As Professor Mary Ellen Carpenter finishes

up a radiography class meeting, she often

engages students in what she calls a “what-

did-we-learn PowerPoint”session. As ques-

tions appear on the screen, students work in

groups and try to be the first to answer with

correct responses written on flashcards, re-

sulting in a competitive game-like lesson.

This fun, but very serious, activity is de-

signed as a “recap,” helping to assess what

students did or did not understand from that

day’s lesson.

It is one of many innovative strategies Car-

penter uses in her courses, as she emphasizes

critical thinking and employs collaborative

learning strategies. For this, she credits the

graduate training she received at Montclair

State where she earned her M.A. in Health

Education. “The teaching part has made a

big difference,” she observes, “and definitely

made me a more effective educator.”

When Mary Ellen is not in the classroom, she

is busy coordinating the Radiography A.A.S.

Degree Program. As such, she is responsible

for supervising other instructors, scheduling

classes, and occasionally interfacing with

staff at several medical sites where ECC stu-

dents are completing their clinical require-

ments.

Since arriving at ECC in 2009, she has com-

mitted long hours to the Radiography Pro-

gram’s latest accreditation process. Thanks

Faculty Spotl ight b y Mike Pekar ofsk i

Hands-On Experience & A Hand Up:

Mary Ellen Carpenter & Tom Donofrio

Faculty View Staff:

Jeff Lee: Co-

Editor

Mike Pekarofski :

Co-Editor

Eileen DeFreece:

Regular Contribu-

tor & Editorial

Assistant

Ron Bannon: Web

Guru

ecc

Faculty View

Inside this issue:

Book Review: Colors of

Courage

2

Is Teaching the New

Welfare - M. Pekarofski

2

Faculty Spotlight con-

tinued

3

News 3

Counselor’s Corner: In

Memoriam by L. Class

4

November 2010

A Publication of the ECC Faculty Association

Continued on Pg. 3

In the mid to late 90s Thomas Donofrio

found himself working as a financial audi-

tor. Though the job promised a stable future

and lucrative opportunities, he found him-

self largely unfulfilled and anxious to make

a bold career change. “I knew I wanted to

work with people,” Donofrio remembers.

Tom was soon enrolled in a master’s pro-

gram at UMDNJ and began his professional

journey as a physical therapist. Since earn-

ing his MS in the field in 2001, he has not

looked back.

After practicing as a therapist for several

years and teaching as an adjunct at ECC,

Tom joined the full-time faculty in Nursing

and Allied Health in January of 2009.

Though his work as a therapist had brought

him a great sense of satisfaction and the

sense of purpose he was looking for, he felt

an obligation to share his talents and experi-

ence with newcomers to the field. “I got

very lucky,” he observes, “and I was fortu-

nate to get great advice from some great

mentors, so I wanted to pay it back and help

people have the kind of success that I had.”

Although his full-time teaching commit-

ment keeps him pretty busy these days,

Donofrio manages to squeeze in some hands

-on practice, doing home healthcare and

providing pro bono treatment for the less

fortunate in his community. This not only

Continued on Pg. 3

Prof. Carpenter - Radiography Prof. Donofrio - Physical Therapy

Remembering Xiomara

Torres by A. Millán

5

Usually my book reviews

have to do with the reading

list of the ECC Faculty Book

Club. This one, however, is a

homegrown selection. My

wife, Kathy, wanted me to

read a book on Gettysburg as

a primer for a planned family

trip to the national park.

From among the (literally)

piles of books written on the

three-day Civil War battle,

she selected The Colors of

Courage, Gettysburg’s For-

gotten History: Immigrants,

Women and African-

Americans in the Civil War’s

Defining Battle by Bates Col-

lege History Professor Mar-

garet Creighton.

What sets this book apart

from other books on the bat-

tle is its treatment of the three

groups mentioned in the title.

All three groups are looked at

in separate chapters before,

during and after July 1-3,

1863. These nine chapters

form the core of the book and

are, frankly, more interesting

than the battle occurring in the

background. The immigrants,

mostly German-Americans,

are seen as “foreigners,”

“shiftless,” “lazy” and “not

real Americans” by their fel-

low countrymen. Paralleling

the experiences of many first-

generation Americans today,

they tried to “earn their keep”

through service in the military.

Despite repeated records of

bravery and valor by German-

American Union troops, they

were treated with indifference,

at best, and outright contempt,

at the worst, by their brothers-

in-arms and their commanding

officers.

The story of the women of

Gettysburg is also one of mis-

conceptions. They walked the

horrid battlefields for those

three days, tending the

wounded and comforting the

dying. After the war, their

stories were mostly lost due to

the morals of polite society. A

proper woman would never

mention having been in the

midst of the gore, let alone

talk about what she had seen

and how she felt about it all.

While Creighton has collected

some wonderful material, I am

afraid much more of this part

of the story has been lost to

time.

The African-American story

was the most interesting one

to me. Because of Gettys-

burg’s closeness to the Mason

-Dixon line (about 10 miles) it

was common before the War

for slavers to come into town

and drag free Blacks into slav-

ery, often shipping them to

plantations in Louisiana to

limit their chance of escape.

The white people of the town

saw this more as a curiosity

Today, the so called Left and Right

have found another slice of common

ground, as political leaders, commu-

nity activists and media pundits have

come together in an unapologetic and

unmitigated assault on our nation’s

teachers. Much like playground bully-

ing, someone initiates the attack and

everyone else, afraid to look weak and

be bullied themselves, piles on.

Despite the fact that he has held ex-

ecutive office for less than a year,

Governor Christie’s attacks on public

school teachers have led to national

media attention and serious talk of him

becoming a viable GOP candidate for

President in 2012.

Proving this is not a partisan issue,

Secretary of Education Arne Duncan

and even President Obama himself

endorsed School Superintendent Fran-

ces Gallo’s plan to fire 74 teachers in

the Central Falls (RI) School District

last February. In July, Michelle Rhee,

For all the wedge issues, treacherous

campaigning and government inertia

of modern day partisan politics, every

once in a while an issue comes along

that seems to unite both Republicans

and Democrats in a sort of “feel

good” moment for the country.

In 2003, it was the build-up to the

invasion of Iraq. Going back a little

further to the mid 1990s, it was wel-

fare reform that made unlikely bed-

fellows of otherwise sworn enemies.

As Bill Clinton sided with the likes

of Dick Armey and Newt Gingrich to

take out a “contract on America,”

poor people, most of them women,

were easy targets and provided a

common enemy few were prepared to

defend.

a Democrat (lite) who nearly voted for John

McCain and who staunchly supports the Bush

Administration’s No Child Left Behind, set

about firing 214 teachers in the Washington

D.C. district.

Whether they are discussing teaching reform

or welfare reform, whether they vote Blue or

Red, Americans love a scapegoat, a walking,

talking

(usually fic-

tional) personi-

fication of a

social problem.

We all remem-

ber the stories

of the mythical

welfare recipi-

ent wearing the

fur coat and driving the Cadillac, the one who

always seemed to be in front of someone you

knew in the grocery line, the one who single-

handedly seemed to be bringing down the mo-

rale and the economy of the country.

Page 2 Faculty View

Is Teaching the

New Welfare? By Mike Pekarofski

Book Review by Jeff Lee: The Colors of Courage by Margaret Creighton

“After all, if there’s

anything America likes

more than a

scapegoat, it’s a simple

solution to a complex

problem. ”

Continued on Pg. 4

than anything requiring their

immediate actions. After the

battle, ironically, many

blacks in town lost the land

they had tended for genera-

tions. As fate would have it,

the Black farms in Gettys-

burg were mostly situated

between two ridges on the

southwest side of town, the

site of the major fighting on

day three and, by legend, the

site of the turning point of the

War. When the planning for

Gettysburg Military Park was

begun, the government ap-

propriated the land between

Seminary Ridge and Ceme-

tery Ridge, paying the Blacks

who owned it much less than

its going value.

You can find many books

written about the battle, the

combatants and the war. But

Margaret Creighton has fused

historical research and inves-

tigative reporting to present a

new story of Gettysburg, one

that is well worth telling.

Page 3 A Publication of the ECC

Carpenter—Continued

NEWS:

Congratulations to Professor Re-becca Williams of Humanities. On November 2, she won a deci-sive election for City Council - 2nd & 3rd Ward Council At-large. She takes office this January. 2010 ECCFA Scholarship Recipients:

Continuing Scholars: Ashraf Amadou Gen. Sci.(3.91) Shaka Deane Civil Enr. (3.65) Mirian Musiwa Acc. (3.67) Juan Rubiera Elec. Enr.(3.66) Koffi Trenou Enr. (3.96)

Graduating Scholars: Michael Augustin Gen. Sci. (4.0)Rondon Manwaring Gen. Sci. (3.78) Guemila Sawadogo Comp. Sci. (3.96) Johathan Villa-Gonzales Enr. (3.84) Yang Yang Acc. (3.85)

to a number of people involved, the pro-

gram received the maximum accreditation

from the Joint Review Committee on Edu-

cation in Radiologic Technology, a nation-

ally recognized body. While a five-year

accreditation could be considered highly

respectable, the eight-year one Professor

Carpenter helped secure is nothing short of

impressive.

Though still relatively new to the ECC

community, Carpenter is a seasoned clini-

cal practitioner and educator with more

than twenty years of hands-on experience

in the radiography field and several years

of higher ed. experience. She began her

teaching career as an adjunct faculty mem-

ber at Middlesex County College, and was

employed by the Christ Hospital Radiogra-

phy Program prior to joining ECC. As a

practitioner and teacher, Carpenter makes a

point of keeping up on all aspects of her

field, especially the latest developments in

technology.

In fact, a large part of her decision to come

to ECC was strongly influenced by the

chance to work and teach in the new Cen-

ter for Health Sciences. “I wanted an op-

portunity to incorporate more technology

into my classes as well as computer-based

testing,” she observes. “I was dazzled by

the beauty of the new building and the

amazing technology.” She even admits to

showing off her new work environment to

her peers in the field.

At the core of Carpenter’s work as an edu-

cator and radiologic technologist is a con-

cern for people. “You have to care about

patients,” she tells current and prospective

students. She is adamant in her belief that

those entering the health professions

should do so out of a desire to serve the

public and improve peoples’ lives.

Clearly, this is something Mary Ellen Car-

penter both preaches and practices herself.

When she is not tutoring students for up-

coming exams, keeping up with paper-

work, or thinking up new ways to chal-

lenge her classes, she can be found at the

NJ Food Bank in Hillside where she regu-

larly volunteers, and is currently involved

in the “Check out Hunger Campaign”

which will begin in local supermarkets this

month.

facilities. “If you want a patient to do

something, you need to know what it feels

like,” the professor tells his students. As

such, he never lets them lose sight of the

human aspect of what they are learning. For

him, the human relationships he has formed

in his work are just as important as the treat-

ment he delivers.

In addition to his teaching duties, Professor

Donofrio spends a good deal of time con-

ducting outreach for the Physical Therapy

Assistant Program by visiting high schools

throughout Essex County and speaking with

potential students at the College’s open

house. He is also active in his hometown

where he coaches girls’ soft ball. Not will-

ing to rest on his laurels, Tom also plans on

pursuing a doctorate in PT in the near fu-

ture.

allows him to hone his physical therapy

(PT) skills, but it provides him with

meaningful clinical experiences which

he often uses to enhance his teaching.

“Students can relate to these scenarios,”

he notes, “and sometimes they even

give me ideas on how to help patients.”

In the classroom, Professor Donofrio

believes in debate and emphasizes criti-

cal thinking. In fact, he loves nothing

more than a challenging question from

one of his students, one that makes him

reflect after class and consult the latest

research in his field. At the same time,

practical experience is a primary focus

of his teaching; thus, he regularly finds

unique opportunities to bring his stu-

dents on field trips where they get to sit

in on actual treatment sessions. These

include visits to the Universal Institute,

a rehab facility in Livingston specializ-

ing in traumatic brain injuries, and Ad-

vanced Physical Associates in Cran-

ford, where students get to experience

the latest techniques in aqua therapy.

Taking things one step further, Don-

ofrio fosters empathy in his students by

asking them to practice the exercises

they have seen patients perform at these

Donofrio—Continued

Tom Donofrio

Mary Ellen Carpenter

Counselor’s Corner:

In M emoriam by Luz M . Class (Dedicated to the memory of my brother Angel Manuel Class whom I adored and to

my dear friend and colleague Professor Xiomara Torres)

Faculty View P.4 On the Web at

www.eccfaonline.org

Grief is a personal and emotional

experience which humans un-

dergo, usually after the loss of a

loved one, a traumatic event/

situation or other significant loss

such as the loss of one’s pet, job,

marriage or limb. During an

episode, one may feel the world

crumble beneath his/her feet,

along with deep emotional an-

guish, heartache, intensely pro-

found sorrow, numbness, misery

and unhappiness. At that point it

may feel like nothing matters

since one is mourning the death

of someone he/she treasured.

During the bereavement or

grieving process over the loss of

someone, one may feel perse-

cuted due to the absence of

someone or something invalu-

able from his/her life.

Bereavement itself is a long and

normal process. One’s emotions

may vary from one hour to the

next or from one day to the next,

akin to an emotional rol-

lercoaster. He/she may feel

shock and disbelief; eventually,

tears may well up in his/her eyes

causing him her to choke up.

Meanwhile he/she may attempt

to continue with life’s demands.

However, one must learn to re-

adapt quickly to his/her sur-

roundings and to adjust his/her

daily routines without said loved

one. If the person were ill, there

would undoubtedly be uncertain-

ties. For instance, on the one

hand, he/she may feel deep sad-

ness. On the other hand, he/she

may experience a combination of

guilt and relief over the fact that

his/her loved one will no longer

be suffering. At times, one may

feel angry. This in turn may lead

him/her to displace his/her anger

onto others or to avoid others

altogether, akin to imposed isola-

tion.

As such, it is fundamental that an

instructor be aware of the emo-

tions described above, which a

person generally experiences

while grieving, so that he/she

may be better adept at assisting a

student who may have lost a

parent, a guardian or a best

friend, or one who may have

suffered some other traumatic

experience.

As stated, a wide range of feel-

ings and symptoms are common

during grieving. Individuals may

feel shock, numbness, sadness,

anger, guilt, anxiety, fear, or

perhaps, moments of relief,

peace, or happiness. Although

grieving is not simply sadness,

one may become depressed or

overly anxious during the griev-

ing process.

Moreover, the stress inherent

within the grieving process can

take a physical toll on an indi-

vidual’s body. For instance, in-

somnia is a common by-product

of the process and eventually

affects other areas of a person’s

life. There is a possibility that

this individual may become

weak or ill. A student might be falling

asleep in one’s class, may be arrogant or

may appear totally aloof. Under these cir-

cumstances, it is best that instructors

kindly approach the particular student to

try to delve into the causes of his/her be-

havior. Often, students need social support

in their neighborhoods and at school. Experts tend to disagree on the timeframe

for grief or its “normal process.” Some

people adapt to their new lives after only a

few weeks. Others may grieve for a year

or a lifetime, with the holiday season evok-

ing precious memories, sadness or both.

Only the passage of time will serve to alle-

viate their pain. However, if their bereave-

ment or normal grief persists and turns into

complicated grief, it will be extremely dif-

ficult for them to function. Complicated

grief generally persists for a few months or

longer. It will undoubtedly interfere with a

student’s studies and job.

It is then that this student should be re-

ferred to an academic counselor so that we

can better assist him/her. Perhaps as coun-

selors, we may refer them to a grief coun-

selor or to a bereavement support group

within his/her home community. Interven-

tion in a community mental health facility

where there are psychologists and psychia-

trists may be neeeded for their mental

health. Lastly, counseling, cognitive be-

havioral therapy and other therapies, may

help expedite a student’s recovery.

“What we once enjoyed and deeply loved, we

can never lose; for, all that we love deeply be-

comes a part of us.”

Xiomara with Sonia Rios-Cardoso

Remembering Xiomara Torres -

by Angel Millán

Faculty View P.5

Xiomara Torres

1950 - 2010

Associate Professor

Bilingual Counselor

29 years ago you started to give at ECC.

What you gave came from your warm heart,

Your kind words, and loving wisdom,

While touching the lives of many,

Both students and colleagues.

I sit these days in the office you once occupied,

Imagining secrets, pains and anxieties

Spoken within these walls

But never spoken outside.

My memory reflects on the love you radiated,

The goodness you displayed and

The peace in your heart.

These are my memories of you

And the memories shared

By all those who were touched by you.

Today, nearly fifteen years after Bill Clinton declared an end to the

“era of big government,” this unpopular figure of American mythology

has morphed into the incompetent and immoral school teacher. Pro-

tected by the impenetrable shield of tenure and the flexing muscle of

inflexible union bosses, she alone seems responsible for state budget

deficits, the steady decline in our world rankings, poor graduation

rates, and virtually anything else that currently plagues our nation’s

schools.

Though many may privately suspect that these issues have something

to do with structural poverty, unfunded mandates, and poorly run dis-

tricts, among other causes, it is just too easy and too politically expedi-

ent to blame teachers alone. After all, if there’s anything America likes

more than a scapegoat, it’s a simple solution to a complex problem.

Another part of the issue may lie in the sad truth that we, as a country,

place little value on teaching, and even less on learning. After all, a

basic knowledge of the Constitution and an unambiguous academic

record are no longer requirements for those seeking to govern at the

highest levels. In fact, ignorance is fast becoming a virtue while

knowledge, especially that which is seen as even slightly intellectual,

has long been a liability. Since few people really value education any-

way, who will stand up and defend teachers?

During Welfare Reform of the 90s, “dignity in work,” became a com-

mon mantra. And so, I must ask: where is the dignity in teaching these

days?

I recently met a guy from Nashville, the proud father of a recent col-

lege grad. When I asked what his son planned to do, his face became

doubtful and somewhat distraught as he told me of the young man’s

passion for history and his desire to become a public school teacher.

He painted a grim scenario in which his son would most likely need to

look out of state for a teaching job, one which would pay enough to

earn a respectable living. I did not have the heart to tell him that things might not be so promis-

ing out of state either. Had I thought of it, I might have comforted him

by letting him know that approximately fifty percent of teachers quit

within the first five years. With the desire to disparage, punish and

replace teachers growing in popularity and political value, his son

might be headed back home to Tennessee sooner than later. If he is not

reformed (fired), he stands a high chance of opting out on his own.

I will not argue that there are no bad teachers, nor will I indulge in the

tired platitude that we need to pay teachers more (though not a bad

idea). At the same time, I am suspicious of schemes such as “merit

pay.” Somehow, it just sounds like corporate-speak for “Can the old,

and pay the new far less.” However, I will suggest that we stop bully-

ing hardworking and well intended teachers. Moreover, we may want

to think about how we might elevate these humble public servants to a

level of respectability, if not esteem, in our society. That is the way

things work in Japan, South Korea and many other nations, places

where even kids value education and are taught to respect their teach-

ers, countries you may just find at or near the top of the global rank-

ings.

Is Teaching the New Welfare? - Continued

Xiomara Torres and Her Daughter Sara