Jun 23, 2017


Past Issues


Professor Interviews

Getting to Know Your Professor: Dr. Richard Swanby

By Peter Rice

Here at Dowling College, Dr. Swanby, Associate Professor of Special Education, works tirelessly each day of the year to make his mark as a professor. Changing the lives of pre-service special education teachers, he teaches his students about technology and offers advice at anytime. There in his office, classroom, or in the cafeteria, he is always very approachable and willing to offer students council on any concerns or questions that they might have. It almost seems as though Dr. Richard Swanby can be found here, there, and everywhere around Dowling College.

Currently, Dr. Swanby is teaching two courses: Teaching with Technology with Diverse Learners (EDS 2101) and Field Experience II: Special Education (EDU 110). Teaching with Technology is intended to teach technology at the introductory level. Pre-service teachers are introduced to principles of information management, word processing, desktop publishing, instructional technology, Internet research, and educational software evaluation. In this way, they are fully prepared to take on their future classrooms with the benefits of using technology. In Field Experience II, students are offered an opportunity to observe and participate in fieldwork experience where they are offered the opportunity to actively put theory into practice in real life situations. After which, these childhood, middle childhood and adolescence teacher candidates gather together as a class to discuss their experiences and actively seek guidance. In this way, the students learn what it means to be a teacher.

Dr. Swanby is by nature a giving individual. If he is able to, Dr. Swanby is always more than willing to offer advice or assistance on anything. All he asks in return from his students is that they attend class, complete their assignments, and enjoy everything they are doing. Under this philosophy, Dr. Swanby allows his students the freedom to express themselves as educators by letting them decide the amount of effort and detail they want to put into their assignments. This better prepares them for being teachers in the field, because ultimately it will be up to them to find their inspiration, voice, and determination to see to it that they are being the best that they can be. To assess their performance, however, he uses embedded assessments throughout the semester. In this way, students are graded on the whole of their work rather than by snap shots of their performance on individual assessments.

Beyond the classroom, Dr. Swanby is working on getting Dowling College’s special education program recognized through the Council for Exceptional Children (CEC). The SPA Report is a national report that acknowledges education programs around the country, and will be useful in accomplishing this goal. He passionately feels that the Special Education program at Dowling College is more than deserving of such recognition. He is also working on establishing alternative field placement opportunities for pre-service teachers. The goal is to find clinically or culturally rich classrooms for student teachers to work in. Working alongside Dr. Linda Catelli, he has put an emphasis into expanding the current Professional Development School (PDS) program that is running out of schools in North Babylon to other locations. In this way, student teachers of tomorrow at Dowling College will have the opportunity to demonstrate their understanding of the teaching and learning process by applying research-based pedagogical practices to positively impact student learning, while also becoming aware of state and national standards as they work in culturally rich classrooms.

It is, therefore, clear that Dr. Swanby is not only an approachable professor who genuinely cares about the success of his students, but one that also cares about establishing a framework for the future. Yet, his story does not begin as a professor. In 1969, Dr. Swanby started his career as a special education teacher in a high school. Here, he would learn what teaching was all about. Thinking back on this experience as a high school teacher, Dr. Swanby recalled an accomplishment that has always held a special place in his heart. Working with twenty-nine special education students, he was able to provide them the supports and incentives to do their best. All of this hard work would paid off when each of his students were eventually declassified and incorporated into general education classrooms in some facet. Through this experience, Dr. Swanby learned that teaching content is important but that developing skills to focus and sustain attention, increase motivation, maintain self-awareness and understand other people’s experiences are also essential for a good education.

Another highlight in Dr. Swanby’s career was his involvement in Project RETOOL. Project RETOOL was dedicated to the integration of technology into special education and higher education curriculum. Through training materials, workshops and committees held around the nation, Dr. Swanby examined which technology would be most effective in the areas of Math, Science, English, and Social Studies. In this way, educators were introduced to the latest technological developments of the 1980s and were shown the overall utility that they could have in the classroom. The Council for Exceptional Children (CEC), in collaboration with its Teacher Education Division (TED), had played a significant role in seeing to the success of this project. In this way, Dr. Swanby was empowered to focus his work on discovering creative and effective uses of technology for teaching specific content. He was also pleased that this experience had led him closer to the CEC and the University of Maryland, where he would continue and finish his formal education.

As a student, Dr. Swanby believes that his success came through his ability to focus and persevere over all difficulties that stood in his way. With these characteristics on his side, he managed to overcome each step to his doctoral degree, and even though it took longer than he would have liked, he is glad to have taken on the challenge. “It just goes to show,” said Dr. Swanby, “anything that is strongly desired is possible to achieve.” As a first generation college graduate in his family, Dr. Swanby always considered himself an average student who was able to take his education to new heights, because it was something that he wanted. Therefore, he believes that it was primarily through his willingness to work extremely hard that his dream to obtain a doctorate degree was achieved. And that in itself is something to be proud of.

Over the course of his lucrative career, the academic accomplishment that is held most dear to Dr. Swanby would have to be his dissertation. His research into educational integration, which was a new term at the time, focused on how students could be integrated into the general education curriculum nationally. Beyond this, Dr. Swanby also enjoyed his research into assistive technology in the classroom and his role in preparing future educators living in an age of computers.

To develop as professionally, Dr. Swanby currently believes that his role is to be the best advisor that he can be for his students. Over the course his career, which spans twenty-one years, he has worked tirelessly on attending and hosting educational conferences, writing and publishing research, and being a part of committees and review boards to improve the field of special education. All of this work shows through the high quality of his advice and knowledge of teaching students with disabilities. Over the course of his career, he has gained knowledge and skills that he has successfully used to better assist his students in learning at higher levels.

Yet in becoming the professional that he is today, Dr. Swanby did not traverse down a straight forward path. In high school, he was a competitive swimmer who went on to work at a local swimming pool cleaning bathrooms. He admits that it was hard work, but through perseverance and focus he overcame its many challenges. No matter the work, however, he always found rewarding qualities from the experience, because Dr. Swanby believes that each one had something to teach; except of course, he jokingly added, “for my work at Borders Books as a salesman.” Yet through it all, Dr. Swanby was able to balance work and school by focusing and being willing to work long hours. “No matter how hard something becomes,” said Dr. Swanby, “being willing to push through to meet your goal is the key to success.”

Now that Dr. Swanby is preparing to retire soon, he wants to continue getting the word out about Dowling College’s accomplishments with its Special Education program. Boosting more hired special education teacher candidates than any other college in the region; he believes that the faculty and students should give themselves more credit for a job well done. Looking into the future, he is certain that with efforts from such highly qualified professors currently working in the Special Education Department – such as Dr. Wendy Ehrensberger and Dr. Eric Shyman – that Dowling’s program will only grow stronger. He also wants to continue seeing the growth of Dowling’s Council for Exceptional Children (CEC), a chapter that he founded in 1991, and is extremely proud of all the work that they are currently performing.

Dr. Swanby is a kind hearted professor who will work hard to make you smile and understand your role as an educator. In his time spent at Dowling College, he has also worked diligently in ensure that all students are offered the opportunity to obtain their dreams. He only expects them to work hard and focus in order to persevere. Yet no matter where he is, Dr. Swanby will always be there for his students; except of course when he is on the golf course trying to obtain his goal of consistently remaining under bogey with a par of 89.


Anonymous — 27 January 2012, 00:29

Dr. Mieczkowski has the potential to be an asset to the Dowling student body. However, his approach is way to aggressive and most agree unreasonable. He assigns ten books which must be read for the midterm and final. His papers require fifteen sources that must all be handed in with the paper. This includes a burnt DVD of any video you sight, a copy of any speech you sight, and he also requires that you turn in any book you sight. An outrageous concept that leaves students frustrated and eager to stay away from any of Yanek’s classes.

Getting to know your History Department

By Peter Rice

History happens every day, and the History Department of Dowling College is dedicated to studying and teaching it. Boasting a reputable faculty, the Department offers many great programs and courses that students can take. Opportunities of study range from colonial America to Ancient China with professors who strive to broaden the field of topics discussed, such as media, political, diplomatic, and oral histories. Three of such professors are Dr. Yanek Mieczkowski, Dr. Guannan Li, and Dr. David Meskill. Between these professors American, Asian, and European history are covered, respectively. Carrying impressive accomplishments, each of these professors are striving to bring the History Department at Dowling College to new heights. But before we can understand what the Department has to offer students, we must first take a closer look at the professors themselves.

To begin, Dr. Guannan Li is currently teaching World History I, East Asian Civilization I, and Chinese Language & Culture to undergraduate students. In these classes, he tries hard to uncover and use primary sources that broaden the context of his student’s studies and discussions in class. Enjoying group discussions, students can also expect that during Dr. Li’s lectures he may break them into groups in order to explore questions and ideas. In this way, he establishes a collaborative learning environment that allows students to take ownership over their acquisition of knowledge. On top of this, Dr. Li uses the courses to expose his students to different cultures and their customs. In this way, students have the opportunity to walk away from his class having learned a new way of living and having gained a cultural gift that can be cherished for a lifetime. Generally, students who take his courses leave feeling more knowledgeable.

Growing up in China, Dr. Li has always taken an interest in Asian studies. Thinking about his overall schooling, however, Dr. Li confessed that he has always been a good student who excelled in all his classes. In China, it was his grades that gained him access into some of the best schools and universities that were offered. There, he was challenged to excel and learn. This prepared him for the obstacles he would later face when he decided that he would go to a graduate school in the United States. Living in a new country and going to school is difficult enough, but also being faced with language challenges is never easy. Yet, Dr. Li’s strong work ethic and belief in paying attention to details combined together to allow him to overcome these challenges with spectacular results.

Never one to slow down his personal progression, Dr. Li continues to advance his professional development in many ways. Most notably, he uses his bilingual skills to translate and publish scholarly works. For example, he has translated a number of articles ranging from Shakespeare and Carnival After Bakhtin to Edward Said: The Paradox of Identity. He has also written articles, such as the National Products and the West Lake: 1929 Xihu Exposition, that has gone on to be published. As an academic correspondent, Dr. Li also writes and publishes book reviews that showcase the trends in historical writing in the United States for scholars to review in China.

Over the course of his career thus far, Dr. Li has much to be proud of. But the work that went into his dissertation, which dealt with the Chinese government and how concepts of culture are used to achieve governmental aims, holds a special place in his heart. One day, he hopes to have his manuscript published into a book. Until then, Dr. Li will continue to expand his understanding of Asia’s history and culture.

Receiving a Ph. D. in Modern European History from Harvard University, Dr. David Meskill is another professor of the History Department. Currently, he teaches two undergraduate courses: World History I and Revolutionary Europe. In his World History I course, Dr. Meskill understands that most of his students are experiencing their first year of college. Knowing this, he attempts to ease their transition into college life by integrating high standards that promote independent work and on-task behaviors. He also tries to teach his students that history is much more than just names and facts; it is also a tightly knitted fabric of themes and connections that hold strong together. Students are, therefore, challenged to think independently and critically about the history before them, and are encouraged to avoid the simple regurgitation of facts. In his Revolutionary Europe course, students are exposed to seminar discussions and encouraged to actively participate by completing the assigned readings and answering accompanying questions. Overall, Dr. Meskill seeks to challenge his students, develop their writing, and ensure that all receive grades that are well deserved.

Yet, it was not too long ago that Dr. Meskill was himself a student in college. Thinking back to his days as an undergraduate, Dr. Meskill wished that he had taken a more active role in developing better relationships with his professors. He believes that having a professor who you can be close with is an invaluable resource, because they can offer you untold amounts of insights. But he also believes that students should be open to new experiences. Reflecting back on his time spent studying in Germany; Dr. Meskill admits that he gained experiences that few get in life. In all, he believes that students should take things slowly and not allow expectations to completely dictate their futures.

Along his road of professional development, Dr. Meskill has taught a graduate program that analyzed and discussed great books of modern social thinkers, such as Adam Smith and Karl Marx. He also wrote an article exploring the questions of freedom for the Critical Review: A Journal of Politics and Society. And currently, Dr. Meskill is involved in a faculty community for learning. Working alongside professors on these committees, he is helping to think of ways that Dowling College can improve the teaching of its professors and writing of its students.

In all, there are many accomplishments that Dr. David Meskill has to be proud of. Yet when asked, it is the publication of his dissertation that shines the brightest. Optimizing the German Workforce: Labor Administration from Bismarck to the Economic Miracle examines Germany’s efforts during the twentieth century to control and develop their workforce. It essentially tries to understand how an industrialized nation can create highly skilled workers to achieve its aims and then wonders if it even worked. Having a published book is quite a triumph, and it is only made better by the fact that Dowling students are given the chance to read his work for themselves by paying a visit to the Dowling College’s Bookstore.

Specializing in presidential elections and presidencies of the United States, Dr. Yanek Mieczkowski is a professor of the History Department who currently teaches two undergraduate courses: United States I and The Antebellum Years and the Civil War, 1840–1865. Students are encouraged to participate in class by answering questions and being active members in discussions. Dr. Mieczkowski also emphasizes reading and writing in his courses. He believes that students who learn to be active readers and conscious writers gain important skills that can be used throughout their lives. To accomplish this goal, students read carefully selected historical books and primary sources and, through a writing workshop and term paper, are encouraged to develop as writers. Beyond this, Dr. Mieczkowski strives to expose students to a broad scope of history. In all, he believes that it is important for his students to feel challenged, while also being given opportunities to grow. Accomplishing this goal, his students tend to leave his courses feeling that they have received an education that was well worth the price tag.

Interestingly enough, when Dr. Mieczkowski attended Ithaca College as an undergraduate, he started out seeking a pre-medical degree. The problem, however, was that he did not enjoy the required science and math courses. Wanting to follow his passion, he switched his major after his third semester and began to focus on history. From here, Dr. Mieczkowski would eventually graduate and gain acceptance into Columbia University, where he earned both a master and doctoral degrees. Reflecting back on his days at Columbia, he enjoys the close relationships he developed with professors and classmates. Even to this day, he still tries to stay in touch and, in his American history courses, uses a textbook written by his old professor Alan Brinkley.

To advance his professional development, Dr. Mieczkowski enjoys being a reader for the Advanced Placement Exam in U.S. History. In this role, he helps establish standards on a rubric that is used to grade the student’s written work. Dr. Mieczkowski has also been known to give lectures about the current state of the history field and has helped design multiple choice questions for the Educational Testing Service (ETS). Looking into his literary contributions, he has had articles published on the History News Network and in the World Book Encyclopedia. Added to this, he also has two published books: The Routledge Historical Atlas of Presidential Elections (2001) and Gerald Ford and the Challenges of the 1970s (2005). Looking to add to this collection, Dr. Mieczkowski is currently working on a new manuscript examining President Dwight D. Eisenhower and the space race.

Throughout it all, Dr. Mieczkowski has always found his experiences with oral history to be the greatest accomplishments in his life. Having performed interviews to learn more about such men as Gerald R. Ford, Dwight D. Eisenhower, and Ernie Davis, he has gained insights into history that even primary documents sometimes fail to reveal. It is for this reason that he strongly encourages all of his students to perform interviews with historical figures whenever possible.

The History Department at Dowling College offers many great professors and courses to choose from, these were just a few. But students may also be interested to know that the department offers even more. A rising senior Dowling history major now has the opportunity to receive a scholarship worth $1,000. It was a generous donation by the estate of Dr. Ying-wan Cheng that made this scholarship possible. “Dr. Cheng had devoted her career to Dowling College,” said Dr. Mieczkowski, “and continued to live in the area long after her 1983 retirement, until her passing this June.” The History Department also offers the Hogeboom Memorial Awards to students who are recognized for their efforts towards academic excellence. When a student has demonstrated high academic standards in their history courses and beyond, they may also become eligible candidates for the History Department’s honor society. Phi Alpha Theta is one of the nation’s largest history honor societies and becoming a member offers great opportunities that include the following: access to exclusive scholarship opportunities, biennial conventions, and issues of a quarterly journal, The Historian.

Even if you are not a history major, the History Department is seeking to soon offer Dowling students a trip to the Metropolitan Museum and has been working closely with the History Club to promote and support their events. In all, it is clear that students have a lot to gain by getting to know the professors of the History Department.


Getting to Know your Professor: Dr. Eric Shyman

By Peter Rice

You have registered for classes, bought the required textbooks, and adjusted to your new schedule. But something seems to be missing. You have been taking notes, completing reading assignments, and studying hard for exams: what could be the problem? Then it hits you. So far, you have spent time getting to know a few people in your classes, but neglected to learn more about your professors. Of course, it is easy to take your usual seat, joke around with a friend, quietly jot down notes, eagerly participate when you have an answer, and leave without saying another word. It is difficult, however, to learn more about your professors, because there is a considerable amount of course information to be understood and a limited amount of time in which to do it. But now you finally understand what you have been missing out on. Professors have more to offer than just their lectures and research; they have real life experiences to share as well. This can be valuable information that allows you to succeed academically and can leave you better prepared for your future. It only takes a few moments after class or during office hours to open yourself to opportunities where you get to know your professor.

Offering many courses, Dowling College has plenty of qualified professors roaming its halls, but it might be difficult to experience them all. Yet, if there is one professor you would like to meet, it would have to be Dr. Eric Shyman.

Specializing in special education, Dr. Shyman currently teaches two undergraduate courses: Behavior Management for Diverse Students and Integrated Practice in the Content Area. On top of this, he also teaches two graduate courses – Issues in Special Education: The Autism Spectrum and Educational Approaches for Students with Autism – as part of a professional master’s certification program focusing on Autism. Assuming that the necessary time and effort is put forth, students who take these courses, as Dr. Shyman commented, “feel that they have been challenged and that I have not made it easy for them, but also that… they have become better students (and future teachers) as a result.” By incorporating activities designed to enhance relevant skills that teachers can use in their classrooms, Dr. Shyman also believes that students walk away from his courses having developed a few permanent abilities to use throughout “their careers as teachers in various ways.”

Those who have taken one of Dr. Shyman’s courses, however, understand that there are high, but fair, expectations. Maintaining a professional demeanor, following along with the syllabus, and being punctual for class and assignments are just a few behaviors that Dr. Shyman seeks to encourage from his students. The reasoning behind this is quite simple. Dr. Shyman believes that “the way a student approaches their studies is indicative of the way in which they are likely to approach their jobs and, ultimately, careers.” Considering that one day the pre-service teachers sitting in his classroom will have a class of their own, it is imperative to instill behaviors that teachers are expected to uphold. “By holding such expectations,” said Dr. Shyman, “my goal is to help foster my students’ ability to take their endeavors seriously and perform successfully.”

Practicing what he preaches, Dr. Shyman actively works to ensure that his courses are not only current, but also reflective of what pre-service teachers can expect to experience in the field of special education and beyond. In order to accomplish this goal, he performs tireless research into a variety of topics such as paraeducators, social justice and special education, educational philosophy and teacher training for Autism Spectrum Disorders. From this work, Dr. Shyman has successfully published several articles and has begun to write his first book in which he is “aiming to put forth a philosophical treatise in support of inclusive education for students with disabilities.”

Here is a professor that is earnestly striving to improve the field of education for students with disabilities by impacting the lives of those who will be working alongside them. Through his lectures and research, Dr. Shyman has clearly dedicated himself to being a part of a “positive change in a very important area.” Let us now take a deeper look into the inner workings that made this all possible.

As a child, Dr. Shyman was a typical student moving through his elementary years with mostly positive memories of being a part of a warm and inviting environment. This, he commented, “I think this the way it should be.” Reflecting back on those early years, Dr. Shyman then remembered one of his first encounters with kindness.

“When I was in Kindergarten,” Dr. Shyman began, “I got on the wrong bus to go home.” He explained how all the kindergarteners at his school had a separate bus to take home from the other students. Walking innocently down the bus’s aisle, Dr. Shyman was horrified to discover strange faces peering his way. “By mistake,” he remembered, “I went on the ‘big kid’ bus.” Justifiably confused and nervous, Dr. Shyman then recalled how a stranger came to his rescue. “A 4th grader at the time,” he said, “waited with me until my mom picked me up at her bus stop.” Interestingly enough, the kind boy that lives vividly in this memory would become a colleague of Dr. Shyman later on. But it is through such experiences that he would begin to understand the power of kindness and what it means to give one’s time to aid another.

Thinking back to his middle school days, Dr. Shyman said, “I don’t know anyone who didn’t struggle through middle school.” As a time of changes, he remembers experiencing a shift in deciding what truly mattered in life. Those all so important activities of elementary students quickly fall to the wayside and were being replaced by a whole new world of possibilities. Beyond this, he was among one of the first and smallest classes to pass through his middle school, which used to be a junior high school. In the end, however, Dr. Shyman was just glad that he made it through. “I survived,” he said, “which, even in retrospect, seems good enough.”

Going to high school was an extremely interesting time for Dr. Shyman. Admittedly, he claims that, “I didn’t always value my education and was not always a stellar student.” And continued by adding, “I struggled as much as I succeeded academically and socially in high school, but in retrospect, it was an enjoyable and formative time.” In hindsight, Dr. Shyman does believe that high school students today seem to be under more pressure than he ever had to face. He thinks that it is important for professors to understand these sorts of generational difference, because it better enables them to identify with their students.

During these years, Dr. Shyman started working as a towel washer at a local car wash, but admits that – for a variety of reasons – this only last for two weeks. Yet, the work experience he gained there was helpful later on his in life. It taught him the value of a good day’s work. His next job, at the age of sixteen, was in a guitar shop. This gig only lasted for a week though, “because,” Dr. Shyman said, “as it turned out, it was less a guitar shop than it was a ‘garage sale.’” His longest lasting job, however, came during his junior and senior years in high school when he worked at a retail store called Service Merchandise. “It was at this job,” he pointed out, “I really do believe I learned how to deal with all kinds of people in all kinds of situations.” This kind of work allowed him to channel his inner Buddha as he learned to “submit and let go.” A quality that is all too important in life.

Through it all, however, Dr. Shyman did well enough to get admitted into SUNY Albany after finishing high school. “This time in my life,” he said, “was a true awakening” for him. “Being an undergraduate [at SUNY Albany] felt like a once in a lifetime opportunity to reinvent the traits I was less fond of and retain those that I liked.” He was comfortable at this university because the people and surroundings all reminded him of being back on Long Island. Under this mindset, Dr. Shyman set forth to become a student who managed to excel at his work, while still finding the time to have fun. “Something clicked in me,” he smirked, “that both were not only possible, but also necessary.” Dr. Shyman wholeheartedly believes that the person he is today can largely be traced back to his college years. Even now, he still finds himself drawing on his experiences during this time. In particular, during his junior year in college, Dr. Shyman lived and traveled around Europe for four months and studied at Oxford University. An energetic adventurous spirit had been uncapped as a result.

As an undergraduate student majoring in Psychology, Dr. Shyman was unsure of what he wanted to do in life but knew that graduate school was for him. After graduating from SUNY Albany, he took up a job at a school for kids with autism. Working with these students, Dr. Shyman learned what teaching was all about. During the first two weeks, his classroom only had four items: 1 table, 3 chairs, and, as he said, “a box of pattern blocks with three pattern sheets (these are the activities that have 4 different shapes and templates that form pictures when they are matched).” Experimenting and learning to make do, Dr. Shyman began to understand that good teaching is not defined by the things in the classroom, but rather by the personal connections – by any means – being made with the students. In retrospect, he believes that not having the materials right away was a blessing in disguise, because it forced him to be creative and learn what “my students can do in even the ‘barest’ of situations.” Out of this experience, he finally found his passion in life.

Enrolling into a graduate program that specialized in autism, Dr. Shyman was not a stranger to the world of special education. As an undergraduate, he had taken a course in Autism and had gained experience by working as an aide for a 14-year old with cerebral palsy and intellectual disabilities. He felt ready to begin his life as a graduate student.

“All of the enrollees,” Dr. Shyman remembered, “worked, to one degree or another, with students that had autism.” Working alongside these peers, he was first exposed to the competition that exists among professionals in the field of education. Yet, he remembers that, “I also experienced a ‘mellowing’ of sorts as we all got to know each other.” Under this unique graduate school experience, Dr. Shyman observed how “the program began with all of us ‘defending’ our respective schools and ended with us visiting each other at them so we could find ways to improve.” Overall, he found that graduate school was a fantastic experience that further prepared him for his future work.

Balancing school and his outside work was admittedly difficult for Dr. Shyman. But to maintain harmony in his life, he heavily utilized his time management skills. “This was,” he said, “and is, always easier said than done. The work of a classroom teacher, especially one in the early years of their career, is unending, and I spent several nights with nothing but a pack of construction paper, markers, a laminator, and a pizza box.” This investment of time and dues of energy are things that all teachers are asked to pay. Though it may be difficult, and even feel impossible, Dr. Shyman believes that he was made all the better for it. In some ways, he even misses it.

“As I get older,” he said, “I seem to learn one thing over and over: life seldom gets simpler.” Being able to manage your increasingly hectic life becomes the main challenge, because being hyper-focused on work is all too easy. Therefore, he believes that it is sometimes necessary to step back and realize that time is too valuable to not be spent with quality.

Moving forward in his life, Dr. Shyman had always wanted to obtain a doctorate degree, but it was not always a viable opportunity with the various constrictions on his time. There were days when he wondered if this aspiration was just a silly pipe dream. Then it happened. During a commemorative dinner at an autism conference, Dr. Shyman listened passionately to a remembrance address for an important figure in the field that had just passed away. “I remember,” he began, “being so impressed and enamored by his accomplishments, and I felt [such] a surge of inspiration… [that] I had made two decisions that night: I would apply to a doctoral program, and I would get engaged.” Luckily, both panned out.

Attending Columbia University’s School of Education (called Teachers College), Dr. Shyman began his journey towards a doctorate. Half way through his program, his world was suddenly rocked by the realization that “[he] would never know enough.” Not broken by this, Dr. Shyman found comfort in understanding that the only choice he had was to just keep learning. Even to this day, it is this lesson that, he contends, “continues to drive me academically.”

Along his road of professional development, Dr. Shyman attended many conferences. Each of these experiences surged his mind with ideas and rejuvenated his constitution to see them through. Reading and writing excessively in a wide array of areas has also been a staple to his success. “Working vigorously in only one area of a field,” explained Dr. Shyman, “never really appealed to me, so I am sure to read books in all areas of thought, even those that don’t seem to be directly related to special education.” He has found that surprising connections can be made in the strangest of places. Between these two strategies, Dr. Shyman was able to develop into a proficient educator and obtain a doctorate degree.

Attending and presenting at over thirty conferences in areas including autism, behavioral intervention, occupational stress, educational philosophy, paraeducator training, Response to Intervention, among other topics around the country has allowed Dr. Shyman to open and speak his mind. And with six publications in peer-reviewed journals, and more on the way, Dr. Shyman is having his voice heard in the world of education. “I’ve published three articles,” he said, “using the data from my dissertation which looked at stress factors of paraeducators (teacher assistants, teacher aides, monitors) working with students with disabilities.” And he has also continued to expand on his knowledge base by comparing the educational philosophies of John Dewey and Paulo Freire, exploring philosophical treatise that attempt to establish special education as a matter of social justice and developing blueprints for a graduate studies program focusing on autism. The latter of which holds a special place in Dr. Shyman’s heart, because his passions about the field of autism, being as they are, leaves him feeling honored just to be a part of its discourse. “Some of my future writing and research interests,” added Dr. Shyman, “[will] involve taking a closer look at teacher education programs in autism, as well as investigating the role that social justice plays in special education teacher training programs.”

Throughout his career, of course, there are several things that Dr. Shyman would like to change. But then again, is not that the point? Life is not perfect. We can only learn to grow. Even so, Dr. Shyman does admit that when he was a young educator without any children, he was unintentionally insensitive to parents. “I think understanding what it is like to be a parent,” he explained, “is possible only when you become one and further understanding what it is like to be a parent of a child with a severe disability is nearly impossible even with experience, as everyone responds to such a circumstance differently.” Though the wheels of time cannot be reversed, Dr. Shyman fervently believes that learning is what moves us forward.

In all, Dr. Eric Shyman is a very devoted person. Whether it is the admiration he has maintained for his father or the love for carries for his wife and son, he is an individual that is willing to go beyond the call of duty to serve others. In a world abounding with uncertainties, Dr. Shyman passionately enjoys sharing his interests and hobbies with his family, colleagues, and students. It is for this reason that he will always be remembered as a person who cared and as a teacher who excelled.



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