Morgridge Contributor Blog Archive

Home
Morgridge Contributor Blog Archive

The NY Times has recently published an article discussing professional struggles getting into the fields of Law, Business, Medicine, Dentistry, Education, Engineering. The highlight on the education profession features the TPP (Teacher Preparation Program) we participate in at MCE such as DTR and TPP.

Article Education Snippet from : Going Professional: The Ins and Outs: Law, Business, Medicine, Dentistry, Education, Engineering (2014 Aug 1)

EDUCATION | New Standards Coming

Getting in: Fair or not, education schools have a bad reputation. Their admission standards are too low, critics say, their curriculum out of touch. But there is promise of a new era. Recently, the Council for the Accreditation of Educator Preparation introduced new standards that will require entering cohorts to have at least a 3.0 grade-point average and test scores in the top 50 percent nationally by 2016-17. Once students graduate, they are likely to see tougher preparation and licensing requirements as well.

And out: Many education schools have been trying to do more to help students hone the skills they will need on the job. “There’s this idea that teacher prep has not been preparing students for the classroom,” says Ann Nutter Coffman, a senior policy analyst at the National Education Association. “So rather than focusing on theory, there’s a movement to have more clinically based preparation.”

That means future teachers are spending more time in front of students. Innovative teacher-residence programs, such as those offered by the University of Denver and University of Washington, allow participants to teach alongside a mentor in urban public schools while earning a master’s in education — a degree that puts teachers on a higher salary scale and opens up administrative job opportunities down the line.

As for shortages, the nation’s schools have many, especially in math, physics and chemistry. Special-education instructors and middle-school teachers are in high demand. But K-6 teachers are more plentiful, and there’s a surplus of biology teachers. Getting certified in more than one subject can help applicants secure a position, which is why Ms. Coffman says prospective teachers should not put all their eggs in one basket. “Maybe you want to be an elementary schoolteacher,” she says, “but adding special education to that makes it more likely you’ll find a job.”

To view the full article, CLICK HERE.

From: Gregg Kvistad, Provost and Executive Vice Chancellor

It is with great pleasure that I share the news that Dr. Karen Riley has been named dean of the Morgridge College of Education. Chancellor Emeritus Robert Coombe and I launched the search for the permanent dean of the College in late spring. A search committee was formed and very ably led by Dr. Shelly Smith-Acuna, dean of the Graduate School of Professional Psychology. After meeting with the committee last week, the position was offered to Karen, and she enthusiastically accepted.

As many of you know, Karen served as interim dean of the College for the last year. She is an associate professor with tenure, in the area of Child, Family, and School Psychology. From 2011 until 2013, she was the department chair of the Educational Research Policy and Practice program. Between 2010 and 2012, Karen put her leadership skills to work as faculty director of the Fisher Early Learning Center at the University. Karen joined the University as an assistant professor in 2004. She received her master’s degree from DU in 1986 in early childhood special education, and her Ph.D. in 1998 in child and family studies.

Between 1986 and 1997, Karen served as an education practitioner, working as an early childhood specialist and special education preschool coordinator for Adams County School District #12. After completing her Ph.D., Karen shifted gears and embarked on a very productive research career that has won her international acclaim. Working on Fragile X Syndrome, Karen has been funded by the National Institute of Health, the Bill and Melinda Gates Foundation, the U.S. Department of Education, Novartis Pharmaceutical, the Colorado Department of Education, and other agencies and foundations.

In short, Karen Riley has excellent credentials and an impressive track-record of teaching and research distinction as well as academic leadership. Her candidacy received extraordinarily strong support from her colleagues at the College, other faculty members across the institution, and the many University administrators with whom a dean interacts at the University.

Please join me in warmly welcoming Dr. Karen Riley to the position of dean of the Morgridge College of Education.

Our Ryan Evely Gildersleeve , an associate professor of higher education at Morgridge College of Education at the University of Denver was recently interviewed by Matthew Lynch from Diverse Education. Ryan discusses the current and possible future trends of higher education and why they are so important to higher education professionals.

To view Article, view here: http://diverseeducation.com/article/66148/

Share Fair Nation (SFN) is a Morgridge Family Foundation (MFF) sponsored event that provides PreK-12 educators the opportunity to join the conversation around inspired teaching and learning, to collaborate and share best practices, to discover emergent strategies and technologies, and to see firsthand valuable and innovative approaches to delivering 21st Century learning.

The Share Fair Nation is made up of educators, administrators, parents, community leaders and others with an interest in transforming education beyond the 21st Century and it is coming to the Morgridge College of Education September 27, 2014.

If I had it to do all over again, I wouldn’t change a thing.

Like many twenty-somethings fresh out of undergrad, I landed in a position that felt more like a career than not, but certainly didn’t fulfill an all-encompassing life purpose. I was simply happy to be working in a position I enjoyed, not thinking too much about the next steps in my career path. I was fortunate to develop experience as a sales manager with a large and reputable company, which would later prove to be invaluable in my career change. But, as I eventually realized that particular job was not going to lead to a place of lasting interest to me, I had to decide how I was going to use the skills I had gained to work my way toward something more fulfilling.

A part time position at a public library lead me to discover something about myself. Whether it would be in libraries or another type of organization, I knew that I needed to pursue something that felt purposeful to me.

I decided it was important to obtain a Library Information Science degree, which would provide me with a basis of knowledge for a library position. I didn’t have a great deal of experience working in libraries, and felt that this would help prepare me for the type of work I was excited to begin doing.

I applied to a handful of LIS programs, and at the top of my list was the University of Denver and Morgridge College of Education’s LIS program. I wanted to be in Colorado if possible, and I wanted a program that would offer an in-person academic experience. Networking and learning from professionals face to face was one of my priorities, and DU delivered.

I was able to learn from many different professionals working in the field locally. The in-person program provided me with a variety of hands-on, practical experiences that boosted my knowledge and local support system. I graduated with my MLIS and a job in public libraries at the end of 2 years. And, during that time, I discovered a particular interest within libraries and non-profits I wouldn’t have known existed without going through the LIS program within Morgridge.

With the many opportunities the program led to, I discovered evaluation, analysis, and assessment in libraries and non-profits. The work is an excellent match to my passion that was there before I even knew what to do with it. While completing the LIS program, I became familiar with the Research Methods and Statistics program in MCE, and it proved to be the perfect avenue to continue my studies and deepen my focus in my chosen field. I’m completing my first year in the RMS doctorate program now, while continuing to work in public libraries, which will inform my work in research to come.

The faculty in MCE have been continuously supportive and steadfast in assisting me in reaching my goals. I’m continually challenged to think about my path, the steps I’m taking to get there, and how this is fulfilling my goal and professional purpose. My time working on my graduate studies at MCE has certainly shaped me as a professional, as an individual, as well as a seeker of education. Community and education is the thread of passion that links all MCE graduate students together. I’ve discovered that, as varied as our careers and interests are, our common goal is to do meaningful work in our fields.

 

Message from the Interim Deankaren riley

Hello, I am Karen Riley, Interim Dean for the Morgridge College of Education at the University of Denver. Education serves as the foundation and the means for positive change within our society. At Morgridge College, we have strong programs within our three departments (Educational Research, Policy, and Practice; Research Methods and Information Science; and School and Counseling Psychology) that provide our students with a solid foundation to become agents of change.

Choosing a graduate school is one of the most important decisions you will make in your career. This is an exciting time, yet it can be overwhelming as you have many options and are faced with a great deal of information. The University of Denver has a long-standing reputation for excellence, innovation and community involvement. Founded in 1864, our university is recognized as the premier private university in the Rocky Mountain region. Our graduates reside across the country and the world, holding prominent positions within their communities and serving as agents for positive change. We seek students who will perpetuate this positive pattern and continue our mission for equity and inclusive excellence.

The Morgridge College of Education has a commitment to excellence in education. Regardless of your choice of program and ultimate profession, your experience here will include high-quality and rigorous academics provided by a nationally recognized faculty, utilizing engaged pedagogical practices. Our commitment to the student experience ensures that we have smaller class sizes so students have opportunities to work closely with faculty on research and community-oriented projects.

We have a diverse student body that serves to enhance the academic experience. Working with your peers and professors will facilitate your professional development as well as your personal growth. We provide programs tailored to full-time traditional students as well at those that are convenient for working adults. Some of our courses are provided via a blended online approach. Regardless of the program or the delivery method, our mission is to help prepare you through well-designed coursework and relevant practical experiences.

A graduate degree or certificate from the Morgridge College of Education serves as a nationally recognized credential. Our programs are approved through the Colorado Department of Education and accredited by relevant national organizations.

As a DU/MCE alumna, I take great pride in our programs and our commitment to excellence and innovation. Please take the time to review the information on our website and reach out to our admissions team with any additional questions. We also encourage you to attend one of our information sessions so that we can meet you in person and give you a tour of our state=of-the-art building, Katherine A. Ruffatto Hall. This building is loaded with the latest in educational technology to advance your learning experience as well as to prepare you to use these tools effectively as you serve others in your future profession. We hope to see you in the fall!

karen-riley-signature

See more about Dr. Riley and Here

This videos highlights the entire financial aid process for the University of Denver

If you missed the Deposited student webinars for Fall start programs and for TEP please feel free to review them at the links provided below.

 

Deposited student webinar for all Fall-start programs: https://connect.du.edu/p1t80gl4n8e/

Deposited student webinar for TEP: https://connect.du.edu/p19deeyo5g0/

Since joining the Morgridge College of Education faculty in 2011, Dr. Nicole M. Russell, Assistant Professor of Curriculum and Instruction, advances research and practice around issues related to access, equity and achievement for underrepresented minorities. Her work focuses particularly on social justice for African American females in math education. In addition to her research, Dr. Russell is strongly committed to teaching, employing transformative practice to co-construct deep learning experiences for her students. Congratulations are in order; Dr. Russell was recently awarded the 2014-2015 National Academy of Education/Spencer Postdoctoral Fellowship.


Dr. Russell is currently working on a number of research projects. She is co-editing a book with MCE alumna Dr. Chayla Haynes and Dr. Floyd Cobb entitled, Interrogating Whiteness and Relinquishing Power: White Faculty’s Commitment to Racial Consciousness in STEM Classrooms, which seeks to link issues of inclusion to teacher excellence by illuminating the critical influence that racial consciousness has on the behaviors of White faculty in the classroom (Haynes, 2013). The important work specifically examines STEM classrooms because of the over saturation of White faculty teaching in STEM, in addition to the STEM system being a White institutional space that perpetuates hegemony, thereby negatively influencing racially minoritized students’ equitable outcomes. The book is scheduled for release in the spring of 2015.

In addition to finishing her book, Dr. Russell continues her work on the math and science education of Blacks during segregation from 1854 to 1954 through a University of Denver funded PROF grant. This study focuses on archival data collected from 28 Historically Black Colleges and Universities (HBCUs) across 11 states from sources such as math and science textbooks, math and science faculty papers, institution catalogs, yearbooks, and school newspapers. This history project has advanced Dr. Russell to be a semi-finalist for the 2014 National Academy of Education/Spencer Postdoctoral Fellowship.  Additionally, Dr. Russell recently submitted an article to the Journal of Negro Education based on this work and is also working on turning this research into a book manuscript.

Beginning Fall 2014, Dr. Russell will work with a University of Denver Interdisciplinary Research Incubator for the Study of (In) Equality (IRISE) post-doctoral fellow to study race, class and gender inequalities in K-12 schools. Over the next two years, she and the post-doc will be working with the historical study data as well as designing a graduate course that will be cross-listed in education, social work, and law.

While working on these projects, Dr. Russell also continues her work with The Sistah Network, a group she founded in 2012 that includes more than 50 Black women who are current doctoral students and faculty members across the university. The Sistah Network brings these women together to provide them with academic opportunities for professional development and support their psychological, social and emotional success.

A morning advocating for additional support for children with autism, to an evening dinner networking with some of the great thinkers in the field of School Psychology. This was a day in the life of Brittany Sovran and Jessica S. Reinhardt at the National Association of School Psychologists (NASP) Annual Convention.  The highlight, however, was the two students’ attendance at the Woodcock-Muñoz Foundation’s Dinner. For the first time in the history of the Woodcock-Muñoz Foundation’s Dinner event at the NASP Annual Convention, students were nominated by faculty to attend.

The Woodcock-Muñoz Foundation (WMF) is a private, nonprofit, operating foundation that supports the advancement of contemporary cognitive assessment. The WMF engages in programs of instructional support to professional preparation programs, research concerning the abilities of individuals with diagnosed exceptionalities, and closely-related educational and research projects and applications.

Child, Family and School Psychology faculty members, Dr. Karen Dittrick-Nathan and Dr. Cynthia Hazel, who were invited to the dinner event, nominated Brittany Sovran and Jessica Reinhardt for the honor of attendance. The two University of Denver students were then selected by the event’s planning committee to attend.

Both Jessica and Brittany took the conference as an opportunity to network and advocate for their agenda.  Earlier in the conference they visited Colorado Senator Mark Udall (D) to advocate for additional funding for mental health in school. Jessica shared that the event, “was a great opportunity to meet a variety of professionals in the field, including faculty from other universities, and those highly regarded in the area of test development.” Both students stressed that the opportunity to form relationships with potential mentors from other institutions, could prove beneficial for learning additional techniques for educating and training school psychologists.

Jessica emphasized that it is life changing to meet the frontrunners in test development at various moments of the conference. “This event [WMF dinner], specifically at this conference inspired me to pursue a career in academia.” Jessica describes herself as both an academic and practitioner, and although she wants to continue working at the grassroots level, her appreciation for having a more systemic impact by training school psychologists is even greater. She shares that “in the future, I can now see myself in a faculty position at a university, where having a greater impact is possible.”

The Faculty in the Child, Family and School Psychology Program encouraged all Morgridge College of Education students attending the conference to speak with legislators who can influence change on a variety of issues affecting child, family, and school psychologists in Colorado. The CFSP program provides students the foundation to not only be Change Agents and advocates in the field but also highly competent, collaborative, ethical and self-reflective scientist-practitioners.  To learn more about the program and the Morgridge College of Education, visit www.du.edu/education.

According to the National Math + Science Initiative, about 44% of high school graduates are ready for success in college math and 36% are ready for college-level science. Students progressing through at least Algebra II in high school are twice as likely to complete a four-year degree when compared to those who do not progress through Algebra II. There is an increasing need for math educators who are innovative and creative leaders in the classroom and in the field of math education.

To address this need for innovative math educators, beginning in Fall 2014, the Curriculum Studies and Teaching program at the University of Denver will begin offering courses in the new math education concentration area in Curriculum & Instruction (C&I). Students completing this concentration will develop their leadership skills through a deep understanding of the role of diversity, social justice, access, and equity in math. Additionally, students will be able to demonstrate comprehension of mathematical content, the application and synthesis of theories in research-based settings, and the application of technology and project-based learning. Students will have a chance to explore and evaluate the historical research foundation of math education and the impact on current practices in the field. Moreover, through coursework, field experiences, and initial research experiences, students in the math education concentration in the Curriculum & Instruction degree program will develop a strong background in cognition and math learning stylesmath. The program will produce math educators who have a strong theoretical background in math education and who are well prepared to address relevant and pertinent local, national and international questions in math education.

The new course offerings in the math education concentration math include the history and philosophy of math, learning and teaching math, early childhood math, diversity and equity in math, foundations of learning, technology in math education, discourse in math, and elementary math.  This concentration is being offered in the masters and doctoral degree programs, both EdD and PhD, in Curriculum and Instruction.

Upon completion of this concentration, students will be prepared for roles as leaders in math education in a variety of sectors such as higher education, state agencies, and non-profits. Students will be equipped to be positive change agents ready to identify and solve relevant national and international issues in math education, particularly for underrepresented student groups.

For more information, contact (303) 871-2509 (toll free at 1-800-835-1607) or email edinfo@du.edu.—

The STEM Crisis

https://nms.org/Education/TheSTEMCrisis.aspx

Increasing the Achievement and Presence of Under-Represented Minorities in STEM Fields

https://nms.org/Portals/0/Docs/whitePaper/NACME%20white%20paper.pdf

 

Child, Family, and School Psychology alumna, Rachel Wonner Kersteins, is 1 of 15 national semi-finalists for the Health Mart Champions of Care Challenge. Kerstiens volunteers with the organization Girls on the Run, which is an after school running program that engages girls from Grade 3-8.  The program focuses on  teaching girls to embrace difference and celebrate their individual voices through healthy and active practices.

Kerstiens work has earned her a nomination as an unsung community hero. Associated with this nomination was a $1,000 grant that was donated to her Charity of choice; Girls on the Run. There is a $50,000 grant to be donated by Health Mart to the organization, however the winner will be chosen by a vote.

Support CFSP alumna, Rachel Kersteins and “Girls on the Run” by voting: www.healthmartcommunity.com.

The original story was covered on Channel 9 news: http://www.9news.com/story/sports/2014/03/20/denver-nonprofit-grant/6646465/ 

"Manhattan Gold Mining and Milling Company certificate." Courtesy the University of Nevada, Las Vegas, University Libraries, via the Mountain West Digital Library.

“Manhattan Gold Mining and Milling Company certificate.” Courtesy the University of Nevada, Las Vegas, University Libraries, via the Mountain West Digital Library.

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

Denver Public Library, Western History Collection, P-1257.

Denver Public Library, Western History Collection, P-1257.

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.

LIS career

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.

LIS Career

“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.


1 2 3 4
© 2013 University of Denver. All rights reserved.
MENU