10 Mar / 2014
Last fall the library and information science (LIS) students in the Digital Libraries class participated in the pilot project launched by the Digital Public Library of America. The Digital Public Library of America (http://dp.la/) is a fairly new initiative aimed at creating a national digital library in the United States. The goal of the project was to provide Library and Information Science (LIS) students with the knowledge and practical experience to curate online exhibitions. The Morgridge College of Education’s LIS program was among four programs from around the country participating in this pilot program; the School of Information and Library Science at Pratt Institute in New York, University of Washington, and the University of Oklahoma.
The exhibition was created by Heidi Buljung, Chelsea Condren, Rachel Garfield-Levine, Sarah Martinez, Liz Slaymaker-Miller, Chet Rebman, and Brittany Robinson, under the supervision of Professor Krystyna Matusiak. The Digital Public Library of America (DPLA) selected the exhibit created by MCE’s LIS students, Staking Claims: The Gold Rush in Nineteenth-Century America for permanent presentation on the DPLA website. The exhibit can be viewed at: http://dp.la/exhibitions/exhibits/show/gold-rush
Artifacts showcased in the exhibit includes historical map of the gold regions of California, a magazine section from the San Francisco Sunday Call in 1910, journal entries, and certificates reflecting ownerships of stock in mining companies . These artifacts reflect the journey west to the gold regions and the romanticization of the gold rush. The exhibition further captured the implications of the gold rush such as marginalization and transformation of the United States. DU LIS student group also selected resources from the Colorado libraries, including images from the Denver Public Library Western History Digital Collections and Pikes Peak Library District Digital Collections. The participation in the DPLA pilot gave DU LIS students an opportunity to discuss the concepts of digital libraries in the real-life context and to apply their technical competencies and collaborative skills into a practical project. To view the online exhibitions at the Digital Public Library of America visit: http://dp.la/info/2014/03/05/new-exhibitions-launch-on-dpla/
Many Morgridge College of Education Library and Information Science (LIS) graduates are not only seeking imaginative, non-traditional roles in the field, but they’re finding them as well. From the variety displayed by recent graduates, the landscape of librarianship has clearly moved far beyond any antiquated stereotypes one may be holding onto.
LIS students often contribute to the traditional sites of public, school, academic, special library and archives settings, but many choose non-traditional roles working for corporations, science and medical companies, web design and content management firms, research firms, or non-traditional academic settings. These tend to be the jobs, that when discussed at a cocktail party, invite inquisitive looks and comments such as, “I didn’t even know that job existed.” But, they do exist, and based on our graduates’ success, it seems the options are boundless.
Some recent graduates shared their experiences in landing exciting, unique jobs as information professionals, and how the LIS program at Morgridge helped to shape the path they took.
A popular and important role for information professionals is digital librarianship and technology services. The graduates we spoke with interact with this role in different ways, but technology is certainly at the core of the work they’re doing.
“My official title is Digital Asset Management Specialist, though that doesn’t really explain what I do.” Grant Outerbridge, a recent LIS graduate, shared what his work involves.
“I am currently engaged in two major projects. The first project is selecting and configuring a digital asset management (DAM) system for hundreds of thousand of digital photos and videos. This involves designing extensive customized metadata schemas for photos and videos”, Grant explains, “The second project is to help redesign DaVita’s intranet. Once word of my library training spread, I was recruited to help create taxonomies of content and business functions in order to assist the IT department in laying the organizational framework for the new intranet.”
Digital librarianship is an expanding segment of the field of information. Many prospective and current students may be seeking something similar to Grant. His advice?
“The classes I took in Web Content Management, Digital Objects & Collections, and Information Architecture were instrumental in providing me with the intellectual skill set and hands-on experience to be able to do what I do now. Information of Organization made my brain melt a little bit when I took it, but the introduction to taxonomies, folksonomies, and FRBR is what set me down my current path.”
Lindsay Roberts, a Reference Librarian at Arapahoe Community College, teaches information literacy classes, creates LibGuides for the college, catalogs new materials, assists with collection development, and provides reference service to students and faculty.
Lindsay discovered community college librarianship while completing her MLIS. When asked if there was anything in particular from her LIS education that prepared her for this role specifically, she shared a variety of classes and experiences that helped guide her.
“I took Cataloging and Library Instruction, which were both directly applicable to my current role and helped me get the job. I also did a Service Learning project at the Community Technology Center at Denver Public Library and worked as a Graduate Assistant at Auraria Library while in the program. Both of these experiences gave me valuable training in reference and instruction. Finally, Kim Dority’s Alternative Careers class and Jamie LaRue and Sharon Morris’ Leadership class helped me think broadly about information work and all the possibilities for careers. I highly recommend these if they are offered!”
Lindsay’s passion for the community college culture and student population is evident in her approach.
“I love building relationships with students and faculty: ACC staff and students with a wide range of backgrounds. We see many of the same folks in the Library regularly, so we get to know their names and their stories. Students will sometimes come back and say, “Hey, I got an A on that paper you helped me with!” and that’s a wonderful feeling. I think the work we do really matters, since the research skills used for a particular assignment can also help someone with other areas of their life and help them feel more confident about themselves.”
When asked “Why libraries?” many LIS students agree that public service, helping people to find the information they’re seeking, and working with a variety of resources are top of their list of reasons for going into the field of Library and Information Science. The LIS program introduces a variety of classes that shape each individual’s approach to these passions. The varied paths students take is evidence of the range of the field as well as the opportunities.
Katie Yashiro works at the National Park Service (NPS) as a government contractor for Cherokee National Technical Solutions.
“I work in the Technical Information Center (TIC) for NPS. Currently, I assist with the processing of construction, design, and planning documents that NPS produces. This includes organizing, cataloging, and accessioning these documents known as Project Information Files.”
When asked what best prepared her for her role she explained that having a basic fundamental knowledge of how to organize information so that it is findable has been the most beneficial.
Her advice to current or prospective LIS students is to look at job postings for positions they’re interested in. By doing this, you’re able to see what a prospective employer is looking for in terms of certifications, specializations, and classes. Katie claims this was some of the best advice she received while in the program. She also encourages LIS students to network as much as possible by joining different clubs, associations, and affiliations.
“I have learned [this] is a key to advancing your career in the library field. Being as connected as possible to the library community is one of the most beneficial things an LIS student can do.”
The notion of networking and being a part of professional associations is new to many students upon entering the program, but the opportunities to do so on a student level are numerous. And while involvement in the student associations and the coursework, as well as finding your way down this path, may seem overwhelming, a similar sentiment is shared among recent graduates: It’s all about the courses, the people, investigating the path you’re interested in, and utilizing the LIS offerings to get you there.
School of Education promotes Inclusive Excellence with Students of Color Reception
by Emma McKay
For the Morgridge College of Education, diversity means more than just a number of minority students – it means a higher quality education. That’s why the school held its third annual Students of Color reception last Friday evening in an effort to promote inclusive excellence in all of its higher education and teacher training programs.
The reception, which was held in Ruffato Hall and gathered approximately 40 professors, current and prospective students, was meant to inform prospective students of why inclusive excellence is important to Morgridge, and also to give them a taste of what the Morgridge experience is like, according to Ryan Barone, second year PhD student in the Higher Education program who coordinated the event.
The evening began with an hour or mingling over hor’d’oeuvres and drinks including chocolate covered strawberries, roasted vegetables, cheese, coffee and various alcoholic beverages, so that attendees could get a chance to meet each other and informally network.
“In the past students who have attended felt like it was a really unique opportunity to meet other students of color at [Morgridge] to talk in an authentic way about some of the challenges and opportunities that are unique here at the college,” said Barone.
After short speeches by Gregory Anderson, dean of the school, and Frank Tuitt, associate provost of multicultural excellence, a panel of six current masters and doctoral students answered questions about their time at Morgridge
The students didn’t only discuss their experiences with diversity at the school. Many questions were focused on things like the school’s unique class schedule, which allows students to take classes at night or on the weekends, internships or time management. Two students spoke about what it is like to raise children while still attending school.
“As a parent, I really appreciate the fact that there is a family bathroom here,” said panelist David Kennedy, laughing. “My daughter is here so much some people say she’s going to earn her honorary degree.”
Another panelist, Sujie Kim, spoke about how the program helped her decide what she wants to do after school.
“If I had guessed a couple years ago, I never would have thought I’d be working with veterans,” said Kim.
All panelists agreed that the school’s commitment to inclusive excellence has added to their education.
“We have a wide variety of life experiences and we each bring those different perspectives to the things we’re working on,” said panelist Myntha Cuffy.
“In my cohort, there’s probably about 14 of us, and eight out of the 14 are students of color,” said Jesús Rodríguez, first PhD candidate in education leadership and policy studies. “That’s a really different experience for me.”
According to Barone, the school does take into account diversity when admitting students.
“I think the more diverse our classrooms are with all identities, better training they’ll get in their programs and they’ll be better professionals down the road,” said Barone.
Morgidge is trying to diversify its pool of students as much as possible in order to create a more rounded learning experience.
“We are always trying to diversify in terms of race but also in terms of other identities,” said Barone. “Folks from out of state, folks from all over the world, different religions, gender, sexual orientation, that’s all part of our strategy.”
Originally posted through the Clarion Newspaper at the University of Denver
20 Feb / 2014
Associate Professor of Higher Education Dr. Samuel Museus joined the Morgridge College of Education faculty in the Fall of 2013, where he teaches graduate courses in student development, college access, diversity and equity in higher education. His current research focuses on the institutional practices and environments that impact student success for minority college students. Dr. Museus has produced more than 120 publications and presentations that focus on racial, cultural, and structural factors that affect the experiences and outcomes of diverse populations in K-12 and higher education.
In 2013, Dr. Museus published the book, “Asian American Students in Higher Education,” along with several scholarly articles in journals and academic magazines such as The Review of Higher Education, Journal of Higher Education, and About Campus. Another book, “The New Majority and Higher Education: A Synthesis of Research on College Students of Color,” is slated for release in 2015. In October 2013, he was honored as the Routledge Education Author of the Month. Dr. Museus has also received a Public Good Grant for the “Collecting Asian American and Pacific Islander Refugee Stories” project, which aims to work with refugee youth in the Denver area, particularly those from Bhutan and Burma to document their stories about cultural conflict and adjustment and their educational trajectories. Recently, the National Association of Student Personnel Administrators (NASPA) selected Dr. Museus as the 2014 recipient of the George D. Kuh Outstanding Contribution to Literature and Research Award for his work in racial inclusiveness in higher education. He will be honored with this award at the upcoming NASPA conference in March of this year.
So the big question that everyone is asking, “What’s next for Dr. Sam Museus?” To answer this question, Dr. Museus shared that he will be investing his energies in three main areas over the next few years:
- He will be working on several books. The largest book project is a volume with co-author Dr. Kimberly A. Griffin (University of Maryland) and will encompass reviewing the last two decades of research on college students of color and synthesizing these bodies of knowledge into one volume, titled The New Majority in Higher Education.
- Dr. Museus will be moving the National Culturally Engaging Campus Environments (CECE) Project forward. The CECE Model explains the impact of campus environments on diverse students’ success in college. The CECE Survey measures the elements of campus environments that promote success among diverse populations in college. The National CECE Project is focused on utilizing the CECE Model and Survey to work with administrators so that they can assess, better understand, and positively transform their environments to maximize success among diverse populations.
- Dr. Museus will also be working with his Asian American and Pacific Islander Research Coalition (ARC) Fellow colleagues to establish an infrastructure and networks that allow ARC to generate and disseminate useful information to policymakers and practitioners interested in better serving Asian American and Pacific Islander (AAPI) populations in K-12 and higher education.
In addition to the success of The 2014 Graduate Research and Performance Summit, graduate students from various programs at the Morgridge College of Education stood out due to their engaging research. The event occurred February 7th 2014, as an initiative of the Graduate Student Government (GSG) to engage in interdisciplinary research and dialogue across DU. The theme for the summit was Breaking Down the Silos.
MCE students’ research at the summit showcased their InContext applications of theories or cross-cultural immersions, which were linked to some classes pursued over the course of the year. Here is a list of presenters and projects:
Aiding or Abating: Electoral Fraud Through a Lens of Social Justice
Tara Rhodes, Research Methods and Statistics
Cross-Cultural Collaboration on Mental Health Issues in School Settings
Ariel Haytas, Child, Family, and School Psychology
Libby Malone, Child, Family, and School Psychology
Lizzy Savage, Child, Family, and School Psychology
Common Core State Standards(CCSS) in Higher Education Primer Project
Kate Burns, Higher Education
Teachers Who Become Professors: Running to or Running From Teaching
Eron Reed, Curriculum & Instruction
Coping Strategies of Students of Color in Student Affairs and Higher Education Preparation Programs
Evette Allen, Higher Education
Who says racism is dead? A Creative Representation of the Racialized Experiences of Students of Color in Student Affairs Graduate Preparation Programs
Bryan Hubain, Higher Education
Mapping the Ineffable: An Exploration of Teacher Growth in Unscripted Moments
Katherine Newburgh, Curriculum and Instruction
CLICK HERE To learn more about what students presented on. Each program was centered around Inclusive Excellence and Social Justice.
19 Feb / 2014
Having been invited to interview only a few weeks earlier, I arrived in Denver feeling very anxious. This was my first in-person graduate school interview and I was feeling apprehensive about having to distinguish myself from the other applicants in a single day. I was staying with a friend close to campus and we walked over to Ruffatto Hall the evening before so I would know where to go the next morning. I was blown away by the beauty of the building and could imagine spending hours reading and writing papers in the many study nooks around the building. I went to bed early that night, hoping to get a good night’s sleep.
After a breakfast buffet and time to mingle with current and prospective students, the day’s program started. My two interviews were both scheduled for the afternoon, so I spent the morning learning about financial aid and inclusive excellence. My thoughts were preoccupied by the interviews and this made it difficult to focus on the presenters. During lunch, we were able to ask a panel of current students questions about the program. Hearing their firsthand perspectives was one of the most helpful parts of the day.
After lunch, I had some free time before my interviews. I found a beautiful porch on the fourth floor to review my notes and enjoy some vitamin D. After a long winter in North Dakota, the 50 degree weather and view of the mountains was welcome.
I had two half-hour interviews with two different faculty members and both asked the same questions, “Why do you want to be a school psychologist?” and, “Why do you want to attend DU?” The first gave me the opportunity to expand on my prior experiences that had led me to the field and to expand on my specific interests. To the second I was able to say unquestionably, “I want the best education I possibly can.” Both interviews turned out to be more of a comfortable dialog with faculty than the interrogation I was worried about.
The interview day finished with a reception with good food, wine, beer, and conversation with current students and faculty. The other prospective students shared feelings of relief that the day was finished. The head of the program gushed about her summers spent white water kayaking with her family. I left campus that evening feeling 100% sure DU was the school for me and with my fingers crossed that, come next fall, I would be able to experience the 300 annual days of sunshine, hike the beautiful mountains, and maybe even try out white water kayaking, while preparing for my dream career.
MCE Student Ambassador
Child, Family, and School Psychology
Visit the Student Ambassador Webpage: http://morgridge.du.edu/community/student-ambassadors/
This quarter, the Morgridge College of Education welcomed Dr. Diana Howard as the new Interim Director for the Ricks Center for Gifted Children. Dr. Howard is a nationally recognized leader in the field of gifted education and brings a wealth of experience to this new position.
The Ricks Center is a pre-eminent program that provides gifted education to about 250 advanced learners ranging from three years of age to eighth grade and serves as a model demonstration site for graduate students. Its mission is, “to provide a dynamic and challenging educational environment that anticipates and responds to the individual, intellectual, social, emotional, physical, aesthetic, and cognitive needs of gifted children.” Dr. Howard’s commitment to gifted education and strategic vision will move the school forward in furthering this mission throughout the remainder of the academic year.
As a University of Denver alum, Dr. Howard graduated with a Ph.D. in Gifted Education and Administration in 1994. Her 24 year career includes studying in Ghana as a Fulbright scholar, a Peace Corps volunteer in Uruguay, and serving as a librarian and facilitator for advanced learners in both private and public schools thought Denver. She has also aided in opening and/or leading schools such as Challenge K-8 in Cherry Creek, Douglass Elementary in Boulder, Polaris at Ebert in Denver and Kunsmiller Creative Arts Academy K-12 in Denver. In addition, Dr. Howard has been honored as outstanding Elementary Principal for the State of Colorado with the Wright Way Award in 2004, Colorado Art Education Association’s Award for Distinguished Leadership in the Arts in 2009 and the Gully Stanford Award for Arts Leadership in 2011.
In addition to her current position, Dr. Howard teaches college courses in Arts in Education, Young Gifted Children, Girls and Mathematics, Children’s Literature and Curriculum Integration. Her community involvement includes serving on the boards of VSA/Access Gallery, which serves youth with disabilities, and The Globeville Community Center, which provides education to people in need in the local community. She has also worked with the Denver Art Museum’s Creativity Resource website for teachers, and assisted with launching El Sistema Colorado at Garden Place Academy, which transforms the lives of children living in poverty through music.
This month, the University of Denver will launch a national search for a permanent director for the Ricks Center, with the goal of instating the new director by June 1, 2014.
Nestled in Katherine A. Ruffatto Hall, the Counseling and Educational Services Clinic is the home to in-house clinical training and research for students in the Counseling Psychology and Child, Family and School Psychology programs. For 17 years, the clinic has been providing counseling, assessments and consultations to members of the community on a sliding scale basis, giving the opportunity for a variety of counseling and educational support services to underprivileged individuals and families who may not be able to afford them otherwise. Counseling services offered at the clinic range from depression to anxiety, parenting to career counseling and are given in a variety of settings: individual, group, couples, and family counseling. Educational services offered at the clinic range from learning disabilities to behavioral issues to gifted learning.
For every hour in class, a Morgridge student spends 4 hours a week in the clinic. With state-of-the-art live observation rooms, MCE students are learning InContext with a real client, supervisor and student team. The students have the benefit of getting team feedback during their client’s session, giving them the opportunity to make immediate adjustments in their practice. The clients of the in-house training clinic have the benefit of the collective intelligence of 4-6 people working on their case at the same time. This type of live supervision and feedback is unique to Morgridge College of Education’s School and Counseling Psychology Department.
The Counseling branch of the clinic at Morgridge College of Education is the largest provider of treatment services for problem gambling in the state of Colorado. Director of the Problem Gambling Treatment and Research Center and MCE adjunct professor, Michael Faragher, is one of only two psychologists certified to treat problem gambling in Colorado. Faragher’s work has provided a unique opportunity in behavioral psychology specialization for MCE students and to the Denver community, as well as leading research that continues to develop and change the field of Addiction Counseling.
The clinic’s other supervisors and their students are continuing research on treatment preference and treatment effectiveness. The research on treatment preference involves the client in the process of selecting treatment methods, resulting in a more invested client and more desirable treatment outcomes. The clinic’s research helps maintain an active role in giving presentations and publishing work contributing to the advancement of counseling services. Within the clinic, there are also several other research opportunities that support dissertations of CP and CFSP doctoral students.
The Educational Services branch of the clinic serves children and young adults, up to age 21, with achievement, learning and behavioral disabilities. Through state-of-the art, research-based services, MCE students and licensed clinic supervisors provide psycho-educational assessments, consultations and recommendations for the youth, their families and their school.
New to the clinic is a Parenting Group that unifies the clinic’s two focuses – Counseling Psychology and School Psychology. By offering a Parenting Group, the clinic is able to provide support, skills and techniques for parents who have children with learning disabilities.
The clinic is expanding by adding more operating hours each year: Currently, the clinic is open from 5:00-8:30pm on Monday and Tuesday, and 1:00-8:30pm on Wednesday and Thursday. Contact 303-871-2528 for questions or to schedule an appointment, or come by the clinic at:
University of Denver
Morgridge College of Education
Katherine A. Ruffatto Hall, First Floor
1999 East Evans Avenue
Denver, CO 80208-1700
By Sarah Satterwhite
December 11, 2013
Donne and Sue Fisher are investing $5 million in the future of early childhood education through a gift to the University of Denver. Long-time supporters of the University whose generosity named the Fisher Early Learning Center at its inception, the Fishers demonstrate their ongoing visionary commitment to young children through their latest gift. Their generosity will have a lasting impact on the youngest and most vulnerable population in our society by addressing their educational needs from two sides – preparing more professionals for careers in early childhood education and increasing access for more young children.
“We are honored to be a part of DU and what the University does to serve the students as well as the community,” said Donne Fisher. “We believe that serving our youngest children effectively will have the greatest impact.”
The Donne and Sue Fisher Endowed Graduate Scholarship Fund will provide scholarship support to graduate students in the Early Childhood Special Education master’s program at DU’s Morgridge College of Education. Awarded to students pursuing a graduate degree in Early Childhood Special Education or a degree with an emphasis in early childhood, these scholarships will enable more individuals to enter the field who otherwise might not have chosen that path.
“The University of Denver’s ability to train professionals in a field of such high demand, without concern for cost, is consistent with and enhances our commitment to the public good,” said Dr. Karen Riley, Interim Dean of Morgridge College of Education. “The Fishers’ generosity will enable these educators to flourish in their chosen field, and that meets a great need in our community.”
The scholarship for graduate students is established through a bequest gift from the Fishers, and it will be matched dollar-to-dollar through the University’s scholarship matching program. Funds from the match will enable students to begin receiving the scholarship in fall 2014, and the bequest will strengthen the scholarship fund in perpetuity.
Also established through this gift, the Donne and Sue Fisher Endowed Preschool Scholarship Fund will provide scholarship support to preschool students with demonstrated financial need to attend the Fisher Early Learning Center on the University of Denver campus. By filling the unmet need beyond what other preschool funds provide, this scholarship allows children to attend the Center who otherwise might not consider applying for admission. It will open the Center’s doors to children in underrepresented populations as well as those who are at risk due to socioeconomic, ethnic and other factors.
The Center’s reputation for excellence is borne out in the details – innovative curriculum, quality teachers, ratios that are better than the benchmarks, and an inclusive program that meets the comprehensive needs of children of all abilities.
The Fishers established this preschool scholarship through a bequest gift. In order to see the impact of this scholarship during their lifetime, the Fishers are making additional gifts to activate the scholarship immediately. As a result, the Center will start recruiting applicants for the scholarship program in the coming weeks, anticipating that the first Donne and Sue Fisher Students will begin attending in January 2014.
By investing in early childhood education through graduate and preschool scholarships, the Fishers’ gift will empower the University of Denver to better meet the needs of our community’s youngest learners.
25 Nov / 2013
This September, DU’s Library and Information Science (LIS) program at Morgridge College of Education had their annual Showcase of Opportunities event, highlighting InContext learning opportunities at community organizations across the Denver Metro. Throughout their coursework, all LIS students are encouraged to get hands-on experience by obtaining internships and volunteering at libraries, museums and other information settings, but second year students are required to complete a 4-credit practicum (including 100 hours of field work, class meetings and paperwork) before graduating. Dr. Clara Sitter, Clinical Associate Professor and LIS Program Coordinator, has been instrumental in helping students find their practicum experience by establishing connections with community organizations and field mentors, bringing them all together for one event. At this year’s Showcase of Opportunities, Librarians and representatives from over 30 organizations gathered in Ruffatto Hall to promote InContext learning opportunities, ranging from practicum work, internships (paid and unpaid), for-credit service learning, special projects and independent study. “We do brief introductions of the organizations at the beginning, then, students walk around and visit the tables they are interested in to find out more information,” Sitter explains.
Having been in the library profession for over 30 years, and having coordinated LIS student practicums at DU for 14 years, Sitter has designed the Showcase around the networked career: “The Showcase offers an advantage for students to network and make connections with professionals and organizations in the area. Libraries love our students, and occasionally, students get hired by their practicum site.”
Although the Showcase of Opportunities includes mainly Denver Metro organizations, students aren’t limited in their choice of practicum: “We have great sites in the Denver metro area, but sometimes students want experience in another city or even abroad, so we’ve had students do their practicum work in Australia, England, Poland, Amsterdam, China, Chicago, and San Francisco, among others.”
At each practicum site, there is an MCE approved field mentor to provide the students with one-on-one guidance and support. Sitter elaborates: “We look for field mentors who have significant experience and who demonstrate expertise that pairs up with the interests of our students. Every practicum is different, but the student should be in learning mode (learning systems and instruction)10% of the time, and should be able to work 90% of the time.”
A practicum differs from an internship because it is student-oriented; students identify their own goals and objectives. Dr. Sitter works with each student to identify his or her goals and objectives in order to better suggest places that would promote his or her desired field learning environment. From there, the student sets up information interviews with several practicum sites and decides which one is the best fit. “In many cases, that initial connection with the organization was made at the Showcase of Opportunities,” she adds.
During their field experience, students keep a journal, posting weekly to reflect on their experience. “It is wonderful to see them at the beginning of their practicum experience, intimidated by users and unsure of a lot of things. In just 100 hours, the practicum experience usually confirms this choice of career and identifies where students want to work once they graduate,” Sitter remarks.
Morgridge College of Education’s Library & Information Science program is accredited by the American Library Association (ALA) and was the first program in the country to offer a focus in Early Childhood Librarianship. To learn more information about the LIS program, contact the Morgridge Office of Admissions (http://morgridge.du.edu/contacts/contacts-contact/).
19 Nov / 2013
Dr. Duan Zhang, Associate Professor in the Research Methods and Statistics program at Morgridge College of Education, recently returned from a 5-month sabbatical in China. During her time abroad, Zhang served as a visiting scholar at the School of Psychology at Central Normal University in Wuhan, China, teaching a graduate course to an international student cohort, assisting with research, advising graduate students and attending conferences.
“I worked with five other professors in the personality psychology division. The professor I worked with is one of the biggest names in his field in the Chinese Psychological Society (CPS); we attended the first ever CPS conference for the division of personality psychology in Chongchang,” Zhang states. At the CPS-PP conference, Zhang gave a presentation on goal orientation and student motivation.
Towards the end of her visit, Central Normal University sponsored an international workshop on mathematical modeling for psychology and social sciences, bringing in five international experts to share their cutting edge research methods using different types of mathematical modeling. “That scope of modeling is quite beyond what we are used to with APA and AERA research. Those research methods could be widely applied and I look forward to learning more about those techniques in order to bring them into my research,” Zhang commented.
Upon returning from her sabbatical, Zhang has served on the standing committee for the development of the upcoming Data Visualization and Statistics Center. The Center, scheduled to open by the end of this academic year, is a part of DU’s research incubator initiative and plans to support students and faculty with statistical analysis at DU’s Anderson Academic Commons. “I am excited about all kinds of possibilities for student and faculty projects. As a college, MCE can contribute a lot of expertise to the new center.”
Dr. Zhang’s research interests focus on statistical and methodological research, dealing with multilevel data with hierarchical structures. “I focus on quantitative methods, providing methodological support for faculty grants and other types of research projects, figuring out how large datasets should be analyzed to best serve different education and psychology research questions.”
Currently, Dr. Zhang is wrapping up a mixed method research project, Supporting Parents in Early Literacy through Libraries (SPELL), with her MCE colleague Dr. Mary Stansbury. SPELL is funded by Colorado State Library and explores how public libraries and community agency partnerships promote early literacy to low income families. For the project, Zhang served as the research scientist and Dr. Mary Stansbury served as the content expert. Elaborating on the research, Zhang explains: “We had four sites, covering a broad demographic in Denver, Colorado Springs and rural Colorado. We collected and analyzed data from surveys, focus groups and interviews.” Having recently presented their research to the advisory board, Zhang and Stansbury plan to submit the abstract and present their findings at upcoming local and national conferences with audiences in the Early Literacy and Library communities. Zhang comments, “I have a 16-month-old boy, so I have a strong interest in this project, even from a personal standpoint. Early Literacy focuses on children ages 0 to 3 years-old; when they are that young, you can’t teach them how to read, but rather promote interest in books and form the habit of reading and the love of libraries.”
18 Nov / 2013
If you missed the Prospective Student Webinar this week, you can re-live the experience through the recording. The next Webinar will cover the Library and Information Science, and Research Methods and Statistics programs and will be held on December, 10, 2013 at 4:00pm MST.
The Morgridge College of Education’s Dr. Nick Cutforth is furthering his work with the Healthy Eaters, Lifelong Movers (HELM) Project. Dr. Cutforth’s interests focus on school-based interventions related to physical activity and healthy eating. Funding for HELM has been extended for three more years, in the amount of $3.1 million through the Colorado Health Foundation. The funding will allow for a continued partnership between the Rocky Mountain Prevention Research Center, Colorado School of Public Health and the Morgridge College of Education at the University of Denver.
Colorado had the second fastest rate of increase in obesity in the United States in 2007. In 2003, Colorado ranked 49th in the United States with 22% of 10-17 year olds recognized as overweight or obese. By 2007, this group had increased to 27%.
The partnership between the Morgridge College of Education and the Rocky Mountain Prevention Research Center will allow for increased opportunities for healthy eating, physical activity, and high quality physical education in forty-six K-12 schools in the San Luis Valley and expand the program’s reach to 73 schools in Southeast Colorado.
After the first three years of the HELM Project, the San Luis Valley Physical Education Academy, co-founded by Dr. Cutforth, resulted in a 66% increase in moderate to vigorous physical activity (MVPA) in elementary school physical education classes. The project also provides a Morgridge College of Education student the opportunity to gain InContext experience. The student will work part-time with the project by assisting with field research.
12 Nov / 2013
For the first time ever, the DU ASIS&T student chapter was selected as a recipient of the ASIS&T (Association of Information Science & Technology) Student Chapter of the Year award for 2013. This award is given to student chapters to recognize their participation and contributions to ASIS&T and the advancement of information science. The University of Denver’s Library and Information Science (LIS) program supports multiple student chapters that aim to build skills and grow together professionally. The DU ASIS&T group primarily focuses their attention on introducing and furthering knowledge of LIS technologies to students in the field.
According to the Chapter Assembly, Association for Information Science and Technology, DU was chosen because “for a chapter of its size, the student chapter at the University of Denver is extremely active. Among the particularly noteworthy activities of this chapter are the number and quality of local events, the frequency and constancy of communication with its membership, the oversight and concern for local chapter finances and the quality administration provided by the officers. The chapter offers many diverse and interesting activities and has attempted to work with other organizations. It has also shown creative use of social media as communication tools. They not only have a well-maintained organization, but also clearly articulated future plans.”
During the 2012-2013 school year, the group recruited professionals to present short 30-minute talks, called TechBytes, to students. Some of these presentations included Jamie LaRue on the Future of Ebooks in Libraries, Alex Martinez on the Information Architecture of DU’s VideoManager, and Megan Kinney on using Drupal in Libraries. In addition, they planned and executed a full-day Technology Bootcamp. In an attempt to collaborate with students in other programs at the Morgridge College of Education, the group asked COESA (College of Education Student Association) to co-sponsor the event and invited all students in the college to attend. The 37 students that attended the event attended 4 sessions from DU professors and DU ASIS&T Officers throughout the day with topics ranging from Digitization to Visual Programming Language to Creating Community with Social Media.
Finally, chapter members helped with two panel presentations, one on web services librarianship and one on getting hired as a professional librarian. In addition to DU LIS students, individuals from the local community were invited to attend. Both events were a huge success and provided great career information. In order to publish these events, the group needed a robust web platform; therefore, members created a new chapter website, documented policies and procedures, and started a video archive of the recorded TechBytes.
Officers for the 2012-2013 Board:
Christine Coughlan, Chair
Lindsay Roberts, Vice-Chair
Jules Robinson, Treasurer
Josh Davies, Co-Program Director and Secretary
Julia Havelick, Web Content Manager
Kathleen Carothers, Co-Program Director
Rebecca Bolger, Marketing Director