2012 Faculty Awards Convocation Ceremony

Uploaded by gvsu on 01.03.2012

[ Music ]
>> Gayle Davis: Hello everyone.
Please be seated.
Welcome faculty, staff, friends, family,
I'm really glad to see you
for our fifth annual Faculty
Awards Convocation.
For the visitors in the group,
I'm Gayle Davis.
I'm the Provost and Vice President
for Academic and Student Affairs here.
Welcome to all of you.
In the midst of all of the rush of our lives,
it's wonderful that we're taking a moment here
to just stop, put on our clothes here,
put on our regalia,
welcome you to this auditorium in order
to think about and appreciate the wonderful
things that happen here
at Grand Valley every day.
We have excellent teaching going on in
and outside of the classroom,
significant scholarship
that advances our profession and helps society
in many ways inspiring mentoring for students
so they can successfully go along their
academic way and dedicated service
to the campus and our larger community
that contributes to the richness of life
and intellectual advancement here in our area.
It's a lot to celebrate and so we shall.
Nice to have you all here.
First before we get really
into our ceremony there are some people here I
would like to acknowledge.
It takes quite a lot of work
to put together this event
as you might imagine.
So, let me thank two of the people
with whom I have the pleasure
of working daily.
Linda Stratton and Linda's over here in the--
on the side, who has done a lot
of the logistical detail work for this event
and Mary Albright over on this side.
Oh they're twins, their bookends, very good.
Mary, who actually helped conceive
of the idea behind this convocation
and has helped make it happen
for all these years now, four years plus one.
Thank you both.
It's a pleasure to work with you of course.
Thanks also to Institutional Marketing
and to News and Information Services.
They helped produce all the materials
and the video that's been running,
showing the accomplishments
of our 2011 faculty achievements.
They were taken straight
from the pages of the forum.
So they include a lot, but probably not all
of the wonderful work that's going on,
on our campus.
So, thank you to them.
Our processional today included our Academic
College Deans, the Library Dean
and our Grad Dean,
our directors of the PEW Faculty Teaching
and Learning Center and the Center
for Scholarly and Creative Excellence,
all here to help us celebrate today.
Thanks for being here too.
As you know, today we're going
to honor long standing faculty colleagues
as well as those who were chosen
for University Awards
for Excellence this year.
But, before we turn to the individual awards,
I do want to take a minute
to just say thank you to all of the faculty.
You are the absolute centerpiece
of this university.
Though we are officially celebrating specific
milestone years at Grand Valley today,
at this ceremony I hope
that you all understand whether you've been
here for a month, six months
or a really long time, how very valued you are
by this university.
So, whether you have been here for a short
or a long time, these milestone awards relate
to you as well.
And though today,
we also are highlighting those specific
individuals who are receiving the 2011-12
awards for excellence,
the fact that we have these awards
that we give yearly is just a bit of evidence
of the very high regard
in which we hole faculty work itself,
work achieved by each and all
of our colleagues all the time.
So, think of them as symbolic
and this year's award winners we'll
celebrate individually.
Thanks for being
such dedicated excellent faculty.
Without getting mushy, I just want to say
that you are faculty to make anyone proud.
It is really easy to be your advocate
or your cheerleader or somebody like that.
It is wonderful to have such a dedicated group
of people to work with
and to make this university absolutely
the best.
So, thank you, all of you.
Let's move on to our program.
And first we will talk
about the milestone celebrations.
Excuse me a moment while I move three bottles
of water on the podium here.
Okay. Alright, now I think I'm all set.
These faculty, that we are going
to recognize now are celebrating milestones
in their careers at Grand Valley
from twenty five years to the thirty five--
excuse me, to the forty year milestone.
What I would like to do is have everyone who's
going to receive a Milestone Award,
please come up on the stage.
If you come up on those stairs and just line
up right here, we'll talk
about you while you walk.
Especially at a place like ours
where change has been dramatic over all
of these years, these faculty have been able
to continue to contribute all along the way
to the Grand Valley we now know.
It has developed into one
of the largest Master's Universities
in the Mid West, with standing among the top
of the Comprehensive Institutions in the state
in terms of student profile facilities
on our campuses and commitment
of its faculty staff and community.
I have often envied you, in fact,
the long view you have had of this place
because if the last ten years have meant
anything like the first forty other years it
must have been exciting
and challenging to be here.
It's very fun.
Thanks to each of you
for the many contributions you have made
to our work, for the commitment you have made
for a very long time now to the university
as a whole and to each of your students.
I would like to ask President Haas
and Mary to come up.
Mary is up here, good.
President Haas, would you join me
on stage please, to help thank these faculty
for their years of service?
First, I will present the twenty five years--
twenty five year awards.
To commemorate this milestone we have our
traditional twenty five year medallion
for each of our seven honorees.
You will see the awardees
in your program booklet.
If you look on page six, they start there.
And you will see
that each person's development
through the faculty ranks
and including any administrative official post
you've held, those are also there.
These official data points though only tell a
little bit about the careers
of these faculty members.
There is more to these colleagues
than appears in print.
So, I'm going to give you a little snippet
about each one of them as we go along.
It's really just too hard to resist.
So, as I read your name would you please come
up to the podium?
These are the twenty five year awards now.
Todd Carlson, Professor of Chemistry.
[ Applause ]
>> Gayle Davis: Why don't [Inaudible] I guess
chemistry can be useful in many ways.
A little known fact about Todd--
[Laughter] Uh oh.
I'm not so sure about the President,
but he probably uses it too.
Todd on the other hand makes beer.
So, as an expert brewer I would just have
to say cheers.
Thanks Todd for everything.
Cynthia Coviac please come forward.
[ Applause ]
>> Gayle Davis: [Inaudible] Cynthia is
Professor of Nursing as I'm sure you all know.
She could be known as one
of the founding faculty
of our graduate curriculum processes
across the university.
She was the first Chairperson
for Grand Valley Grad Counsel.
She served as the counsel's Co-Chair
and in addition was Chair
of the Grad Counsel Curriculum Sub Committee
for a number of years
as all these structures were being developed.
Thank you for all that work.
James Goode.
[ Applause ]
>> Gayle Davis: Thanks.
Jim Goode, Professor of History.
I have heard that you can often find Jim
running the track and practicing his sprints
in the field house.
The other thing I have heard is
that Jim will break into song
in the department office at any given moment
if the spirit moves him.
So, my question for you now is whether you
ever run and sing at once?
[Applause] Paul Johnson.
Paul is Professor of Engineering and he is one
of the founding faculty members
of our Engineering Program.
He has been part of the growth in programs,
curriculum, student enrollment, recruitment
and so on and facilities from added classrooms
to helping to plan a whole new
engineering building.
He has been at the heart of it all.
Thank you.
>> Paul Johnson: Thank you.
[ Applause ]
>> Gayle Davis: Stephen Margulis.
Hi how are you?
>> Stephen Margulis: I'm robust.
>> Gayle Davis: You are robust
but now you have a medallion.
>> Stephen Margulis:
Is this a medal or a target?
>> Gayle Davis: [Laughter] Steve wants to know
if this is a medallion or a target
on his chest here.
[Laughter] Steve is Professor of Management
and though we designate you in that--
in that slot in academia here
in the Management Department,
he also remains a Social Psychologist at heart
and has done lots of work,
a very impressive body of work on the area
of privacy, which is an emerging critical
issue in the work place.
So, a good combination of contributions.
Thank you.
>> Stephen Margulis: Thank you.
[ Applause ]
>> Gayle Davis: Our next awards are thirty
year awards.
These people will receive--
pardon me; these people will receive a stole
that goes around the academic regalia
to commemorate this milestone.
It's intended to wear
for our formal ceremonies,
but I guess they could wear it
to class as well.
[Laughter] White satin emblazoned
with the GVSU seal.
We hope you will enjoy wearing it
with well deserved pride of accomplishment.
Patricia Matthews please come up.
[ Applause ]
>> Gayle Davis: Patricia is an Assistant
Professor of Biology.
I'm guessing that there aren't many academic
departments that can boast
that they have a fire mom,
got that fire mom, in their midst.
Based upon Pat's many years
of exemplary service as a firefighter,
safety officer and paramedic for the Conklin
and Kent City Volunteer Fire Departments,
Pat has earned the title of fire mom
and proudly displays this Appalachian
on her car's license plate.
[Laughter] Didn't know that did you.
[ Applause ]
>> Gayle Davis: Sandra Portko.
[ Applause ]
>> Sandra Portko: Thank you.
>> Gayle Davis: Do you want me
to help you put it on?
>> Sandra Portko: Sure.
>> Gayle Davis: She's going
to model, just a minute--
>> Sandra Porko: [Inaudible]
>> Gayle Davis: You look beautiful.
Good. And she dances.
Sandra is a Professor of Psychology of course.
I understand that she is a power knitter
and that nothing is too big or too small
for her to make.
She is kindly, kindly referred
to as the Madame Defarge
of the Psych Department.
[Laughter] Do you know Madame Defarge?
She used to knit secret names in her knitting.
Okay for--
>> Sandra Portko: While people danced around.
>> Gayle Davis: While dance around.
Congratulations and thank you.
[ Applause ]
>> Gayle Davis: David Rathbun is on sabbatical
and unable to be here.
So, I still am going
to say a few words about him.
Before joining Grand Valley,
David gained a really unique
experiential education.
He was an apprentice for five years
with really world renowned color photographer,
Eliot Porter before coming to Grand Valley.
What better way to develop his talent,
which has grown to be quite significant
in his career then to work
with this photographer and open himself
up to many varied experiences and interests,
really fascinating background.
So, thank you David.
Okay, the thirty five year milestone is
commemorated with a small silver lapel pin
with a Laker blue sapphire in the center
of the Grand Valley logo.
We envision this being worn
with academic regalia or on a lapel.
Our one awardee this year is Doug Kindschi,
University Professor
of Mathematics and Philosophy.
Unfortunately, he's teaching this afternoon
and can't be with us.
So, there you go.
But, one thing that we may not know about Doug
that I thought I would mention is,
did you know that in 1978 he was instrumental
in securing the very first one million dollar
donation to Grand Valley from businessman
and entrepreneur, Russell Kirkhoff, yeah.
[Applause] He's had a great history here
as you know in many different ways.
So, sorry he can't be with us.
And that leaves our one lone forty
year awardee.
Alright, John please come up.
The forty year awardees get little gold lapel
pins, but they have a Laker white diamond
in the middle.
It's huge, it's like five carats.
[Laughter] We again, envision this being worn
on a lapel or whatever.
John aren't you excited?
>> John Reifel: I'm excited, yea.
>> Gayle Davis: John Reifel,
Professor of Economics of course.
John's history also includes a
wonderful first.
In 1978 he received Grand Valley's first
federal grant from the U.S. Department
of Housing and Urban Development
for thirty thousand dollars.
John worked-- yeah.
[Applause] John worked collaboratively
with the Kent County Health Department,
the Grand Rapids Police Department
and the U.S. Census Bureau
and the U.S. Department of Housing
and Urban Development all together
on this grant.
But, at that time Grand Valley had no idea how
to accept or administer a grant
from the Federal Government.
So, everyone basically had to learn by doing.
It probably makes you shutter Bob,
as you think of that.
It's hard to imagine given all the regulations
we have follow now,
that this could have even happened,
but a great contribution to our history, John.
>> John Reifel: Thank you.
I appreciate this.
[ Applause ]
>> Gayle Davis: These faculty careers taken
together represent--
we do this every year, three hundred
and thirty years of service
to Grand Valley State University.
Please join me in congratulating all of them
for these milestone moments
and for helping make Grand Valley history.
[ Applause ]
>> Gayle Davis: Moving on in our program,
it's time to present our awards for excellence
from the CSCE and the Faculty Teaching
and Learning Center to come soon.
A first, Bob Smart would you please come
forward, Executive Director of the Center
for Scholarly and Creative Excellence.
While you're coming up I would
like to thank Bob
for the excellent job he is doing
as the Executive Director,
the Founding Director of the Center and now,
in developing its policies, its opportunities
for faculty and support.
I look forward to his continued good work
and to the new innovative projects
that he keeps bringing
to my office for our campus.
He is just doing a great job.
Thank you for that Bob.
>> Bob Smart: If I could have the CSC award
winners come up please.
[ Walking to stage ]
>> Bob Smart: As they come up I would
like to say that I have a-- it's a--
it's a great honor and privilege to--
to discuss and recognize their accomplishments
this evening.
These-- these colleagues here serve
as role models, championing the importance
of scholarship as a vital aspect
of the mission of the university.
So, let's start off
with our distinguished Early Career Scholar
Award winners.
[ Silence ]
>> Bob Smart: We'll get this right.
[Laughter] Assistant Professor Caitlin
Horrocks joined Grand Valley State University
in 2008.
She is an accomplished writer
with works appearing in "The New Yorker"
and "The Best American Short Stories" 2011.
She has received numerous awards including the
Plimpton Prize and is known for one
of the best young writers in the country.
Caitlin models the creative excellence,
dedication and drive necessary to propel her
to the top of her field.
It is a pleasure to present her
with the Distinguished Early Career Scholar
Award, Caitlin.
[ Applause ]
>> Bob Smart: Jonathan Nichol.
[ Walking to stage ]
>> Bob Smart: In 2009 Jonathan Nichol joined
Grand Valley State's Music Department.
Musician, scholar and instructor,
Jonathan is an accomplished performer
with almost an endless list of performances
and has taken GVSU saxophone studio
to a never before seen level of excellence.
His artistic and creative endeavors have
international appeal and renown.
For his dedication not only to his music,
but for the advancement
of others it is an honor
to present Jonathan Nichol the Distinguished
Early Career Scholar Award.
>> Jonathan Nichol: Thank you.
[ Applause and inaudible comments ]
>> Bob Smart: Dr. Glenn Valdez,
Assistant Professor of Psychology has been
with Grand Valley since 2006.
In his time with us, he has conducted research
on addiction and pain control.
His timely and important work is recognized
for its relevance on regional,
national and international levels.
As a recipient of an NIHR15 Award,
Glenn is helping determine ways
for long term management of alcoholism.
For his knowledge, his dedication,
inquisitiveness and his superior research work
and ethics Dr. Valdez is worthy
of the recipient
of the Distinguished Early Career
Scholar Award.
[ Applause ]
>> Bob Smart: The next two awards involve
Undergraduate Mentoring Awards
and the first one is Dr. Felix Ngassa.
[ Applause ]
>> Bob Smart: Dr. Felix Ngassa is an Associate
Professor of Chemistry.
Having joined Grand Valley State University
in 2004, Felix approaches his mentoring his
students as a calling and an integral part
of his commitment to his field
and to our university.
"The philosophy of my research mentorship",
he writes, "Is to empower my students to hands
on self discovery.
And that philosophy has cultivated excellence
in our students.
Involving them in research,
peer reviewed articles;
conference presentations with a number
of these students continue on to get their PhD
or their MD in a medical field."
It is with this dedication
to our students learning and scholarship
that we recommend and award Dr. Ngassa
for the Distinguished Undergraduate
Mentoring Award.
[ Applause ]
>> Bob Smart: Christine Smith.
[Inaudible comments] Professor
of Psychology Christine Smith is as dedicated
to her student scholarship
as she is to her own.
Mentoring is essential to Christine's--
as she credits her success
as her scholar directly
to her mentoring she received
as a first generation student.
Christine's pay it forward approach inspires
both students and colleagues and empowers them
to excel as she has co-authored thirty general
articles and conference papers with students.
This is exemplary of her commitment
to scholarship and teaching as she strives
to enhance the quality and experiences
of the learning for all,
and is the reason she is the recipient
of the Distinguished Undergraduate
Mentoring Award.
[ Applause and silence ]
>> Gayle Davis: Each year it has seemed
fitting for our Faculty Honors Convocation
for me to ask a faculty member to--
who's been-- being honored that year
to share some perspectives they have gained
on higher education.
This year since our selection committee found
it absolutely impossible to choose
between these two awardees,
Felix and Christine,
for the Distinguished Undergraduate Mentoring
Awards, I decided it was a perfect time
to ask them both to speak.
So, instead of giving out one award this year,
we're giving out two in this category
and for very wonderfully deserving
faculty members.
So, I asked them to present to us today
on their perspective of higher education
at this point in their careers
with the perspective
of student mentoring in mind.
So, please welcome them over here to this side
of the stage, Felix and Christine
for their remarks.
[ Applause and setting up on stage ]
>> Put mine right there.
>> Christine Smith: Thank you very much
for giving us the opportunity to talk
about something that both Felix
and I feel incredibly passionately about,
undergraduate research experiences
and mentoring these students.
Throughout the slide show you will see
photographs of our former students,
for the most part and it's very easy
to distinguish the psychology students
from the chemistry students.
[Laughter] The chemistry students are usually
wearing the white lab coats
and sometimes goggles.
My students tried
to create some more fascinating photographs
of themselves, but it didn't really--
it didn't really work all that well.
However, before being asked
to make this presentation Felix
and I actually had never met one another.
And the thought of perhaps pulling together
some sort of talk on mentoring
that represented both our--
our mentoring philosophies seemed a daunting
task until we sat down and started chatting
with one another and saw in fact,
that there was an awful lot we happened
to have in common with one another.
And so, what we decided to do for today is
to talk a little bit about the--
the goals that we both share in common
in terms of mentoring these
undergraduate students.
And we also decided to talk with our students,
interview very, very informally and provide
for you also some anecdotal evidence
in support of some of the arguments
that we are making, that these are, you know,
accomplishments that students actually
achieved during the time working
in our laboratory.
So, I'm going to allow first Felix
to tell you just a little bit
about what student experiences are
in his laboratory and then I'll share
with you a bit of what we do as well.
>> Felix Ngassa:
Thank you very much Christine.
So, the way we are going
to do it is we are going to go back and forth,
you know, slide, me in to talk
and then she's going to talk
about the experience.
And like she's right, you know, when we talk--
talked about initially how do we put these
things together, she's in psychology,
I'm in chemistry, but it was amazing to us
to realize that at the end
of the day we had the same idea,
the same goals for our students.
So, that was very good.
So, the first slide here is I'm going to talk
about what happens in the research lab
when students come to my lab what do they--
do I expect from them and what do they get
at the end of the lab?
My research is at the forefront
of chemical biology and bioorganic chemistry.
We've been working in three areas
of chemistry, organic synthesis,
bioorganic chemistry
and computational chemistry.
The way I do my--
my research is I design specific projects
for the students.
I set clearly defined goals
and expectations early
on so the students know what is required
of them.
And I think it's essential
for undergraduate research to do this
because the students are already overburdened
if you will, with so many credits
from their courses.
So, when you have research that is tailored,
with goals which are defined then it makes the
research experience less daunting
for the undergraduate students.
So, basically the students also are
responsible to--
to read the literature and to, you know,
what's going on.
What is-- how do you relate what we are doing
to what the entire chemistry community
is doing?
We-- we learn the synthetic skills.
They learn the computational skills involving
their projects and then also analyze data.
I make sure we have weekly meetings
where we get together talk about--
[Laughter] Oh okay.
I didn't touch anything.
I'm just making sure it wasn't my fault.
So, we have found that weekly meetings
with students where we talk about the project
on a one on one, you know,
just encourage students on the--
the way projects-- project is going.
And then of course we assist the students
in writing conference presentations
and if the research goes well to also be able
to write their manuscripts for-- for--
for publications.
[ Changing speakers ]
>> Christine Smith: Oops.
There we go.
So, I am a group dynamicist with a background
in social psychology.
Most of the students who find their way
to my laboratory are in fact,
graduate school bound students interested
in getting some research experience.
Most of them have an interest
in social psychology, but--
but certainly not all of them.
One of the things that we do,
I usually assemble a small group of students,
maybe you know, somewhere between four
and six each year, each academic year
and we meet weekly.
And essentially we design the experiments
that we'll be carrying
out during the student's time
in the laboratory.
And the students also get an awful lot
of experience actually creating stimulus
materials and such, the material essentially
that the-- the human subjects will respond
to in our experiments.
We also obviously need to collect data
from human participants and this is a role
that all of these undergraduate
students assume.
They also get an awful lot--
probably far more than they ever would like,
experience content coding conversations,
because I'm very,
very interested in social influence processes.
Often we're asking questions
like why was this particular person
influential in making a particular
group decision?
And so, the students have
to capture the human participants'
interactions on video recording equipment
and then begin the tedious process
of content coding them.
If you ever see my students
in the summer time, they're always the ones
without a tan because they're in the basement
of Asabal [Assumed spelling] Hall content
coding their hearts out.
And they-- they generally, you know,
get very tired of that before--
before they leave.
They also assist me in analyzing data
and of course they assist me
in writing manuscripts
and conference presentations.
You know what, I went backwards.
I'm sorry.
>> Felix Ngassa: It's okay.
Alright so, Christine
and I have a very strong passion for--
for undergraduate research
because we truly believe
that it offers the best opportunity
for students in their educational career.
And we-- we truly believe in this
because we feel that the students we are
having today are the future leaders
and the skills that they get
from undergraduate research for things
such as critical thinking,
which can compliment what they get
from their coursework.
We believe that undergraduate research can
make the students be more independent
and be able to do things and be able
to set goals for themselves.
They can be able to learn interpersonal skills
and communication skills
through the research experience and so on.
So, what we do is that we that it's rare
if you go in the big department
where you have graduate program,
those students, not to knock
down any particular university,
they just don't have the opportunity
that there is at Grand Valley do have,
because we have--
we do not have graduate programs at least
in chemistry and psychology as far as I know.
The students are able to get that experience,
which is what you can only get
from graduate school.
They are able to navigate
through the research process we have--
we think that we give them all
that is necessary for them
to be fully engaging in their project.
And we both see research of our students
as what I call our collaborators
or junior colleagues.
So, it's not-- it's a relationship
where it's not like I'm just going
to tell you what you to
and just go in and do it.
It's a back and forth thing you know.
One side, what do you think about this?
You know, go think about it.
Come talk to me about it.
So, it's a very good collaboration
where we are colleagues
and you know we work towards a common goal.
[ Shuffling papers ]
>> Felix Ngassa: So, now I'm going to share,
you know, some-- some--
from some citations,
quotations from our students
who have graduated.
This one-- this is Jaime Gomez she graduated
from-- from Grand Valley
from my lab a year ago.
And now she's a Master's slash PhD student
at Western Michigan University.
And she writes, "My research experience
completely changed my life
and the way I operated.
I was required to work hard
and learn all the skills I needed
to be successful in the lab
as well as in school."
And you know now she's doing very in--
at Western Michigan University.
The next one is one of Christine's students.
He writes, "You definitely assume"--
she's talking about Christine,
"She definitely encouraged me" of course.
"You definitely encouraged me to learn a lot
about techniques that helped me later in--
later on in graduate school like lock linear
and factor analysis and in general.
I learned a lot about research design."
And so, he's a graduate school in psychology
at Wayne State University.
The next one is still one
of Christine's students and she writes,
"The fact that GVSU doesn't have a graduate
program in psychology also meant
that I was able to spend a substantial amount
of time working with faculty one
on one", very important.
"This experience is very different
from how many labs operate at Michigan State.
I was treated more like a colleague
than an undergraduate caught
in a data collection machine."
Melissa McDonald is PhD candidate
in psychology at Michigan State University.
>> Christine Smith: There's one more
and that's your student.
[ Inaudible comments ]
>> Felix Ngassa: Alright.
So, you can see that we rehearsed this
very well.
>> Christine Smith: Another goal that Felix
and I discovered that we had in common was
in working with students trying to instill
in them the confidence necessary to move
on to graduate school and--
and feel as though they could begin
to work independently.
And one of the very nice things about working
with these students especially
for multiple years--
I often have students do two full years
in my lab before they go
on to graduate school, is that they begin
to think about the independent projects
that they can carry out without my supervision
in many instances.
And probably one of my favorite stories
that really show through some action are two
of my very first undergraduate laboratory
assistants Tammy Niven
and Amanda Dykema Engblade [Assumed spelling].
We had collected data for a project.
It was just a small collection of pilot data
for a project that ultimately ended
up not working out very well.
And, of course, most of you know what you do
with those data right.
They go on a shelf for a while and then they--
they're shredded.
But, my students decided that it was
such a pity because they saw some interesting
things in those data
that they could potentially write
up as a paper.
I wasn't terribly interested in it,
but I said, "Have at it.
Go ahead see if you can find something
in the data."
And they took it and independently analyzed it
on their own and wrote a
conference submission.
This was for an undergraduate portion
of a regional conference, the,
Midwestern Psychological
Association's meeting.
They submitted their paper
for psy-chi paper session hoping
that they would get a poster submission.
That's how they wanted to do it
because they were young and inexperienced.
And the thought of speaking in front of a lot
of people seemed very, very scary for them,
but what they found out is
that they had actually won the regional award.
Their-- their research that they had done was
so phenomenal that they were chosen
to be celebrated at the conference
and they had to give a talk.
[Laughter] Somehow it's coming back
to me right.
I have to give a talk today.
But, this photograph that I took of them was
after they gave their talk.
You can see the big smiles on their faces.
They were quite you know, pasty looking before
with nervousness and so on.
But, they did a delightful job
and once again you can see in both
of these young women,
even while they were still students
in the classroom,
that sense of I have a real ownership
over the field of psychology spilling
over into their coursework and so on.
And that's truly one of the wonderful things
to experience in mentoring
undergraduate students.
Now, the first quote that we have
from a student consistent
with this theme is a student of Felix's,
Julian-- I hope I say her name correctly--
>> Felix Ngassa: Yes.
>> Christine Smith: Oh yea.
And she states, "Research
with Dr. Ngassa did more for my career"--
character, excuse me,
"As a developing scientist
than any other experience
in my undergraduate career.
The experience of owning a project changed the
lab experience.
I wanted my experiments to work
and was excited to analyze my
purified products."
A student of mine who just last year went off
to Iowa State University
in the graduate program in the psychology,
Catherine Itema [Assumed spelling] wrote,
'"My experience working in a research lab
as an undergraduate gave me what I perceived
to be a major advantage in my first semester
of graduate school.
Having already been exposed to study design,
development and implementation I have the
confidence to begin developing studies
of my own right away."
>> Felix Ngassa: Another thing we found we had
in common is that through our dedication
and unyielding devotion
to the undergraduate research experience,
our students are motivated
to make significant contribution
in our different lab projects.
And this is shown, you know,
through tangible products as far
as presentations
and peer reviewed publications.
Here you see on the left-- on the left--
my left, right here that's Eric Lindsey,
one of my former research students,
who is now at University of North Carolina.
That was in Chicago in 2007,
which he was presenting his research
at the National American Chemical
Society Meeting.
To the right, my right, the other one that's--
those are three of Christine's students
who are presenting also at the--
at the national-- national conference.
Some students suggestions of benefits.
Jaime Gomez writes,
"Attending conferences is something
that I now do yearly.
It was amazing that I got to experience this
as an undergraduate junior year.
I also got so much experience
writing professionally."
One of Christine's students;
"I really benefited from having
so many opportunities to write professionally.
I was especially lucky
to have a publication before I even got
to graduate school."
Amanda Dykema with a PhD--
who has a PhD and is an Assistant Professor
of Psychology at Northeastern University.
[ Changing speakers ]
>> Christine Smith:
The final goal that we would like to talk
about is probably one
of the most important ones in terms
of the student's ultimate success.
And that is assisting them
with navigating the very,
very complex graduate application process.
This has changed a lot over the years
since I've been mentoring students.
It simply is much, much more difficult to get
into graduate programs.
I suspect the changing economy might have
something to do with it.
And of course, there are always
disappointments associated with, you know,
attempting on your first--
first year out to get into a graduate program
and not-- not getting in.
So, clearly, you know, the-- my--
my labs are comprised of students
of multiple years
and this is a very useful thing
for the more junior students to see.
The ones applying to graduate school,
how complicated it is.
It just really gives them a sense
of how hard they're going to have to work
in order to achieve that particular goal.
And while providing them--
the students with research experiences I think
is critical in terms of making them very,
very competitive for graduate schools,
that's really only really a very small
of piece of what they need to do in order
to successfully gain admittance.
So, I'll work with my students
on multiple drafts
of their personal statements.
I'll assist them
in choosing appropriate schools
so they don't have too many competitive
programs so they're not being too cautious
in terms of their applications and so on.
And I think that, you know,
this process works quite well between the two
of us, Felix and me.
We have sent forty students
on to graduate programs over the course
of both of our careers.
And we've been talking for a while
about what we perceive to be the benefits
for the students,
but obviously there have be some wonderfully
rewarding benefits for us.
And I think one of the most rewarding aspects
of this component
of my job is simply watching those junior
colleagues ultimately become my
genuine colleagues.
As a matter of fact,
these are three young women who have graduated
from PhD programs and who are currently
in faculty positions at various universities.
Amanda Dykema Engblade as a matter of fact,
just spoke with me last evening and said
that she was, in fact, "Awarded tenure."
She didn't want me to change her title there.
She thought I would jinx it I guess.
The provost hasn't given me approval yet.
So, we'll just continue
to call her an Assistant Professor
until its official.
But, she was extremely excited about that.
Angela Walker is also an Assistant Professor
and she actually has done a lot
of research on--
on mentoring and was inspired, in fact,
by thinking about mentors
and so on starting in--
in my laboratory and moving
on to graduate school.
And Jennifer Spoor is also an Assistant
Professor at La Trobe University.
So, this is an incredibly rewarding component
of my job, getting to share in, you know,
the lives of these very impressive young
people being able to see them achieve the goal
that they set out to achieve
when I very first met them.
>> Felix Ngassa: And yes Christine,
you are absolutely right.
I mean these students are products,
which you can already quantify as far
as research is concerned.
Yes we are happy with tangible products,
getting publication, going to presentations
and so on, but just the reward
or the joy you get seeing your students
succeed in life, it's amazing.
I want to talk a little bit about Julian
because I think this is a story of resilience.
This is somebody I think
that with determination
and perseverance you can actually turn dreams
to reality.
Julian originally came to--
to us, to Grand Valley from GRCC and prior
to that she had come all the way
from her native land of Zimbabwe.
And when she came to Grand Rapids area
for the first time she was a rotary fellow
in high school.
So, she did high school here
in the Grand Rapids area.
When she went back to Zimbabwe she liked it
so much that she had to come back to GRCC
to go to college.
Anyway, she transferred to Grand Valley,
walking the hallway one day
and then she bumped into me,
a fellow African I suppose.
And she was like,
"Oh Professor Ngassa do you have time I can
stop by your office and talk to you about--
about my-- my schedule,
my you know, my career?"
So, I said, "Absolutely", just like we all do,
all of us faculty at Grand Valley.
So, she came in, we sat down and we're talking
and she was telling me,"Oh I'm lost.
I'm this and I was, "Okay calm down."
You know, back and forth we talked for a while
and she said I'm interested in doing research
on HIV/AIDS because it's something that's
affective of our people, where she's from.
And I'm like okay, "That's a great idea.
How do you see this going?"
She said, "Oh I want to go to medical school."
One second, you want to go to medical school--
that's a great idea.
Have you thought about maybe going
to do a PhD maybe.
She's like, "Well I want to go
to medical school."
I said, "That's okay, fine.
Get these papers.
Read these papers and you know, let's--
let's talk about some more next time."
Back and forth about a week she came and said,
"Well, I think, you know, I want to try
and see if I really like research."
She agreed to start
in my lab before the semester,
started to do research.
She liked it so much
that she got an internship
at Arthur Cole the summer of that same year.
She did so well that she presented her
research at a national conference
in San Diego.
And after that experience she came back
and told me, "It completely changed her life."
Now she had one impediment,
going to medical school as a--
as a foreign student is--
is almost impossible
because you cannot get loans to pay
for medical school.
And I told her, "Well, what you can do--
the only way you can do this is go
to graduate school.
The secret you don't know
about graduate school is that you're going
to be paid to go to school.
Just try graduate school."
So, she listened and you know she applied.
I helped her through the process.
She took the GRE.
She did very well on the GRE
and got into Syracuse.
You know, we've been--
we've been in touch all the time
and last summer she sent me this email,
actually before last summer,
she sent me an email.
"I am still interested in going
to medical school,
would you mind writing letters
of recommendation for me?"
Absolutely I will.
I did. I wrote the letters of recommendation.
She defended her PhD last year--
got her PhD and got a full scholarship
to Columbia University Medical School.
[Applause] So, it is--
it is an amazing school.
And I think, you know, what I'm saying here is
that what all we have shared
with you guys is pretty much the same.
I mean I bet for all our colleagues
at Grand Valley that the experience
that we have in supervising students
in research, you know it's what we all
like to do.
Now, there are certain factors for each
of us as-- as faculty
that this experience may depend on.
For example, how many students you do have
as-- as-- those that you mentor.
What is the nature of the relationship
or the collaboration between you
and your students?
How much time is spent, you know,
in that research collaboration?
Also, do you get-- have any tangible products,
presentations or publications.
It is good, but the most important thing are
the students, which you cannot
really quantify.
And lastly of course,
how supportive is the administration as far
as the research is concerned?
And to that end about the administration
in my humble opinion, I think we feel--
we are very lucky to belong to an institution
where the highest academic rank,
the President, the Provost
and the Deans are very supportive
of undergraduate research.
That is something
that we should be very thankful about.
Our students have written to us.
All of these quotations
that we have are just a few
of the many that we have.
And everything is reflected in the fact
that Grand Valley is the place to be
because of the opportunity it gives
to students and it's something
that they would have otherwise got
if they went somewhere else.
So, we're very--
we're very appreciative of that.
So, on behalf of Christine and I,
we would like to congratulate all the other
award recipients and also would
like to thank the CSCE
for bestowing this award on us.
I would also like acknowledge everyone,
all the mentors in the audience
because we feel that this award we're getting
is also an award for you guys.
It's for all of us.
And we feel that or we hope
that you feel the same gratification
in celebrating this award and the role
that mentoring plays
in our educational system.
And to all of you, thank you very much.
[ Applause and walking to stage ]
>> Gayle Davis: Thank you so much
for that presentation both of you,
Felix and Christine.
It's very much food for thought.
Those relationships
with students sometimes last a lifetime,
but for absolute sure,
the influence of the mentor
and mentee certainly does last forever.
It's a fabulous part of our work, very nice.
Let's move on to another group of awards.
Next are the PEW Excellence Awards.
And I would like to ask Dr. Christine Rener
to come up for presentation of those awards.
Christine is doing an absolutely outstanding
job leading the PEW Faculty Teaching
and Learning Center.
I am so happy that we have such an active,
vibrant center of support for our faculty
and that it's so well used.
We are always adding new
and exciting programs,
being data based in our decisions
about directions for the center and just
so skillfully led.
Thank you Christine very much.
>> Christine Rener: Thank you.
Would the PEW Excellence Award winners please
join me on stage?
[ Walking to stage ]
>> Christine Rener: There is no one true path
to teaching excellence.
There are many ways and we're very excited
to have this group of award winners this year,
which really represent diverse ways
of teaching and ways of knowing
in varying disciplines as well.
Our first award,
the PEW Teaching Excellence Award
for Part Time Faculty goes
to Justin Pettibone, Liberal Studies.
Will you please join me up here?
[ Applause ]
>> Christine Rener:
The creation of deep learning experiences
through service learning requires time,
energy, creativity
and an alliance with students.
Justin is actively engaged in many projects
that assist students in-- in civic engagement.
And he sets an example for the rest of us
in how to lead students towards critical
thinking through service learning.
This level of commitment
to teaching is recognized and valued
at Grand Valley.
Thank you and congratulations.
>> Justin Pettibone: Thank you very much.
[ Applause ]
>> Christine Rener: Today we are pleased
to give Dr. Amy Schelling the PEW Teaching
with Technology Award.
She is well known for her skill
in assistive technology,
videos and pod casting.
She trains and mentors other faculty as well.
We can all benefit from her knowledge
and the learning that comes
with online community building.
She is a leader in creating
and sharing technological advances
in technology.
Congratulations Amy.
[ Applause ]
>> Christine Rener:
I am pleased to recognize Dr. Nathan Barrows
as 2012 PEW Teaching Excellence Award winner.
He is well known not only
for his academic rigor in chemistry,
but also for his passion for students.
He is able to maintain the delicate balance,
which includes a focus on student engagement
and teaching excellence in the midst
of scientific complexity.
Students praise him consistently,
citing their own lessons learned even
when they don't come easily.
Faculty concur, and we're delighted
to celebrate your achievements
with this award.
[ Applause ]
>> Christine Rener: Alice please join me.
Creativity, energy and deep experiences inside
and outside of the classroom are part
of what contributes to the teaching excellence
of Dr. Alice Chapman.
Using experiential learning across history
and liberal arts to learn more
about the Middle Ages leaves an indelible mark
with students that affect their course work
and their university life.
We are pleased to celebrate your
accomplishments by honoring you
with a PEW Teaching Excellence Award
this year.
>> Alice Chapman: Thank you.
[ Applause ]
>> Christine Rener: We are pleased today
to commend Professor Maria Landon
for the Seidman College of Business
on her PEW Teaching Excellence Award.
Consistently with energy
and passion she is able
to bring her vast experience to GVSU students.
Challenging them and creating relationships
with them so that they enter the business
world equipped and invigorated
for their own professional development.
Congratulations Maria.
[ Applause ]
>> Christine Rener: Dr. Michelle Miller-Adams.
Dr. Miller-Adams capacity
to transport knowledge gained in the world
of research analysis and from her role
as consultant and Program Director is an
exceptional gift to undergraduate students
in Political Science
and to Grand Valley State University.
Assisting students in their studies
to become more curious, better thinkers
and engaged citizens
in global affairs is a substantial
contribution to today's society.
Congratulations Dr. Miller-Adams
on this 2012 Teaching Excellence Award.
[ Applause ]
>> Christine Rener: Dr. Kirsten Strom.
Congratulations to Dr. Kirsten Strom,
Associate Professor of Art History,
for her Teaching Excellence Award.
When residents of Grand Rapids or citizens
of Michigan consider educational opportunities
at Grand Valley State,
they may not be immediately aware
of professors like Dr. Strom who specialize
in design, surrealism and political culture.
Using art and its history as a way to know
and understand culture requires vast knowledge
across more than one discipline.
Helping students develop the ability
to be independent thinkers is a hallmark
of great teachers.
Thank you Dr. Strom
for your teaching excellence and doing both
of these things well.
[ Applause ]
>> Christine Rener: Dr. Richard Vallery
of the Physics Department is awarded a PEW
Teaching Excellence Award today
because like those
who have been honored before him he
understands and practices the important value
and skill of active engaged teaching
for students.
By inviting his students to go beyond lectures
and actually do physics,
he helps them apply physics
to their discipline.
Dr. Vallery devotes time and energy
to the classroom, student organizations
and the Science Olympiad.
It is an honor to give him this award.
[ Applause ]
>> Christine Rener:
Thank you to all the winners.
[ Changing speakers ]
>> Gayle Davis: Wonderful selections.
Thank you Bob and Christine
for these last two collections
of wonderful awards.
Thanks. What could be better
with all this evidence of faculty expertise
and relationship with students than to be able
to showcase some
of our very best success stories,
our students?
We see the results of strong faculty work
and our students learning all the time.
And it's become a tradition at these events
to be able to showcase students
from our performing arts area.
So, today I'd like to welcome Professor Dale
Schriemer to the podium and our students
to the stage singing.
[ Walking to stage ]
>> Professor Dale Schriemer: I am very excited
to present these two lovely young talents
to you Lanae Myers and Claire Chardon.
I'd also like to acknowledge the wonderful
musical contributions of James Barnett
who comes to us from Chicago
and spent the month of January and part
of February being the vocal coach,
rehearsal pianist and conductor
for the upcoming production
of The Light in the Piazza.
The Light in the Piazza is the excerpts
that you'll see today and it's based
on Elizabeth Spencer Novella called The Light
in the Piazza.
There was a 1960's film
with Olivia DeHavilland and Rossana Brazzi
that some of you might know,
which is the same story.
Two Americans, Margaret and Clara go
to Florence to revisit the place
where Margaret and Roy honeymooned thirty
years ago.
Clara meets the young Italian Fabrizio
Naccarelli and they fall in love.
Part of the magic of this story is
that Fabrizio's English is not good.
[Laughter] Clara's Italian is bad,
but they still manage
to communicate their affection
and the story is very emotionally complex.
But in the end, Margaret tells Clara, "Love,
love, love, if you can, oh my Clara."
As the story reaches its [French language]
love if you can, be loved so the music
in The Light in the Piazza is the oxygen
of love.
This is not exactly a new idea
in musical theater history,
but in these circumstances becomes a stunning
revelation in all its innocence, its passion
and is no one had ever thought of singing
about this before.
Today, we'll hear the opening duet of Margaret
and Clara as they begin their first day
of sightseeing in Florence
and then Clara's beautiful song describing how
she is experiencing this love
that is growing within her.
We open Friday night [Laughter] there are
little postcards on the table out in the lobby
when you go for your refreshments.
I would encourage you to take one
and come see these beautiful kids; so,
without further ado, The Light in the Piazza.
[ Applause and music ]
>> [Singing] Mother, what happens here?
[Piano] What did happen here?
I played a tricky game in a foreign country.
What did I do?
>> [Singing] Mother what happened here?
Well, let's see.
[Piano] On a central square in the city
of the sun grows a palace.
It was high and handsome,
gleaming like the crown of the king?
>> Where is that?
Where would that be?
>> [Singing] In the tower a warning bell
would ring?
>> What kind of warning for a fire
or river overflowing?
>> Hear them say
on a central square the beginning
of a kingdom republic.
>> Was there a king?
Was there a queen?
>> There were princes, painters,
noble men of logic and art.
>> They then say.
>> Leonardo.
>> Leonardo.
>> Michelangelo.
>> Michelangelo, the start,
t'was a dawning day, a fair day--
>> From the heart.
The painting of the world we know,
>> [Singing together] The world we know.
On a central square--
>> In a city made of statues and stories.
>> Go on and tell me what they mean.
>> And ignited there like a beacon coming
out of the dark.
You can feel it.
>> You can feel it.
>> You can follow.
>> You can follow.
>> The spark, we're on vacation.
>> From an age to an age.
>> From an age to an age.
>> Eferenza.
>> Eferenza.
>> [Singing together] Eferenza.
On the top the world, it started then
and there and here we are.
It's a new world to me.
It's a new old world and we are here.
>> Your father and I took our honeymoon here
before the war.
>> Really.
>> And this is my first time back.
I think it's my favorite place on earth.
>> I can see why.
>> The openness.
The light and what else from her side
on the great roof from upper Italy
to Rome she commanded the passage on the Arno,
they call city sheik here.
I bet you didn't know that.
Thanks to her success in war and industry,
wool, silk, furs, Florence became one
of the four most trading centers
in all of Europe.
In fact, the gold Florina became widely
recognized as the European form of currency.
>> [Singing together] We're here
on a central square in a city made of statures
and stories, get ignited there
like a beacon coming out of the dark.
You can feel it.
>> You can feel it.
>> You can follow.
>> You can follow.
>> You can feel it.
>> You can feel it.
>> You can follow.
>> You can follow.
>> You can follow the spark.
We're on vacation.
>> We're on vacation.
>> Enferenza.
>> Enferenza.
>> Enferenza.
>> Enferenza.
>> [Singing together] On top the world,
it started then and there and here we are,
it's a new old world to me.
It's a new old world to me and we are here.
[ Applause and Piano ]
>> [Singing] I can see a miracle shining
from the sky.
I'm no good at statues and stories, I try.
That's not what I think about.
That's not what I see.
I know what the sunlight can be.
The light, the light in the piazza, tidy,
sweet and then it grows
and then it fills the air.
Who knows what, I don't care.
Out of somewhere I have something I have
never had.
And so is happy, that's all I see.
[Piano] The light in the piazza.
My light in the piazza.
It's rushing up.
It's pouring out.
It's flying through the air, over the air.
Who knows what of it, but it's there.
It is there.
All I see is all I want is tearing
from inside, I see it.
Now I see it.
Everywhere, it's everywhere,
it's everywhere and everywhere.
Fabrizio. [Piano] The light in the piazza.
My love.
[ Applause and silence ]
>> Gayle Davis: Wasn't that wonderful?
Remember their production is coming up.
Don't miss the chance to hear more.
Thank you very much Dale.
That was fabulous.
Good. And now we come to our last group
of awards; the university awards
for excellence in advising, service,
scholarship and teaching.
Will those receiving these university awards
of excellence please come up on the stage
as the others have done.
President Haas.
[ Walking to stage ]
>> Gayle Davis: Everyone squeaks walking
across this floor.
[ Walking on stage ]
>> Gayle Davis: The Outstanding Academic
Advising and Student Services award is
presented to Dr. Deborah Berg.
Would you please come forward?
[ Applause ]
>> Gayle Davis: Dr. Berg is Professor
of Biomed Sciences
and joined Grand Valley in 1999.
A graduate of Hope College with a PhD
from the University of Iowa,
Dr. Berg has pursued her interest
in cancer research and teaching.
But as the program notes reveal,
she has also excelled as an academic advisor
and mentor to Grand Valley students.
Even before she came
to Grand Valley Dr. Berg's philosophy
of advising was clear.
Too often she wrote,
"Meetings with advisors consist only
of signing registration forms and seeing
that required courses have been taken.
A more personal discussion better meets the
students needs over the long run and results
in a satisfied graduate
who will retain an interest in the school long
after leaving"; the perfect message.
[ Applause ]
>> Gayle Davis: Associate Professor
of Psychology, Dr. Amy Matthews.
[ Applause ]
>> Gayle Davis: Amy is the recipient
of this year's Outstanding Community
Service award.
Since Dr. Matthews joined Grand Valley
in 1998, she has served the community
through her excellent work in the area
of autism spectrum disorder.
The rippling effect of her work through Start
and Ace is explained in your program notes.
Put briefly her work has touched parents,
educators and professionals as they work
with their children with autism,
these across the state and beyond.
While some who are newly hired struggle
at first with their scholarly agenda,
Amy was well prepared in this area
when she got here.
Prior to coming to Grand Valley she completed
a post doctoral internship
at Schneider Children's Hospital
in New Hyde Park New York
and a post doc fellowship
at the Children's Health Counsel in Palo Alto.
Those and other experiences and a dissertation
on the Social Behavior and Imitation
in Children with Autism prepared her well
to become the acknowledged leader in her field
that she is now.
[ Applause ]
>> Gayle Davis: This year's Outstanding
University Service award is presented
to Dr. Kathleen Underwood
who joined Grand Valley in 2003
and is a tenured Associate Professor.
[Applause] She holds a joint appointment
in Class and the Brick's College.
A former colleague describes her simply as,
"A joiner and a motivator and, in fact,
she is one of those rare people who is able
to see opportunities for improvement
when others see only difficulties.
In addition to what's mentioned about her work
in your program she was the Co-Project
Director for the National Science Foundation
GVSU University of Michigan partnership called
Advancing Women in Science
and Engineering award; that's a mouthful.
She is also well published including a number
of articles, a monograph entitled,
"Town Building on the Colorado Frontier"
and a textbook for middle school students
that she co-authored.
She was the recipient of two fellowships
from the Skenzer Foundation,
coordinated National History Day in Texas,
and that's a big state [Laughter]
and once undertook a personal car odyssey
in pursuit of the route of Lewis
and Clark's historic journey.
Congratulations Kathleen.
[ Applause ]
>> Gayle Davis: Dr. Paul Jorgensen,
Professor of Computing
and Information Systems is this year's
recipient of the Distinguished Contribution
in a Discipline award.
He came to Grand Valley in 1988.
Over the course of his career Professor
Jorgensen has steadily contributed
to the field of software and electronics.
His magnum opus, his book, "Software Testing:
A Craftsmen's Approach" currently is
in its third edition.
It's been published in multiple languages,
adopted by over 50 universities
and is available in ten countries.
It is considered one of the very top books
on software testing available anywhere
in the world.
Paul's reputation of excellence
in his field is grounded
in his multi-faceted contributions,
both in scholarship
as he has had an impressive list
of publications in the most respected journal
and in service to the discipline
as he continues to serve
on various standard groups,
professional societies
and on the International Software Testing
Qualifications Board.
Paul is an exemplary instructor,
scholar and mentor.
It is with great pleasure
that I recognize Paul Jorgensen's
contributions not only to Grand Valley
but to the broader world
by awarding him the distinguished contribution
in a discipline award.
[ Applause ]
>> Gayle Davis: Today's last award is
for the University Outstanding Teacher,
this year presented to Dr. David Austin,
Professor of Mathematics who has been
at Grand Valley since 1999.
Yes, please let's clap.
[ Applause ]
>> Gayle Davis: It is important to note
that his intellect and expertise
in mathematics is only part
of the winning equation here.
David is distinguished beyond traditional
academic abilities.
He perceives his service to students
and colleagues as part of his teaching.
He graciously shares his innovations
in mathematics education
for the benefit of all.
David keeps his classes current
with contemporary applications.
For instance, he has brought mathematics
to his students by using the algorithms
for Google page ranking
and jpeg compression algorithms.
His excellent record
of student centered teaching is matched
with his scholarly work including academic
publications editorial work as well
as monthly feature writing
for the American Mathematical Society.
He also serves on numerous committees guiding
curriculum at Grand Valley.
He developed a course for physic students
that addresses mathematics
for the physical sciences.
He supports and supervises student research
and is absolutely committed
to fostering curiosity and achievement
in his students.
Congratulations for all this David.
[ Applause ]
>> Gayle Davis: Ewh,
it does the heart good doesn't it,
all of this accomplishment,
all of these wonderful people.
Thank you everyone.
[ Applause ]
>> Gayle Davis: This is the conclusion
of our convocation.
I want to thank the GVSU brass quintet
over here for your beginning
and now pretty soon ending of our event here;
wonderful music today.
[Applause] Thank you again
to our student performers
who I think are too far behind the curtain
to take a bow, but give them our gratitude.
[Applause] Most especially,
thanks to all of you for coming.
I hope you're able to stay for a little bit.
We have a reception out in the exhibition hall
in just a minute, as soon as we get out there.
I'm sure food is waiting.
So, please stick around if you can
to congratulate our awardees this evening
and enjoy conversation
with the colleagues around you.
Thank you very much.
I'd-- I would ask
that you would please remain seated while we
process back out of the auditorium
and we'll see you outside.
Thank you very much.
[Applause and music ]