“I graduated with a strong foundation, and practice, in Deaf culture and linguistics, and an understanding of the profession and how to conduct myself as an ethical professional.”

When Stacey Ferguson ’04 started her college search, she had two criteria that were non-negotiable. If she could also play soccer, that would be a bonus. Ă۶ąÖ±˛Ą University exceeded her expectations. “I wanted to find a four-year program at a faith-based institution where I could study American Sign Language (ASL) and interpreting,” Ferguson shared. “After researching GWU’s reputation for the ASL department and being impressed, I knew it was where I needed to go, even though it was thousands of miles away from my family in Minneapolis, Minn.”

Ferguson’s church had a deaf ministry, which fueled her desire to learn the language. She took ASL classes in high school and at the local community college. “I was drawn to the culture, community, and rich language,” she offered. “Providing interpreting services between Deaf and hearing individuals/communities is an honor. It’s a role that I do not take lightly. You are invited into people’s lives—even if just for one doctor’s appointment, one funeral service or one phone call—to be a conduit for communication. It is a powerful and humbling role.”

Besides honing her ASL skills and playing soccer, Ferguson also participated in opportunities at GWU to grow and share her faith, such as the student-led worship services and Bible study groups. She was also a member of FOCUS (Fellowship of Christians United in Service), a campus ministry that involves teams of GWU students visiting local churches to provide programs for youth groups.

After earning her degree, Ferguson was prepared to begin her career and further her education. Dr. Mary High, associate professor of ASL, and Keith Cagle, former associate professor, motivated students by their dedication to the field, she said. “I graduated with a strong foundation, and practice, in Deaf culture and linguistics, and an understanding of the profession and how to conduct myself as an ethical professional,” Ferguson praised.

As the director of interpreting for Sorenson Video Relay Service (VRS) in Charlotte, N.C., she is responsible for oversight and day-to-day management of the VRS center. She also recruits, hires, and trains new video interpreters, and works with local post-secondary schools to provide training opportunities for new interpreters. She’s also worked as a professional interpreter in various capacities and was co-owner of a company dedicated to training, developing and mentoring interpreters across the country. She earned her master’s degree in psychology with a focus on leadership development and coaching. Ferguson also received her Certified Professional Project Manager credentials and served as a project manager in the research division of the largest healthcare organization in Minnesota.

“I foresee myself being a lifetime interpreter,” Ferguson stated. “In five years, I also hope to be in a position where I am cultivating leaders, coaching and mentoring them to be their best selves and aligning their values with their work and life goals.”

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“Participating in the University of QuĂ©bec at Trois Rivières immersive language program pushed me to use my skills beyond the classrooms at Ă۶ąÖ±˛Ą. I have used materials and mementos from my trips to enrich my lesson plans.”

Growing up in Haywood County, N.C., home to Folkmoot USA, North Carolina’s International Folk Festival, Emily M. Burrus was introduced to cultures from around the world. From that early exposure, the 2006 alumna of Ă۶ąÖ±˛Ą University became connected to the French culture. Through a language program in the school system, she learned French from kindergarten through 11th grade. She also served as an official Folkmoot guide for a folk group from Dax, France, and they are still good friends.

“Thanks to my (almost) lifelong education in French, we communicated well in the beginning and much better after my French classes at Ă۶ąÖ±˛Ą,” observed Burrus, a native of Waynesville, N.C. “In high school I was able to participate in an exchange program with a school in Nantes, France, and that started my travel bug and cemented my love of French culture.”

When she graduated from GWU, she decided to take a break from education and moved to Winter Park, Colo. “After three years of working winter seasons and getting to travel the smaller towns in western France during the summers, I moved back home,” she related. “I turned my career search over to prayer, and the job opportunity of French teacher became available.”

She began as a substitute teacher in 2012, but on her second day was hired as a lateral entry teacher. “My French degree from Ă۶ąÖ±˛Ą was my starting point, and I took classes online to earn my teaching certificate,” she explained. “It was a three-year process, and by the grace of God, I completed it. God’s plan is always perfect, and I cannot praise Him enough for this profession I love.”

In 2015, she was selected by the faculty of Pisgah High School in Canton, N.C., as the school’s Teacher of the Year. She earned her Global Educator’s Digital Badge by completing over 100 hours of professional development in global education and submitting a capstone project that was reviewed and approved by the North Carolina Department of Public Instruction (NCDPI).

She also works on the Global Connections planning committee that offers professional development and cross-curricular work sessions for Haywood County teachers. She has been a co-presenter for the Foreign Language Association of North Carolina and received the NCDPI sponsorship to attend the American Council on the Teaching of Foreign Languages conference.

Her experiences at Ă۶ąÖ±˛Ą help her to bring the French culture to life for her students. “I was part of the Graduates in Executive Management (GEM) program and studied abroad at the University of QuĂ©bec at Trois Rivières (UQTR),” she shared. “With GEM, we went to job fairs, had mentors in various fields of business and we witnessed the ins and outs of international businesses in Switzerland. Participating in UQTR’s immersive language program pushed me to use my skills beyond the classrooms at Ă۶ąÖ±˛Ą. I have used materials and mementos from both trips to enrich my lesson plans. I try to help my students see the connections I have made between all the background knowledge my professors gave me.”

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