At the Morgridge College of Education (MCE) we expect a standard of excellence from our students, faculty, and staff. Our Research Methods and Statistics (RMS) students often exemplify this standard in their research and day-to-day lives. Our RMS students share their interest and provide advice for future students below.
Learning from the Best
Kranti Dugar’s research interests are in consumer behavior, marketing scale development, mixed methods, branding strategy, services marketing, early childhood learning, and Rasch Analysis. Dugar hopes to obtain a teaching position in education, research methodology, marketing, and statistics at the university level. His moto through out graduate school was “Always remember the 4 P’s of grad school: Perseverance, Pragmatism, Proactivity, and Passion.”
Sarah Pollard hopes to continue to learn and grow as she applies what she learns at school to work, and what she learns at work to school. Pollard advocates that graduates remember to always take it a day at a time and do what they can do, because that is all they can do. Doing so has made her graduate school experience much easier. Pollard chose DU “because DU has a positive feel, supportive staff, and incredible faculty.”
Kawanna Bright’s research interests are in Diversity in Academic Libraries, assessment in academic libraries, instruction, and information literacy. Bright’s goal is to become a Faculty member in Library & Information Science or Research Methods. When asked how she survived graduate school Bright stated that you need to “Stay active, eat as healthily as possible, and try to get enough rest. It helps to keep you balanced as you try to juggle school, work, and life!”
Paul Thompson’s Research interests included Students with disabilities and K-12 education. Thompson has relied heavily on his peers and other faculty during his time at DU and reminds future students that faculty and other students are always there for them. Thompson chose DU because “I felt the faculty would be more helpful than at a large public university. I wanted to be challenged.”
The true value of our Teacher Preparation Programs is the student’s immediate immersion into the classroom under the mentorship and guidance of seasoned teachers and MCE faculty. The Denver Teacher Residency Master’s Degree, Teacher Education Master’s Degree, and Dual Undergraduate-Graduate Degree in Teacher Education prepare students for the realities of the 21st-century classroom.
It was recently announced that Teaching and Learning Sciences Clinical Professor Dr. Paul Michalec will be the recipient of the University of Denver’s (DU) 2015 Distinguished Teacher Award. This prestigious award is given to one exemplary faculty member a year and recognizes excellence in teaching. Nominations should emphasize the degree to which a nominee’s teaching has constructively influenced his/her students. The award will be presented to Dr. Michalec at DU’s Fall Convocation.
Dr. Michalec received his Ph.D. (Social, Multicultural, and Bilingual Foundations of Education) from the University of Colorado-Boulder. He is the former director of student teaching at Skidmore College and Director of Teacher Education at the Morgridge College of Education, serves on editorial boards for the newsletter EnCouragement and the journal Democracy and Education, leads professional development for religious communities, and is a founding member of Colorado Courage and Renewal. His research interests include teacher education, effective instruction in higher education, spiritual dimensions of teaching, and teacher renewal/formation. Dr. Michalec enjoys biking, baking, drawing, nature study, and reading in the areas of theology, poetry, philosophy, identity, and educational-spiritual reform.
Dr. MichaleC’s Teaching Philosophy
“I believe that the purpose of education is to transform the emotional, intellectual, and spiritual life of the learner. I believe, consistent with the root meaning of education, that transformation is the process of drawing out the inner wisdom of the learner. My responsibility as an educator is to create an engaged and rigorous learning environment where learners are invited into deep relationship with the content we are studying as well as each other as members of a classroom community. Academic success is premised more on change and transformation of the learner rather than the capacity to present back to me specific forms of information.”
As a proven student leader at the University of Denver (DU), Richard Maez has been involved in an impressive number of leadership activities on and off campus. He has been a member of the University’s Pioneer Leadership Program; external co-president of the DU Programming Board; coordinator of the Excelling Leaders Institute at the Center for Multicultural Excellence; and a fellow in the Student Affairs Administrators in Higher Education Undergraduate Fellowship Program. Maez is also involved with the Hugh O’Brian Youth Leadership Program of Colorado, serving as chair of the four-day leadership seminar held every June for more than 200 Colorado high school sophomores. To add to his many accomplishments, Maez was recently awarded the Founders Day Outstanding Undergraduate Student Award by DU.
Maez is a participant in the Dual Undergraduate-Graduate Degree program offered by the Teacher Education Program (TEP) at the Morgridge College of Education (MCE). This program offers DU students the chance to complete an undergraduate degree of their choosing at the university. On completion of their undergraduate degree, students move on to complete their Master’s Degree at MCE. Candidates that complete the program finish with both an Undergraduate and Graduate Degree in under five years.
Maez, who has already completed the undergraduate portion of this program, will be completing his graduate degree at MCE in 2016. He says that his decision to continue his education at Morgridge was driven by “a passion for working with students”.
The TEP program focuses heavily on providing in context learning experiences for their students in order to equip candidates and turn their passion into purpose; a concept that Maez attributes as the key to his academic success.
The Morgridge College of Education (MCE) is excited to announce the Morgridge Fellows Program for Engaged Learning.
Sponsored by the Morgridge Family Foundation, participants of this new fellowship will engage in in-context learning opportunities that link the fellows with cutting edge community partners. The program aims to develop well-balanced leaders, advance transdisciplinary solutions, and promote transformative education by combining leadership development opportunities with authentic problems and real world applications. This developmental process involves cultural, community, and academic exchange between the fellows and the P-12 practitioners, giving the fellows a comprehensive view of educational challenges and opportunities.
Initially, fellows will work with the PBL Network to aid in the expansion of the network and the sharing of PBL ideas. The PBL Network is a community designed for educators, administrators, and school districts to support each other in transition to the Adams 12 STEM model. The fellows will work with the PBL Network and the Adams 12 STEM team ensuring access to resources, creating industry partnerships, and providing professional and curriculum development opportunities.
The Morgridge Fellowship for Engaged Learning is a half-time fellowship. Three positions are currently available and fellows will be expected to commit 10 hours per week for 35 weeks with their P-12 practitioners and community partners. This will include travel and site visits. Fellows will receive a tuition waiver and stipend for the 2015/2016 academic year, and reimbursement for any required travel expenses.
Students in the Library and Information Science (LIS) program at the University of Denver Morgridge College of Education are bringing digitization to the community. With the guidance of Assistant Professor of Library and Information Science, Dr. Krystyna Matusiak, students engage in experiential learning opportunities that utilize cutting edge technology in the classroom and connect classroom projects to the community. Digitization is the process of creating digital representations of information resources (e.g. photographs and documents), extending access, and preserving fragile materials. Dr. Matusiak says, “it is not enough to simply learn digitization for the sake of learning.” Rather she impresses upon her students the importance of using their digital skills in a practical context.
A key aspect of Dr. Matusiak’s instruction is developing community partnerships. She empowers students to initiate projects with community organizations in order to share unheard stories, resurrect fading communal stories, aid older generations and volunteers in the digitization process, and to give back for the public good. The LIS program is at the forefront of contributing expertise to the local community with regard to practices and standards in digitization, and is gaining a reputation for their commitment to the community. Often, organizations reach out to the LIS program and Dr. Matusiak for student support. A few recent projects from LIS students include, a digital collection of artifacts from Laura Hershey for the Western History and Genealogy department of the Denver Public Library, a gathering of community stories and converted technology for the Jefferson County Public Library known as JeffCo Stories, a digital assembly for the Rocky Mountain Philatelic Library, and a the digital exhibit Building the First Transcontinental Railroad for the Digital Public Library of America (DPLA).
The Laura Hershey Digital Collection consists of photographs, articles, conference materials and poetry from the late, Laura Hershey. Current and former LIS students, Allison Bailey, Alicia Cartwright, Maggy Hade, Caitlin Hunter, Jen LaBarbera, Kristin Rowley, Gina Schlesselman-Tarango, Monica Washenberger and Hana Zittel, contributed to the project with the goal of extending access to the collection. They state “The disability rights community is dispersed globally, and digitization of the collection will likely be the only way that many will be able to experience previously-unavailable pieces of Hershey’s life and work.” Another important aspect of the project was to ensure the preservation of the Hershey collection. The digital collection is now housed and preserved by the Denver Public Library.
This May, The (DPLA) introduced a new exhibit, Building the First Transcontinental Railroad. The exhibition, created by Dr. Matusiak’s students, Jenifer Fisher, Benjamin Hall, Nick Iwanicki, Cheyenne Jansdatter, Sarah McDonnell, Timothy Morris, and Allan Van Hoye, looks at the creation of the Transcontinental Railroad, from inception to its finale, the laying of the last golden spike at Promontory Summit in Utah, May 10, 1969. There are five themes in the exhibit, History, Human Impact, Changing the Landscape, A Nation Divided, and A Nation Transformed.
Dr. Matusiak’s classes continue to lead the way in digitization and provide historical insights to local and national communities.
The Anderson Academic Commons (AAC), DU’s state of the art library complex, provides “hands-on” experiential learning opportunities for Library Information Science (LIS) students at the Morgridge College of Education (MCE). The LIS program has partnered with AAC to increase those opportunities.
Opened on March 25, 2013, The AAC is a 154,223-square-foot building designed for collaborative, inclusive, and technologically advanced teaching and learning. The library gives students access to an impressive collection of resources including nearly eight miles of books, 98,000 online journals, special collections and archives, individual and group study spaces, and more than a hundred computers. Students can also engage with cutting-edge media editing technology in the Digital Media Center, receive academic assistance in the Math Center, or visit the Shopneck Family Writing Center.
Current LIS students can gain relevant experience by working in The AACs’ Reference Center as Reference Assistants or at the Lending Desk as Circulation Assistants. Second-year LIS students can teach workshops such as Library 101 and Intro to RefWorks or conduct research consultations with students and faculty.
Selected second-year students gain the opportunity to complete a classroom study of academic libraries complemented by a three-quarter, 100-hour internship. During the internship, students will rotate through a number of departments in the library in order to experience and understand the variety of positions that exist in an academic library. Other class connections will introduce first-year students to the work of an academic library in public service, archives, and technology.