Last week, I began a new semester with 85+ undergraduates in my Principles of Child Development course.  One of the first critical thinking questions asked the students to identify practical applications of child development research that seem both feasible and important.  One future doctor wrote about key findings that would help her practice medicine more effectively.  A budding engineer wrote about incorporating a better understanding of children as product users into his designs.  Many students wrote about improved education and parenting based on psychological science.  Reading these initial impressions prompted me to reflect on the literally thousands of students whose collegiate programs have included significant experiences at the Children’s School and to wonder about the ripple effect that began here for each one.

Your choice to send your children to school here has a significant impact beyond your own family because of the difference our laboratory school makes in shaping the lives and careers of our undergraduate students.  One student recently wrote, “I know for sure my interest in education was shaped by your school’s philosophy and commitment to excellence and research.”  Few students choose to attend CMU with intentions of pursuing education careers, but many discover a passion through laboratory experiences and then seek graduate training in fields related to education.  For example, a former student who majored in computer science recently contacted me to share the good news that she had finished her master’s degree in early childhood special education and had begun a full time job helping arrange services for young children with developmental disabilities.  Others have chosen pediatrics as their medical specialty, sought clinical or school psychology training, or gone to graduate school for further research training.  Some students have chosen to pursue other avenues of service to children, such as one who chose to work in a Bolivian orphanage after being touched by reading about the psychological effects of poor orphanage care and working with a child here who had been adopted from Eastern Europe.  In addition, I am beginning to hear from students who are applying what they have learned to the nurture of their own children, making decisions about child care and schooling, etc.  Each of these individuals is further developing the potential to improve the lives of children in their spheres of professional and personal influence.

The ripple effect is also widening even further as our former preschool students return to the Children’s School as undergraduates.  Many of you know that Mrs. Solomon’s son, Steven, has worked as a classroom assistant during several of his breaks from Penn State.  Though we have not yet convinced him to change career paths, we know that he will be a better criminal justice officer because of his growing skill with young children.  This semester, one of the kindergartners from my first year at the Children’s School is now a freshman research assistant conducting developmental research here, and another former student is now a sophomore taking my child development course.  How exciting to watch as these ripples continue to spread!  How satisfying to play a part in helping the best and the brightest focus their talents in ways that benefit young children across the nation and around the world.  Thank you for your role in making such broad impact possible.