerships is part of Medaille’s strategic initiatives to best position our students for career success.” Assistant Professor Juli Hinds, Ph.D., the program director for Medaille’s communication and sport communication programs, sees the partnership with Newhouse as a natural extension of Medaille’s mission to create well-rounded, empowered individuals. “This partnership is at the heart of what Medaille College is all about — building community and academic scholarship,” she says. “Students come to our department, not only to learn technical skills, but also to grow as a person.” “When these students move on to graduate school, they are still a part of the Medaille community,” continues Dr. Hinds, who has decades of experience working in radio
Cole Johnson ’19
and television as an on-air talent. “That connection is apparent in the lovely emails I have received from students in the program. Their messages are filled with new ideas and intellectual insights, and the fact that students feel compelled to stay in touch and share their achievements is testament to the richness of the relationship between Medaille and Newhouse.” The partnership with SU became final in fall 2019, and covers 10 master’s degree programs: advertising; arts journalism and communications; audio arts; broadcast and digital journalism; magazine, news and digital journalism; media and education; new media management; multimedia, photography and design; public relations; and television, radio and film. The two Medaille students Marsherall mentioned to Dr. Macur in May 2019 just finished their graduate studies at Newhouse.
Dr. Juli Hinds with students in her fall 2020 honors public speaking class.
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Johnson says his graduate program was an intense but valuable experience. “There were some 16-hour days,” he says. “A lot of that was not only spent in the classroom, but I would also take time after class to make phone calls, prep for a story or do work to create a package in one day. It was tiring at times, but well worth it.” Lisa Cialfi ’09, who works as a digital director at Horizon Media in New York City, agrees with Johnson’s assessment of Newhouse. She currently leads a team that negotiates and buys digital media for a major quick
Alex Clark ’17
One of them is Cole Johnson ’19, who recently completed his capstone internship as a reporter for WPRI-TV in Providence, R.I., covering the New England Patriots. He will soon be moving to California for his job search. He credits his years at Medaille for helping him gain knowledge and exposure to various mediums, which gave him a wide range of experience before attending Newhouse for broadcast and digital journalism.
service pizza restaurant. She graduated from Medaille with a bachelor’s degree in media communications, and earned a master’s degree in public relations from SU in 2010. “The Newhouse ‘boot camp’ was one of the most challenging experiences there,” says Cialfi. “We had to complete projects, such as writing articles in a matter of hours, and one misspelled noun equated to a ‘Newhouse F.’ It really pushed us to be able to think on our feet and pull off near-perfect work in a short amount of time.”
Lisa Cialfi ’09
Communication program alumnus Alex Clark ’17, who earned a master’s degree in advertising from Newhouse in 2018, says it takes a certain type of personality to see both programs through to completion. “I often tell people that my year in Syracuse was the hardest of my life,” he says. “Time management was crucial, and it took a whole new level of commitment.”
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Clark, who currently works as a digital marketing specialist at Townsquare Interactive in Charlotte, N.C., says it was all worthwhile, however. In his current role, he provides over 125 clients with a variety of solutions for website development, search engine optimization and reputation monitoring. He would readily endorse the dual degree offering to like-minded students. MEDAILLE MAGAZINE * FALL 2020
Another graduate of both programs, Brigethia Guins-Jamison ’16, currently works as an assistant account executive at Hill + Knowlton Strategies in Washington, D.C. She provides media relations, executive communications and content development support for clients like Procter & Gamble, Cotton USA and Aflac. She graduated from Medaille with a bachelor’s degree in communication, and earned a master’s degree in public relations from Newhouse in 2017. Having viewed both degrees as an investment in her future, she says the handson experience and strong alumni network that Newhouse boasts were key factors in her decision to attend. “My research pointed to SU as the top public communications school,” she says. “Because it is an accelerated program, things are twice as hard, but my degree has opened so many doors for me.” The other graduates echoed Guins-Jamison’s sentiments about utilizing Newhouse alumni. “When you graduate, you are automatically granted access to an online alumni portal for research and networking,” says Clark. He says it can often lead to anything from a simple phone conversation to landing a job interview. Johnson shares how even just the Newhouse name is a door opener. “The Newhouse title on a resume alone helps get jobs,” he says. “Not only that, but the constant reallife experience and exposure to the latest equipment and technology are what make its graduate programs so effective.”
Brigethia Guins-Jamison ’16
“Grad school was also the most rewarding year of my life,” he says. “Taken together, my education really showed me just how much I was capable of achieving. It was an amazing experience.”
Cialfi is certain she would not have her career in New York if not for both of her degrees. “My education made me a more well-rounded human,” she says. “Aside from preparing me for the job market, I gained an intangible amount of personal growth and insight into what I want out of life.” It is hard to believe a casual conversation over lunch could turn into such a lifechanging program, but Dr. Macur’s foresight, combined with Marsherall’s passion for her alma mater and dedication to her students, made it almost inevitable. “I was so happy to be part of this opportunity for our students,” says Marsherall. “I keep in touch with most of them, and find it so rewarding to follow their progress.” Marsherall says one of her proudest moments from her 30 years at Medaille was when Alex Clark presented her with an orange sash at his graduation ceremony. The sash was given to graduates so they could thank someone who profoundly influenced them, and the phrase embedded on it was simple, yet impactful: “I could not have done it without you.”
To learn more about Medaille’s communication program, visit medaille.edu/communication. FALL 2020 * MEDAILLE MAGAZINE
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inspiring
the Next Generation 2020 Veterinary Technician of the Year Tara Woyton ’01, ’03 Finds Fulfillment in Giving Back By Tara Erwin
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“Be brave enough to be bad at something.” This maxim is not the first thing you might expect a successful person to say, but it has served as an inspiration for Medaille College adjunct professor and alumna Tara Woyton, MS, LVT, CVT, ’01, ’03. A surprise to no one who has worked with her or learned from her, Woyton was named the 2020 Veterinary Technician of the Year by the New York State Association of Veterinary Technicians (NYSAVT). NYSAVT, which carries out its mission to advance the licensed veterinary technician profession through education, legislative initiatives, public awareness and member development, bestows this annual honor on a professional who personifies excellence in the field. Woyton’s selection was based upon her legacy of commitment, leadership and contributions to the advancement of licensed veterinary technicians in New York State spanning nearly 20 years. Woyton says she was stunned when she first received news of the Veterinary Technician of the Year accolade. Even after serving 20 years in the in the field, including a successful tenure at the United States Department of Agriculture (USDA), her initial reaction was a humble one. “I have had the pleasure of working with some amazing technicians who have inspired me, including many who have taught at Medaille, like Katie Maley and Lisa Komasara,” she says. “I never thought I would be among the ranks of the technicians who have received this award before me. I did not even consider it as a possibility. It is quite an honor.” Woyton, who has specialized in large animals her entire career, received both her associate degree in veterinary technology and bachelor’s degree in biology from Medaille. She also holds a master’s degree in deaf and hard of hearing education, which is a milestone that she credits to her hearing impaired uncle who inspired her “to be part of such an awesome community.”
Teaching at Medaille, both as a full-time faculty member after she came out of retirement from the USDA and now as an adjunct professor, has given Woyton the opportunity to mentor countless students of all ages. This is something she relishes. “I love the interaction,” she says. “To be a part of each student’s learning experience is a pleasure. I have made many lasting connections and am honored to be part of their lives, even after they graduate.” It is clear that Woyton finds fulfillment in sharing her knowledge and experience with others. “I will always have an intern or a student by my side,” she says. “There is something so exciting about people wanting to learn and getting to share in their education.” In addition to teaching part time, Woyton gives back by doing pro bono work at some farms in the Western New York area, and she volunteers at the Ronald McDonald House, Salvation Army and the Red Cross. Also serving as the chair of the Animal Care Committee for the Erie County Fairgrounds, she has had many of her students accompany her to livestock shows. Where did this love of animals come from? Woyton credits her parents for instilling in her a strong work ethic and interest in animal welfare. “My father is definitely ‘the match that lit the flame’ and inspired my love of animals, science and the veterinary field,” she says. Currently, there are no signs of her slowing down after achieving such a momentous honor. “I hope I always want to learn,” she says. “That has been the key to my success in this field, and I think it is so important for everyone. Never stop learning.”
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#Medaille congrats... Medaille College is so proud of all of our alumni! We send our #MedailleCongrats to recognize the life achievements of these empowered individuals who embody Medaille’s mission of academic achievement, career success and civic engagement. Visit medaille.edu/congrats to learn more and submit your own class note. The graduates highlighted here are just a small sample of recent alumni successes. Follow Medaille College on Facebook, Twitter or LinkedIn to catch all #MedailleCongrats updates and join the celebration of our Maverick community.
Media communication alumnus Andrew Schwartz ’97 was appointed to the Board of Directors for The Foundry, a nonprofit organization dedicated to empowering individuals through education and entrepreneurship. Schwartz also works as the director of marketing for Ciminelli Real Estate Corporation. Finance and MBA alumnus Edwin Rasinski ’98, ’04 was 32
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hired as a branch manager at Axiom Bank, N.A. He brings expertise in business development and customer service after more than two decades of experience in the financial service industry, and will now oversee all operations at the bank’s new flagship Winter Park branch. MBA alumnus and Alumni Association Board of Directors President Bryan Krempa ’00, ’06 was appointed as a commercial loan officer at Alden State Bank. Kevin Birt ’02 started a new position as compliance manager at Emerge Capital Management, an institutional investment product distribution company that provides distribution support to premier boutique investment management firms.
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Clinical mental health counseling alumnus Robert Bennett, Ph.D., LMHC, CASAC, ’02, ’10 was named director of inpatient behavioral health services at Niagara Falls Memorial Medical Center (NFMMC). Dr. Bennett is a credentialed alcohol and substance abuse counselor with over 20 years of experience. He is now responsible for dayto-day operations and administrative functions for NFMMC’s inpatient behavioral health service and its psychiatric emergency department.
Sarah Jaworski ’05 was promoted to store system support analyst in the information technology (IT) department at Tops Friendly Markets. Working out of the corporate office, she is responsible for providing IT help desk support to all stores.
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MBA alumnus Kevin Nixon ’06 was hired as vice president and commercial relationship manager for the Harrisonburg-Rockingham County commercial team at F&M Bank. Nixon brings over 13 years of commercial lending experience.
District in Wayne County, New York. MBA alumnus Dave Carswell ’11 was recognized by New York Real Estate Journal in its 2020 “Ones to Watch” spotlight. He works as managing director, NYC / Long Island, at Largo Capital, Inc.
Psychology alumna Debra (Goodell) Spearing, Ph.D., ’07 was appointed as special projects consultant at Via Evaluation, where she is utilizing her skills in organizational psychology and talent management to guide the implementation of the company’s strategic plan. She holds a Ph.D. in business psychology.
Former Mavericks soccer standout and longtime FC Buffalo star player Kendell McFayden ’12 was nominated for the National Premier Soccer League’s All-Time Top Ten Players.
Education alumna Lisa (Myszka) Debo ’08, ’09 received the 2020 North Carolina School Heroes Award. She works as a first grade teacher at McAlpine Elementary School in Charlotte, North Carolina.
Criminal justice alumnus Tyler Rodriguez ’12 was appointed as a police officer with the Town of Tonawanda Police Department. He began Academy training on August 27.
BBA alumna Susan Gray ’10 was hired as assistant superintendent for business and operations for the ClydeSavannah Central School
MAOL alumnus Gary Damon, Jr., Ph.D., ’13 published Everyday Experiences to Improve Work and Life: Reflection Strategies From a Motivational Leader.
The book, which can be purchased on Amazon, was written and researched by Dr. Damon and includes a forward written by MAOL alumnus Deshawn King ’16. As owner and president of Pressure Point Consulting, LLC, Dr. Damon assists organizations in grant writing, professional development and organizational development.
Former Mavericks soccer standout Jacob Conde ’14 was hired as head coach of the Bloomfield High School boys soccer team in Connecticut. In addition to previously serving as a private coach, Conde has played on the Puerto Rican national soccer team and played professionally in Spain, England and Croatia. English program alumna Sarah Kinne ’14 was hired as learning design engineer at Loyola University Chicago. Visit us at medaille.edu/congrats to submit your class note!
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where I am today without the incredible education I received at Medaille,” says Collins. “I’m a very proud Maverick!”
Business administration alumnus Patrick Brown ’15 was promoted to technology manager at Digitas North America, a global marketing agency.
Communication alumna Taisha St Jean ’16 was crowned Miss Syracuse 2020, and went on to compete at the Miss New York Scholarship Organization competition in May. She also works as the communication director for Buffalo Common Council. MBA alumnus Ryan Collins ’19 partnered with StaffBuffalo to launch HRBuffalo, a human resources consulting firm dedicated to aligning people and performance to drive business results. Collins now serves as the president of HRBuffalo, and oversees all operations of consulting work and outsourced HR services. “I wouldn’t be
Communication alumna Raiah Brown ’19 was hired as marketing and communications specialist at Via Evaluation, Inc. “The knowledge and support from the entire communication department at Medaille set me up for great success in achieving my career goals,” says Brown. 2020s
Vet tech alumna Gillian (Green) Sprowls ’14 was featured by Ross University School of Veterinary Medicine (RUSVM) as a standout student and made the RUSVM President’s List by earning a 4.0 GPA. “Becoming a Doctor of Veterinary Medicine has been a goal of mine since I was a little girl,” says Sprowls. “Medaille offers an amazing program that gave me such a solid foundation to succeed!”
Accounting alumna Amanda Miner ’20 was appointed as a tax staff accountant at Lumsden & McCormick, LLP, one of the largest locally owned certified public accounting firms in Western New York.
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the teachers, both in the undergraduate and graduate education programs. I would not be where I am without all of you!”
Business administration alumnus Nicholas Calandra ’11 and his wife Christine Calandra welcomed a son. Theodore Michael Calandra was born on June 29.
Business administration alumna Danielle Rollins ’12 and her husband Darin Johnson welcomed daughter Paris Wylder Johnson, who was born on June 17. Education alumna Sarah (Gleason) Rizzo ’12, ’13 and her husband Anthony Rizzo welcomed a daughter. Ariana Maria Rizzo was born on July 3.
Business administration alumna Maddison Whittaker ’20 and her husband Jonathan Whittaker welcomed a daughter. Selena Whittaker was born on July 2. Education alumnus Matthew Detota ’12, ’14 married Rosa Perez on August 1. Detota has also accepted a new position teaching special education at Clarkstown High School North in Rockland County, NY. “Medaille has afforded me many opportunities,” says Detota. “I originally wanted to just be a social studies teacher, but with Medaille recommending I get a special education certification, as well, it made me much more marketable. I want to thank
Sports Information Director and Baseball Head Coach Josh Sova ’12 and his wife, M.S.Ed. alumna Jenna (Tatu) Sova ’12 welcomed a baby girl. Eleanor Arlene Sova was born on July 28, and joins older brother Charles Henry.
Business administration alumna Roberta Mendez ’20 and her fiancé Zachary Whitney welcomed a daughter. Charlotte Lynn Whitney was born on January 3, and joins big sister Evelyn and big brother Beau.
FALL 2020 * MEDAILLE MAGAZINE
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