“I am hoping that my results will make a significant contribution to the way that we reach out to parents ... I find a lot of the new teachers, when they're starting school ... they’re really passionate, really committed, they want to make a difference in these kids’ lives—but they don't know how to do it.”
—Kennjal Shah, a Ph.D. in Education student, quoted in an article for Toronto Star, July 10, 2008, discussing her research on bridging the gap between parents of new students from other countries and their children’s teachers.

“When I received the $50,000 Johnson & Johnson Community Health Care Leadership grant, I knew I wanted to do something for the nursing profession. And I asked myself, ‘How can I make this money work?’ Although there were tons of nurses everywhere working with the Katrina evacuees, there still weren't enough of us. I see every day the need to advance our profession—nurses retiring and a growing population of people with myriad health care issues. We need nurses to help our community. So, one way I thought I could honor the nursing community was through a scholarship."
—Cynthia Hickman, an M.S. degree program in Nursing student, quoted in an interview with ADVANCE for Nurses magazine published July 21, 2008, titled "Paying It Forward: Education Is Not the End, but the Beginning for Nurses."

“Very often, children struggle because we give them books that are too difficult. Here’s an easy way to assess your child’s reading level: Go to the library or book store and pull a book off the shelf. Turn to a page somewhere in the middle and ask your child to read it aloud. Ask her to put up a finger every time she comes to an unfamiliar word. If she raises no more than one or two fingers, the book is on her level. If she raises three or four fingers, this is a book she can read along with you. If she raises five or more fingers, she’s not yet ready for this book. Find another one.”
—Dr. Hal Lanse, a Ph.D. in Education graduate, quoted in an Aug. 6, 2008, article on the American Chronicle Web site after the recent publication of his book, Read Well, Think Well: Build Your Child's Reading, Comprehension, and Critical Thinking Skills (Adams Media, 2008).

“I talk to agencies who have services and help them find the people who they can best serve. All of the hard work and effort of the services is in vain if there is no one taking advantage of them. I also help the aging and minority populations find the services. We tell those people there is a fine line between accepting the help they need and just taking the help. There are so many people who just need a little to get back on track, and we are here to help people find the services to get them where they need to be.”
—Treaka Young, a Ph.D. in Education student, quoted in a profile of her and her work as the coordinator for Lincoln University's Paula J. Carter Center on Minority Health and Aging published in the Jefferson City, Mo., News Tribune, July 22, 2008.

“It is often not enough to have a good idea if there is no way to leverage that idea. Frequently, this requires automated solutions of one sort or another. Knowing what you have and knowing what is required to convert that into ‘leverageable’ advantages is critical to success."
—Dr. Michael Jude, a Ph.D. in Applied Management and Decision Sciences graduate, from his article, How to Use Strategic Planning, published July 10, 2008, on eWeek.com.

“We have had a number of teachers decide to retire this year, and the size of our faculty has shrunk in numbers. We’re going to have to be creative if we are going to continue to be the comprehensive high school that we’ve always been for our community.”
—Randy Nelson, an M.S. in Education student, quoted in an article announcing his appointment as principal of Paso Robles High School, published June 30, 2008, in The Tribune newspaper of San Luis Obispo County, Calif.

“For me, year one was getting to know the operation—the funding mechanisms, the great things that are happening at the schools, the not-so-great things that are happening. ... Balancing this job and family took so much energy. The job of the superintendent is a lonely one. Having a family to go home to, that's an important support system for me. ... In a year, I can positively influence 5,000 lives.”
—Robert Tremblay, a Ph.D. in Education student, quoted in an article looking back on his first year as superintendent of schools in Milford, Mass., published in The Milford Daily News, July 13, 2008. Tremblay talked about his job and life as a Walden student with a full-time job and family.

“This is the first war where our women are combat casualties in significant numbers, as compared to past conflicts. In the past, they have largely served in the rear areas in support roles, but gone are the days of symmetrical warfare. Our support troops are in harm’s way just as much as combat troops. I wanted to honor our troops and pay special recognition to our women warrior casualties. I don’t know of any songwriter who has done so, and it is long overdue."
—Dr. Stephen Ellsworth, a Ph.D. in Human Services graduate and retiring Army colonel, in an interview on the Songwriters Guild of America's Web site about Stand Forever Tall, the song he wrote to honor wounded warriors and in particular a female soldier who returned from Afghanistan as a double leg amputee.

For international inquiries, please visit www.WaldenU.edu/international for a list of international phone numbers.

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