Blog Archive

Home
Author Archive: Joshua Davies

Kim Hunter Reed, Ph.D, executive director of the Colorado Department of Higher Education, has joined the University of Denver’s Higher Education Department (HED) as an affiliate faculty member.

Dr. Reed has a substantial background in higher education and served as deputy undersecretary for the U.S. Department of Education during President Obama’s administration. There, she led the department’s work on diversity and inclusion and directed the White House Initiative on Historically Black Colleges and Universities (HBCUs). Her work with the initiative focused on building the capacity for the nation’s 105 HBCUs through promotion of best practices that increased student success, improved competitiveness in federal grants and contracts, and expanded corporate partnerships to advance faculty and student engagement.

Prior to her work with the U.S. Department of Education, Dr. Reed held numerous higher education positions in Louisiana, including chief of staff for the Louisiana Board of Regents and executive vice president of the University of Louisiana system.

“Dr. Reed’s experience in state and national policy related to diversity, inclusion, and student success is a perfect fit with our programs,” stated Ryan Evely Gildersleeve, Ph.D., Department Chair for the Higher Education Department. Dr. Reed will bring her talent, leadership, and national stature to the Morgridge College of Education this spring where she will teach a course on Public Policy in Higher Education. She will also co-coordinate a national policy symposium, hosted by HED, tentatively scheduled for spring 2018.

“Developing our future higher education policy leaders provides both a special opportunity and tremendous responsibility,” said Reed. “I look forward to joining this collaborative community, engaging with students and the outstanding faculty.”

Last month Jonah Li., one of our talented Counseling Psychology grad students, presented “Building Rapport Across Cultures.”
at the 2017  DU Research and Performance Summit (DURAPS). In his presentation Jonah discussed a perception-changing counseling experience that he had with a challenging client.

Researcher: Jonah is a master’s student in Morgridge College of Education’s Counseling Psychology program.

Current Research: My research interest is in using positive psychological interventions and spirituality to build resilience and promote well-being among diverse clients and ethnic minorities, including international students and Asian students, in the lens of multicultural counseling.

My current research mainly falls into two areas: positive psychology and multicultural counseling. For positive psychology, I aim at building resilience and promoting well-being for clients in face of difficulties. One representative research, which is my master’s thesis, is exploring the moderating roles of subjective happiness and meaning in life on the relationship between perceived stress and well-being and distress. For multicultural counseling, I aim to discover strengths, positive experiences, quality of life  promotion, and quality relationship promotion among diverse clients, including LGBT clients, college students, international students, patients with Parkinson’s disease, couples etc.

Collaborators: To achieve the above research directives I work with Dr. Chao, Dr. McRae, and Dr. Owen and their research teams. While working with them I have had the opportunity to learn more about the life stories of minority groups.

DURAPS Presentation: My presentation covers a counseling experience that I had while working as a clinic counselor during the 2016 fall quarter. I was a year and a half into my master’s program when I met a middle-aged Caucasian male client who was dealing with problematic gambling behaviors and romantic relationship concerns. During our first two sessions I faced challenges in building rapport with my client in terms of my age and counseling competence. I am an international student originally from Hong Kong and also dealt with some challenges relating to my racial identity. During our sessions I heard responses like

“That movie I watched was really inspiring…oh sorry! I forgot to tell you that you were not even born that time!”
…and
“I have seen different therapists, including useful therapists and useless therapists…”

To face these challenges I used unconditional positive regard and showed a caring attitude toward my client. Concurrently, I calmed myself and tried to work with my client by exploring his gambling issues and investigating the pros and cons of his behavior. From there, my client gradually built more trust in me, feeling that my work had a positive impact on his process. He even started asking for my opinion about his problems. In later sessions, I initiated cultural dialogues and showed my humility, asking questions like

“how would my cultural identity play a role in our relationship?”
and
“you may know more about that than me. Tell me about your experience about that.”

These questions helped further address our cultural differences and helped me build rapport with my client. Finally, my client provided positive comments about my work and requested that I be his counselor for the next quarter. The whole clinic team witnessed the difference of our rapport and the client’s perception towards me, which was a really encouraging experience in my counseling practice.

Research Advice:

Think critically. This is the most important part of doing the research, in terms of research questions, designs, methods, analyses, and writing the results. You may not want to ask the repeated questions that were addressed by other researchers or not significant in the literature or practical in society, but they are incredibly important. Thinking critically helps form a good research question and generates a quality research study.

Want to present your research at DURAPS? GSG welcomes complete or work-in-progress submissions. Be sure to submit your abstract by 2/27!

Second year Ph.D candidate, Brooke Lamphere, has a long history with the University of Denver (DU). In 2010 she completed her Bachelor of Arts, majoring in Sociology and Psychology. She then went on to complete her Master of Arts in Sports and Performance Psychology through the Graduate School of Professional Psychology here at DU in 2013. As a DU Alumna and second year Ph.D student in the Counseling Psychology program, Brooke knows and appreciates the connections the university makes within the greater Denver community. Connections that support marginalized and underrepresented populations, which she cites as a major factor in her decision to continue her education here. Brooke highly values the support received from faculty who encourage her to personalize and take ownership of her degree at DU. Her positive experiences in her undergraduate and Master’s programs at the university, combined with the emphasis on collaboration over competition in Morgridge, made it easy for her to choose the Counseling Psychology program for her doctoral work.

Brooke was first attracted to the field of counseling psychology based on her wide interest about the human condition, and her specific interests in strengths-based approaches to treatment, social justice, and multiculturalism in the field. She also likes being able to combine her interest and experience in sport, health, and positive psychology under one discipline. She loves the environment of working and studying in a university, and hopes to pursue a career in academia, both in research and teaching.

Brooke has had some interesting and eye-opening experiences in her clinical training thus far. She currently works as a psychology graduate student trainee at AF Williams Family Medicine Clinic, where she works with a diverse client-base present with a wide variety of physical and mental health issues. AF Williams Family Medicine works under an integrated healthcare model, in which all aspects of physical and mental health can be addressed by a collaborative team under one roof.  Brooke also has experience working with Eating Recovery Center’s Behavioral Health Hospital programs for adults with eating disorders, and other comorbid mental and physical health issues. This experience has broadened Brooke’s perspective, both personally and professionally, and reminded her to practice consistent self-care and self-compassion.

Brooke is very actively involved in research teams in the department, and has co-authored several manuscripts, one of which was recently accepted into the Journal of Health Psychology. She has completed extensive work with Dr. Trisha Raque-Bogdan on the psychology of cancer survivorship and the utility of self-compassion. She also works with the Marsico Institute lab on their Early Learning Trajectories team, and as a team member in Dr. Jesse Owen’s Relationships and Psychotherapy research lab.

For prospective students who are looking for a counseling psychology graduate program, Brooke recommends not only finding a fit with research interests and career goals, but selecting a program that aligns with your personal and professional value system. Brooke feels that the Morgridge College of Education and the University of Denver create opportunities to work collaboratively toward our goals of fostering an inclusive and socially just academic environment that respects and honors diversity in experience, interest, and identity.

FEBRUARY 8, 2017

Amidst all of the turmoil related to the President’s pick for Secretary of Education there are still many who are unclear as to what the role of the Secretary of Education is. To help provide clarity Denver’s 9 News asked Karen Riley, Ph.D. and Dean of the Morgridge College of Education, to explain a little about the Secretary’s position.

“Was it race that drove the results of the 2016 presidential election?” In his recent article for the American Psychological Association (APA) Patton O. Garriott, Assistant Professor of Counseling Psychology, addressed this important question. Dr. Garriott, an active member of both the APA and the Society for Vocational Psychology, weighed in on some of the psychology behind the election results specifically focusing on the way individual class and race effected voting trends.

Dr. Garriott ends the article by calling his peers to focus more on intersectional social class research. He states that, “extending intersectionality-focused scholarship devoted to social class will be critical to expanding our understanding of the complexities of individuals and systems to benefit future psychological science and practice.”

To read the full article visit the APA website.

Counseling Psychology alumna, Khara Croswaite, M.A,, LPC, has been busy since graduating in 2012. She is a business owner and a Licensed Professional Counselor in private practice in the Lowry neighborhood of Denver, Colorado.  In addition to supporting students, adults and Medicaid clients with anxiety, depression, trauma and life transitions, she also offers clinical supervision as an Approved Clinical Supervisor (ACS) to Masters-level clinicians seeking licensure in Colorado as an LPC.  She even teaches as an Adjunct Faculty at Red Rocks Community College in the Psychology Department!

We had a chance to catch up with Khara to talk a little bit about her work, and how she feels the Counseling Psychology Master’s program here at Morgridge College of Education, University of Denver, prepared her to enter the counseling field. “DU was vital in contributing to my success in the Denver professional community today. It was thanks to DU that I received a competitive, valued degree that allowed me to find the right jobs based on hands-on experience in the program.  DU contributed to my ability to build a solid network of professionals and resources in the metro area to be successful in private practice. I am a proud alum and hope to give back to the University in the future as an educator!”

In addition to her professional work, Khara is currently presenting workshops on self-harm, suicide and safety planning, including the Mental Health Professionals conference at DU, hosted by the Colorado Counseling Association, scheduled for next April. If you would like to see Khara, and other counseling professionals, present at the conference, make sure to register here.

So what are Khara’s future plans? The next item on her to-do list is to get into a Ph.D. program in Counseling Education and Supervision in order to continue teaching, which she loves. She also hopes to write a collaborative book next year with colleagues to support clinicians working in Community-based programs.

As we enter into 2017, it is a good time for a reminder of the values of the Counseling Psychology Department at the Morgridge College of Education. Said concisely, our faculty, staff, and students work to promote social justice and stand against hateful, discriminatory, and divisive language and actions. Although this statement may appear to be an affirmation of common sense, in 2016 we witnessed an alarming increase in hate speech and discriminatory rhetoric, including encouraging for violence towards women, people of color, members of the LGBTQ+ community, and generally other underrepresented populations in our country. Sitting down, remaining silient, and accepting this behavior as the new normal is not an option, at least not for us. For instance, our faculty and students continue to be active in promoting our values (Click here for an example of Dr. Garriott’s examination of power and privilege dynamics in society).

Our department’s recognition of the primacy of social justice translated this year into five students awarded fellowships from the SAMSA and NAADAC’s Minority Fellowship Program. The Fellowship Program’s stated goal is to reduce health disparities and improve behavioral health care outcomes for racially diverse populations including minority and LGBT populations, and transition age youth. Additionally, another student was awarded APA’s Minority Fellowship.

During these times we must try to remind ourselves that ultimately the convictions and dedication of the community to justice and respect for all people, has, and will continue to prevail. Our students, faculty and staff have committed themselves to justice and equity through tangible actions. We have participated in on-campus rallies in support of Native Americans at Standing Rock, advocating for a sanctuary campus, and additional political protests around the city. Our on-going forum, called Campus Conversations, provided a great space to organize our efforts and voice our opinions and feelings about happenings on-campus and around the world, especially as they relate to discrimination and equal rights. Evolving from this group, the Counseling Psychology Department created a CP specific Social Justice Committee. We also started a social justice listserv to provide community members a platform to share events and stories, and to organize grassroots efforts to continue the fight against hate. Our faculty are also engaged with several initiatives focused on promoting social justice locally in our Denver-metro area as well as around the nation (check out their profiles to learn more). Perhaps our most important effort is the one we give to each other every day in seeking to learn and understand concepts and people that are unfamiliar to us, and to honor each other’s unique identities.

We will continue the to combat against hate, and to promote a more loving world, and we hope that you will too. We leave you with the powerful words of Margaret Mead that ring true, now more than ever: “Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”

The Educational Leadership and Policy Studies Department in the Morgridge College of Education at the University of Denver has been selected to participate in The Wallace Foundation’s $47-million initiative to develop models over the next four years for improving university principal preparation programs and to examine state policy to see if it could be strengthened to encourage higher-quality training statewide.

The University Principal Preparation Initiative builds on 15 years of Wallace-supported research and experience about what makes for effective principals and their “pre-service” training at universities. The initiative seeks to explore how university programs can improve their training so it reflects the evidence on how best to prepare effective principals, and then to share these insights to benefit the broader field.

After a selection process that included site visits and assistance from experts in state policy and education, the foundation selected seven universities to redesign their principal preparation programs:  Albany State University (Georgia), Florida Atlantic University, North Carolina State University, San Diego State University, the University of Connecticut, Virginia State University and Western Kentucky University. In addition to working with local schools districts and their states, each university selected a partner program that was known for high-quality training to serve as mentor and support the redesign process.

Florida Atlantic University and North Carolina State University selected the University of Denver’s Educational Leadership and Policy Studies Department in the Morgridge College of Education to serve as their exemplary program partner.

­­The Wallace Foundation hopes the initiative can contribute over the long term to the development of a new national approach to preparing effective principals, one focusing on evidence-based policies and practices in three areas:

  • Developing and implementing high-quality courses of study with practical, on-the-job experiences.
  • Putting in place strong university-district partnerships.
  • Developing state policies about program accreditation, principal licensure or certification, and other matters (funded internships, for example) to promote more effective training statewide.

“We know from research that school principals require excellent training with high-quality, practical  experiences to become effective leaders—but most are simply not getting this,” said Will Miller, president of The Wallace Foundation. “Because many school districts don’t have the capacity to train as many principals as they need or to train future principals at all, the best way to reach more aspiring school leaders is through the university programs that typically provide needed certification. We are confident that the selected universities want to raise the bar for their programs, work in partnership with their local school districts and serve as models for other universities.”

The seven states in which the universities are located will receive funding to review their policies pertaining to university-based principal training and determine if changes—such as program accreditation and principal licensure or certification requirements—would encourage the development of more effective preparation programs statewide.

“The more we talk with education leaders no matter at what level of the education system, from state to university to district, the more we hear it is the right time to conduct a university-focused initiative like this,” said Jody Spiro, director of education leadership at Wallace. “We are seeking to learn how these seven universities accomplish their program redesign as an important first step in improving how principals are prepared for the demanding job of leading school improvement across the country.”

RAND Corporation will conduct an independent evaluation of the initiative over four years, with a final report in year five. The study will assess how the participating universities go about trying to implement high-quality courses of study and to form strong partnerships with local, high-needs school districts. A series of public reports will share lessons and insights and describe whatever credible models emerge so that other universities, districts and states can adopt or adapt the initiative work.

####

The Wallace Foundation seeks to improve education and enrichment for disadvantaged children and foster the vitality of arts for everyone. The foundation has an unusual approach: funding efforts to test innovative ideas for solving important public problems, conducting research to find out what works and what doesn’t and to fill key knowledge gaps – and then communicating the results to help others. Wallace, which works nationally, has five major initiatives under way:

  • School leadership: Strengthening education leadership to improve student achievement.
  • Afterschool: Helping selected cities make good afterschool programs available to many more children.
  • Building audiences for the arts: Enabling arts organizations to bring the arts to a broader and more diverse group of people.
  • Arts education: Expanding arts learning opportunities for children and teens.
  • Summer and expanded learning: Better understanding the impact of high-quality summer learning programs on disadvantaged children, and enriching and expanding the school day in ways that benefit students.

Find out more at www.wallacefoundation.org.

The Faculty and Staff of the Morgridge College of Education would like to congratulate the summer graduates of our 2015-16 class. We join your families, friends, peers, and co-workers in expressing how proud we are of you all. It is our pleasure to watch as you go forth into the next chapter of your lives where you will undoubtedly make a positive and lasting impact.

The Honorees of MCE’s 2016 Summer Graduation

Morgan Mickle
Jessie Wright
Anna Hanson
Eliya Hanna
Cynthia Smith
Patrick Thompson
Christina Cook
Saleh Aljalahmah
Gloria Treesh
Julie Lay
June Ashley
Galana Chookolingo
Sarah Cleary

Briana Hedman
Elizabeth Johnson
Brinda Prabhakar-Gippert
Sarie Ates-Patterson
Tricia Johnson
Katrina Mann-Boykin
Michelle Steinberger
Kristin Deal
Priyalatha Govindasamy
Turker Toker
Maria Vukovich
Kimberly Mahovsky
Carrie A. Olson

Fostering STEM Trajectories, an event funded by the National Science Foundation and hosted at New America, was a two-day affair featuring informative talks from celebrated experts and leaders in early STEM learning. The focus of the event was on teacher development, the continuous improvement path in early childhood education, and learning progression and trajectory.

Douglas H. Clements, Ph.D. Kennedy Endowed Chair in Early Childhood Learning, Executive Director for the Marsico Institute for Early Learning and Literacy, and Professor of Curriculum Studies and Teaching at the Morgridge College of Education, participated in the panel “Fostering STEM Trajectories: Bridging ECE Research, Practice, & Policy Part 2” alongside experts Mike Marshal Smith and Vivien Stewart. Dr. Clements presented his shared research with Julie Sarama, Ph.D. Kennedy Endowed Chair in Innovative Learning Technologies and Professor of Curriculum and Instruction at the Morgridge College of Education. Their research focuses heavily on learning trajectories in early childhood mathematics instruction, a key component of early STEM learning.

Participants were called upon to generate ideas to assist New America and the Joan Ganz Cooney Center in crafting a plan of action and offering recommendations to researchers and policymakers. The proposed plans are hoped to be released fall 2016.

The Faculty and Staff of the Morgridge College of Education would like to congratulate the graduating class of 15-16. We join your families, friends, peers, and co-workers in expressing how proud we are of you all. It is our pleasure to watch as you go forth into the next chapter of your lives where you will undoubtedly make a positive and lasting impact.

Doctorate Hooding 2016

The Faculty and Staff of the Morgridge College of Education would like to congratulate the graduating class of 15-16. We join your families, friends, peers, and co-workers in expressing how proud we are of you all. It is our pleasure to watch as you go forth into the next chapter of your lives where you will undoubtedly make a positive and lasting impact.

MCE’s 15-16 Graduates

  • Jaclyn Abeloe
  • Jessica Abel-Pype
  • Mindy Adair
  • Sarah Alhaj
  • Lydia Amewu-Sirleaf
  • Alexis Anderson
  • Elizabeth Anderson
  • Mary Anderson
  • Samuel Anderson-Lehman
  • Matthew Angleman
  • Elibeth Arce
  • Erick Arellano-Ruiz
  • Stephen Arichea
  • Chelsea Armstrong
  • Rima Aroutiounian
  • George Ash
  • Sarie Ates-Patterson
  • Michael Atkins
  • Melissa Bachmann
  • Kaleen Barnett
  • Leah Bearman
  • Chloe Beck
  • Alyson Beery
  • Jacilyn Berryman
  • Grace Bird
  • Grace Bird
  • Brittney Bixby
  • Callie Blackmer
  • Kathryn Bodnar
  • Travis Boehler
  • Rebecca Bolger
  • Meredith Borden
  • Andrea Brandt
  • June Branon
  • Angelica Bravo-Velez
  • Jaclyn Bretl
  • Michael Brinn
  • Genell Britton
  • Kiersten Brown
  • Suzanne Brown
  • Laura Browning
  • Jesse Bruce
  • Scott Burke
  • Rhianna Burroughs
  • Christopher Cain
  • Jose Cardona Iii
  • Jodi Carlson
  • Kendra Carpenter
  • Jessica  Carswell
  • Donna Cash
  • Benita Cervantes
  • Karla Chappel
  • Anne Cherniss
  • Christopher Clair
  • Ellen Clark
  • Megan Claydon
  • Sara Cleary
  • Beverly Cloud
  • Linsey Cobb
  • Jeremy Coleman
  • Margarita Colindres
  • Kathryn Coon
  • Philip Courey
  • Keely Cox
  • Alison Cox
  • Joel Cruz
  • Christine Culver
  • Jill Curnow
  • Adrienne Davis
  • Kristin Deal
  • Megan Dekutoski
  • Kimberly DePinto
  • Kimberly DeRosa
  • Bryan Deshasier
  • Juan Diaz
  • Liliana Diaz
  • Sonja Dolnick
  • Emily Dommermuth
  • Anthony Drewry
  • Madison Dryden
  • Stephanie Dueber
  • Aubri Dunkin
  • Ivan Duran
  • Henry Edelstein
  • Jeffrey  Einerson
  • Khaled El Mezughi
  • Robbie Elliott
  • Jeffrey  Elliott
  • Roxanne Ellsworth
  • Heather Engblom
  • Alicia Fajohn
  • Lauren Fedor
  • Courtney Ferreira
  • Morgan Fitzgerald
  • Elizabeth Fitzgerald
  • Kathryn Florance
  • Mitchell Foss
  • Autumn Foster
  • Ashley Frank
  • Ralph Gadbois III
  • Mario Galvan
  • Kyle Gamba
  • Danielle Gapinski
  • Georgina Garcia
  • Theresa Gilbreath
  • Krystal  Giles
  • Thomas Glenn
  • Raechel Gliesmann
  • Callie Gonyea
  • Donna Goodwin
  • Maggie Gordon
  • Ryan Gournic
  • Leanne Greenquist
  • Brittany Greiert
  • Candice Grimm
  • Lindsey Groettum
  • Michael Guillory
  • Rosalind Gullatt
  • Hayley Gunter
  • Jiajing Guo
  • Anne Haas
  • Audrey Haas
  • Candice Hamilton
  • Taylor Hammrich
  • Shannon Hanschen
  • Anna Hanson
  • William Harris
  • Erin Harris
  • Rachel Harrison
  • Kristin Hatcher
  • Abbie Hause
  • Thomas Heald
  • Chelsea Heinbach
  • Erin Hellstrom
  • Lauren Henderson
  • Alisha Hendrix
  • Aisha Henry
  • Jonathan Herring
  • Phoebe Hevers
  • Casey Hibbard
  • Melissa Higgins
  • Gabrielle Highdale
  • James Hill
  • Melissa Hofmann
  • Jennifer Holdeman
  • Amanda Holyfield
  • Katie Hoskins
  • Biaze Houston
  • Madison Howard
  • Bryan Hubain
  • Rebecca Hubbard
  • Jayne Illovsky
  • Kara Ingram
  • Lisa Jackson
  • Anna Jameson
  • Buffy Jamison
  • Nina Jarnot
  • Bryce Jennings
  • Taylor Johnson
  • Brie Johnson
  • Morgan Johnson Mickle
  • Brittany Johnstone
  • Lacy Jolly
  • Sarah Kane
  • Savannah Kay
  • Rebekah Kester
  • Michael Kitch
  • Lauren Kohl
  • Colleen Kopay
  • Pilar Lafaye
  • Carissa  Land
  • Eric Lane
  • Launa Laporta
  • Kelly Lavin
  • Kendra Layton
  • Chloe Leal
  • Rebecca Lester
  • Marvin Lewis
  • Sarah Lewis
  • Julia Linkous
  • Christopher Loncke
  • Amanda Lopez
  • Zadik Lopez
  • Caitlin Lowe
  • Sheree Lynn
  • Lauren Lyon
  • Kyle Mack
  • Richard Maez
  • Laura Magill
  • Joan Mann-Boykin
  • Robert Manthy
  • Jeffrey  Mariano
  • Ryan Marks
  • Caitlin Martines
  • Kara Mastalski
  • Ruth McClure
  • Sarah McDonnell
  • Anna McDonough
  • Noel McKillip
  • Allie McRitchie
  • Jill McVey
  • Emily Mehregan
  • Stephanie Metz
  • Carrie Meyer
  • Alisha Mills
  • Kimberly Moore
  • Kaitlin Morris
  • Claire Mosier
  • Jane Nelson
  • Joseph Nelson
  • Jill Netz-Fulkerson
  • Katherine Nittmann
  • Joie Norby
  • Richard North
  • Nebeyou Nunamo
  • Jessica  Ogden
  • Sarah Olsen
  • Deborah Olwell
  • Wendy Orr
  • Rebecca Otis-sanders
  • Sarah Owen
  • Cassi Parkinson
  • Evangeline Pasterkamp
  • Margaret Payne
  • Megan Peddycord
  • Christopher Pena
  • Leighanne Penna
  • Alexandra Persley
  • Sarah Pingel
  • Erica Plasencia
  • Maximilian Popiel
  • Natalia  Potrzuski Lynch
  • Tanya Prax
  • Stephanie Puello
  • Ellen Quinn
  • Susan Quinn-Fortner
  • Jaime Raith
  • Michelle Ramirez
  • Ana Ramirez
  • Elizabeth Rardin
  • Julia Ratchford
  • Eron Reed
  • Emily Reese
  • Ily Reiling
  • Melanie Reiser
  • Davon Renfrow
  • Parker Rhomberg
  • Anne Rice
  • Joe Richard
  • Hannah Robbertz
  • Sara Robinson
  • Keely Rochford
  • Alexandra Rodgers
  • Marlene Romero
  • Laura Rupert
  • Lindsey Rushing
  • Ian Saari
  • Cristina Sandoval
  • Anjela Sargent
  • Jeff Sauro
  • Jessica Savage
  • Kristina Scala
  • Eleanor Schalow
  • Jacob Schaner
  • Megan Schirf
  • Melanie Schultz
  • Sherry Segura
  • Devin Shanahan
  • Perry Shank
  • Roland Shaw
  • Amy Shortt
  • Ron Sidwell
  • Mark Sikora
  • Tracy Simmons
  • Crystal  Skenandore
  • Tiffany  Smesrud
  • Amanda Smith
  • Cynthia Smith
  • Emerald Smith
  • Jessica  Smith
  • Keelie Sorel
  • Nicholas Spanel
  • Kelsey Speaks
  • Sydney Spiller
  • Matthew Spurlin
  • Paige Stafford
  • Zachary Steedman
  • Michael Stinnett
  • Caitlin Sullivan
  • Katherine Surline
  • Robyn Sutherland
  • John Syron
  • Brittney Talamonti
  • Jay Tallmadge
  • Jamie Taylor
  • Justin Teneyck
  • Rachel Teune
  • Randi Thackeray
  • Jaysonm Thomas
  • Patrick Thompson
  • Rebekah Thurston
  • Hazuki Tochihara
  • Elizabeth Tomaro
  • Makenzie Tompkins
  • Ashley Toomey
  • Maritza Torres-Mcguire
  • Julieann Trujillo
  • Allison   Tyler
  • Allen Van Hoye
  • Kathryn Van Norman
  • Kreesta Vesga
  • Courtney Vidacovich
  • Karen Viloria
  • Ana Vizoso
  • Kathleen Wagner
  • Natalie  Walker
  • Ashley Walsh
  • Leonard Ward
  • Drew Weisel
  • Carley Westerson
  • Matthew Weyer
  • Emily Wheeler
  • Holly Wilcher
  • James Williams
  • Kelly Wilson
  • Mark Wilson
  • Talia Wolken
  • John Worden
  • Jessica  Wright
  • Nanxi Xu
  • Liu Yang
  • Sara Zaleski
  • Joseph Zeman
  • Ying Shan Zhang
  • Tiegan Ziegler
  • Charles Zinn
  • Charles Zinn
  • Jordan Zogler-Brown

“It is surprising how deep and broad children’s thinking can be about mathematics” said Douglas Clements, Ph.D, to a packed White House Press room this morning, April 21, 2016. Dr. Clements, who is a faculty member at the Morgridge College of Education (MCE), the Kennedy Endowed chair in Early Childhood Learning, and the Co-Director of the Marsico Institute for Early Learning and Literacy alongside his Colleague Julie Sarama, Ph.D, is a nationally renowned expert in early childhood math education. He was invited to the White House to participate in the panel discussion “What does the research say about Early STEM” a part of the Early Learning STEM Symposium which was hosted by the White House, U.S. department of Education, U.S. Department of Health and Human Services, and Invest in US.

The Early Learning STEM Symposium highlights the important role science, technology, engineering, and math (STEM) have in preparing our nation’s youngest children for the future. The Marsico and Kennedy Institutes at the Morgridge College of Education are making a significant impact in the field of early childhood math. “We know so much already about how children learn math. Our work on learning trajectories needs to continue and be more widely disseminated,” Dr. Clements told the crowded audience of early childhood STEM experts.

For the full video visit the White House Briefing Room.

Aesthetic learning and arts curricula are a key component in the development of young minds. The Morgridge College of Education (MCE) and its faculty, students, and alumni are making an impact across the nation in the world of arts education.

Bruce Uhrmacher, Ph.D

Bruce Uhrmacher, Ph.D

P. Bruce Uhrmacher, Ph.D and MCE faculty member, leads teachers in incorporating the arts in their daily lives and work. Dr. Uhrmacher is a proponent for aesthetic learning experiences and advocates that all educators can enhance their teaching by bringing creativity in to the classroom. Dr. Uhrmacher has been working with Think 360 Arts since 1993 to promote the creative arts in Colorado.

MCE and Think 360 Arts recently co-sponsored a training program where teachers engaged in art-making projects designed to teach them creative problem solving and inspire them to use similar practices in the classroom. In a Rocky Mountain Public Broadcasting (RMPBS) feature documenting the event, Program Director Caitlin Lindquist states that the organization brings in “artists that are really adept at working with a wide variety of student populations and skilled in developing curriculum.” The artists inspire teachers to bring art to life in their teaching and classrooms.

MCE Alumni Make an Impact in Art Education

MCE alumni are also making an impact in education as they utilize skills learned at MCE to implement the arts and aesthetics in their own work.

Curriculum and Instruction (CI) alumna Michelle Mandico is a practicing artist who incorporates her love of art into her teaching. Her art includes influences from her work in early childhood education, higher education, and residential education.

David Kennedy is a CI alumnus who taught middle and high school prior to enrolling at MCE. He recently developed a series of videos as a student addressing the use of arts—in particular, music—as a way for minority students to engage with curricula

MCE Faculty, students, and alumni create and participate in projects that support creativity in effective learning. Our programs aim to empower graduates to make a lasting impact in their communities.

RMPBS Feature on Think 360 Art

The Morgridge College of Education (MCE) is proud to recognize the faculty and students participating at the 2016 AERA Annual Meeting: “Public Scholarship to Educate Diverse Democracies.” If you would like to find out more about the sessions being presented by MCE faculty, students and alumni then review the list below.

The Roles of Transfer and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions 
Douglas H. Clements, PhD; Julie Sarama, PhD
Sat, April 9: 10:35am-12:05pm, Convention Center, Level Two, Exhibit Hall D

Drs. Clements and Sarama will present their research on how the fadeout effect can be explained by a treatment-control difference during the forgetting of mathematics knowledge. They will present their findings on the fadeout of academic intervention impacts using the OLS probability regression analysis. Results indicate that while it is not the primary contributor of the fadeout, it is a significant contributor. It was found that the magnitude of this treatment-control difference in forgetting accounts for about 28% of the size of the fadeout effect of an early mathematics intervention.

Evaluating a Revised Developmental Progression for Volume Measurement—Kindergarten Through Grade 2
Douglas W. Van Dine, PhD
Sat, April 9: 10:35am-12:05pm, Convention Center, Level Two, Exhibit Hall D

Dr. Van Dine will present his research, which used Rasch modeling, on developmental progressions for filling, packing, building, and comparing volume measurement for Kindergarten through Grade 2. Van Dine will also present results, which indicate support that the developmental progressions are valid.

Academics in the Earliest Years of Formal Schooling: Building Evidence for Policy and Practice
Douglas H. Clements, PhD; Julie Sarama, PhD
Sat, April 9: 2:15-3:45pm, Convention Center, Level One, Room 146 A

This session explores a range of policy questions related to preschool and kindergarten. Faculty will present papers which explore questions related to academic and non-academic time in the earliest years of school as well as the effects of policy changes and interventions on a range of important student outcomes.

Technology & Transformation: Two Professors’ Experience Teaching Online for the First Time
Norma Hafenstein, PhD; Nicole Joseph, PhD
Saturday, April 9: 4:05-5:35pm, Convention Center Level Two, Exhibit Hall B

Drs. Hafenstein and Joseph will report the findings of a faculty self-study research they conducted to document and analyze their first-time experiences teaching in a virtual environment, including prior expectations, professional development, and the transferability of face-to-face pedagogical techniques and strategies.

Elliot Eisner SIG Business Meeting
P. Bruce Uhrmacher, PhD (Meeting Chair)
Saturday, April 9: 6:15-7:45pm, Convention Center Room 159A

In this meeting—chaired by Dr. Uhrmacher—Dr. Joel Westheimer will discuss the relationships between the work of Elliot Eisner and the 2016 Annual Meeting theme, “Public Scholarship to Educate Diverse Democracies.” Attendees will have input into the direction of the SIG as we discuss a variety of business matters.

Eisner in Mind: Fresh Perspectives on Inquiry and Education
P. Bruce Uhrmacher, PhD (Session Chair)
Sunday, April 10: 10:35am-12:05pm, Convention Center Room 153

Assessing and Increasing Novice Teachers’ Efficacy in Working with Families
Kirsten Hermanutz; Gloria Miller, PhD
Monday, April 11: 7:45-9:15am, Convention Center Room 141

Hermanutz and Dr. Miller will share their recently completed study to examine novice teachers’ self-reported efficacy, a factor affecting the attrition rate of novice teachers. Results are tied to specific field experiences enhancing novice educators’ efficacy about working with families and lessen the likelihood of leaving the field.

Discovery-Based STEM Learning 2.0: Are We There Yet?
Douglas H. Clements, PhD (Presentation Chair)
Monday, April 11: 7:45-9:45am, Marriott Marquis Level Two Salon 12

Approaching the centennial of Dewey’s ‘Democracy and Learning,’ presenters will appraise whether the field has realized John Dewey’s vision of meaningfully situated learning by establishing their contribution in a design study of STEM cognition and instruction.

A Rasch Analysis of the Current Opioid Misuse Measure for Chronic Pain Patients
Lilian Chimuma; Kathy E. Green, PhD; Courtney Morris
Monday, April 11: 11:45am-1:15pm, Marriott Marquis Level Two Salon Four

Chimuma, Dr. Green, and Morris will present results of using the Current Opioid Misuse Measure—used by clinicians—to monitor patients on long-term opioid therapy, using the Rasch model for dimensionality and scale use. They will discuss the results in detail, including suggestions for measure revision and future research.

Many-Faceted Rasch Measurement: Assessing Rater Errors in Performance Assessment
Priyalatha Govindasamy; Kathy Green, PhD; Jessica Lerner, EdS; Maria del Carmen Salazar, PhD
Monday, April 11: 2:45-4:15pm, Marriott Marquis Level Two Salon Four

The presentation of this paper will address the teacher supervisors (raters) potential errors through Many Faceted Rasch Measurement (MFRM), a complex process in which raters tend to introduce errors that are not attributed to the actual ratees’ performance.

The Design & Implementation of an Evaluation Model for Equitable & Effective Teaching
Priyalatha Govindasamy; Kathy Green, PhD; Jessica Lerner, EdS; Maria del Carmen Salazar, PhD
Tuesday, April 12: 12:25-1:55pm, Convention Center Level Three Ballroom B

Govindasamy, Dr. Green, Lerner, and Dr. Salazar will describe the development, implementation, analysis, and results of a research study to design a preservice teacher evaluation tool known as the Framework for Equitable and Effective Teaching (FEET), and will assess rater bias, analyze measures of reliability and validity, and identify implications for revising the evaluation model and training for supervisors.


1 2 3 4 6
© 2016 University of Denver. All rights reserved.
MENU