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Morgridge College of Education faculty member, Dr. Douglas Clements, sat down with NPR Morning Edition to discuss Why Math Might be the Secret to School Success. Across the country, enhancing the education of young children has been a major area of focus from academia to politics. This podcast focuses on Building Blocks, a math curriculum developed by Dr. Clements and Dr. Julie Sarama.

Currently, in New York City, a $25 million study is collecting evidence on ways to effectively raise educational outcomes for children in poverty. Building Blocks is one math curriculum being tested in the study. Dr. Clements and Dr. Sarama believe that math may be key to increasing educational outcomes.

The NPR Morning Edition podcast was released a day prior to the December 10, 2014, White House Summit on Early Childhood Education. Morgridge faculty are at the forefront of the conversation of early childhood learning. Their work is pushing the envelope on how teachers engage and promote educational outcomes for future generations.

Click HERE to go to the NPR Morning Edition podcast page.

The University of Denver Morgridge College of Education (MCE) is screening the film TEACH by Davis Guggenheim, on Wednesday, January 14, 2015. Teach follows the struggles and triumphs of America’s education system through the eyes, minds and hearts of its most essential resource: teachers.

The film is hosted by Queen Latifah and directed by Oscar®-winning filmmaker Davis Guggenheim, who also created the documentary, Waiting for “Superman.” Guggenheim focuses on how to develop and retain great teachers in the United States; Morgridge’s Teacher Preparation Programs (TPP) are a part of this movement. Highlighted in the film is current Denver teacher and Morgridge Alum, Matt Johnson.

The screening is being held for educators from across the Denver metropolitan area, and will also feature a special Q&A session with two of the film’s featured teachers, Matt Johnson (McGlone Elementary School-Denver) and Lindsay Chinn (MLK Early College-Denver), as well as their principals. Because we’ve had such a large response from community members/educators, there will be a separate screening for MCE students, faculty and staff.

TEACH by Davis Guggenheim

TEACH by Davis Guggenheim

The 2014, Students of Color Reception: Celebrating a More Inclusive College was a success. Despite bitterly cold temperatures (day high of 39°, and 19° at the start of the event) the fifth annual installment of the event saw increased attendance from the past couple years, with nearly 70 guests joining Morgridge faculty, staff and a student panel. Beginning the night with delightful hors d’oeuvres, prospective students were introduced to current students and faculty to hear more about Morgridge and learning opportunities within the college. Current Higher Education Masters student, Ana Ramirez, spoke of the event saying, “It was a great opportunity to meet other individuals within the Morgridge College of Education and share my experience with prospective students.”

Guests at Morgridge Students of Color Reception

Guests at Morgridge Students of Color Reception

Associate Provost for Inclusive Excellence and Associate Professor of Higher Education at Morgridge, Dr. Frank Tuitt, was the event facilitator for the evening. He spoke to the ongoing need for the college to utilize Inclusive Excellence pedagogy, in order to create equitable education opportunities for all students, specifically students of color. Dr. Tuitt then introduced a panel of current and former Morgridge students of color, to speak about their experiences as students of color on the predominantly white campus of the University of Denver. The panel spoke at length about the investment of the college’s faculty in the success of students of color, both emotionally and academically. There was much praise by the panel on the cohort model as an aid in confronting the challenges that come with being a grad student (e.g. balancing work/social life, having children, the substantial school-workload). Financial resources on campus was a topic of great interest by many of the prospective students. There was an echoed sentiment of the panels’ initial perceptions of the University of Denver being that of a private school with excessive tuition prices; upon acceptance to their respective programs and further conversations with different departments on campus, they discovered the multitude of assistantship, fellowship, and scholarship opportunities to help fund their education.

The event was impactful. Prospective and current students were able to share their stories and engage in conversations with regard to the meanings of their journeys in and through higher education.  The night culminated with panel member, Dr. T. Lee Morgan’s plea to diversify the makeup of the campus and bring voice to communities of color, “If we are going to change the diversity of DU, of Morgridge, we need you here. You have valuable experiences that no one else can bring to the table.”

Thank you to all who attended and supported the Students of Color Reception, and a special thank you to Dr. Frank Tuitt and the panel members:

  • Casey Crear, Curriculum and Instruction PhD (Current Student)
  • Dr. T. Lee Morgan, Educational Leadership and Policy Studies PhD (Alum)
  • Raquel Wright-Mair, Higher Education PhD (Current Student)
  • Ruby Lopez, Teacher Education Program MA (Alum)
  • Hazuki Tochihara, Early Childhood Special Education MA (Current Student)
  • Jamie Kawahara, Child Family and School Psychology EdS (Current Student)

The Morgridge College of Education, Educational Leadership and Policy Studies (ELPS) program at the University of Denver is launching a unique partnership with Teach For America – Colorado.  One of an elite few hybrid programs Executive Leadership for Successful Schools (ELSS) brings together graduate school faculty, local principals and educational organizations.  The focus of this collaboration is to infuse Colorado with transformational leaders from across the country. A highly sought after placement, top Teach For America alumna will be selected from a competitive pool of applicants to participate in the TFA ELSS cohort of the Educational Leadership and Policy Studies program at the Morgridge College of Education.  Students will collaborate with exceptional faculty as they prepare to become courageous, visionary and transformative school leaders.  In an innovative hybrid teaching environment, students will work online throughout much of the program, but will have the opportunity, via Colorado Teach For America funding, to travel to Denver multiple times over the course of the program.  Once in Denver, students will visit schools in Denver Public Schools and shadow principals on Friday and attend full-day workshops with local aspiring school leaders at the Morgridge College of Education.

The exciting partnership blends the goals of Teach For America – Colorado to be a catalyst to help create transformational classrooms and schools for all kids with the Morgridge College of Education’s tradition of providing purposeful in-context learning experiences that help to transform people, communities and the world.  The Educational Leadership and Policy Studies (ELPS) program has been awarded the 2014 UCEA Exemplary Educational Leadership Preparation Program Award by the University Council for Educational Administration (UCEA). This award showcases institutions that benefit children and schools through advancing the preparation and practice of educational leaders.  The ELPS – Teach For America – Colorado partnership is another example of the many ways in which the Morgridge College of Education is an innovative leader working to transform people, communities and the world.

It is every child’s right to have a transformational leader in every school and every classroom — this video will show you what happens when transformational leaders create strong cultures in their schools, and the lasting impact these people have on our students.

This video tells this story through the lens of Educational Leadership & Policy Studies Graduate & DPS Principal, Nick Dawkins, who was recognized for excellence by the DPS Foundation.

Karen Riley - Desk

Dr. Karen Riley

Multi-site project will establish new tests that will track improved thinking and problem-solving skills in people with fragile X, Down syndromes, and other intellectual disabilities

Researchers with The Morgridge College of Education at The University of Denver are partners in a multi-site project that will develop and evaluate tests designed to measure and track changes in the cognitive functioning of people who typically are difficult to assess accurately. The research will be funded through a new, five-year, $3.2 million grant from the National Institutes of Health (NIH).

Investigator Karen Riley, Dean and Associate Professor, The Morgridge College of Education; Elizabeth Berry-Kravis, Associate professor,  Rush University Medical Center, Chicago; David Hessl, Professor, UC Davis Mind Institute; and Richard Gershon, Associate Professor, Northwestern University School of Medicine will all participate in this ground breaking research.

“The importance of appropriate outcome measures is foundational for intervention research. This project provides an opportunity for The University of Denver to collaborate with national leaders in the field and to partner with researchers at The Children’s Hospital, including Dr. Nicole Tartaglia in the Child Development Center and Dr. Fran Hickey in the Anna and John J Sie Center for Children with Down syndrome. It also provides a unique research opportunity for our students and builds capacity within our community to support children and their families with neurodevelopmental disorders,” said Dean Riley.

The tests will eventually be used to ascertain the effectiveness of medications and other treatments, specifically for people with fragile X and Down syndromes and other intellectual disabilities. Fragile X and Down syndromes are among the leading causes of intellectual disability in the United States and around the world. Fragile X syndrome also is the leading single-gene cause of autism spectrum disorder.

Often new teachers enter their career excited and full of energy, but rapidly begin to feel like something is missing. Too quickly they feel like leaving.

Is this you? Someone you know?

Paul Michalec

Dr. Paul Michalec.

Early Career Teachers: Sustaining the Fire is an opportunity to join a community of other early career teachers to share stories, develop skills and provide support during this critical time of professional identity formation. The early years of teaching often follow a yearly pattern that starts with excitement in the fall and bottoms out in December with disillusionment followed by anticipation in the late spring. Most schools and school districts lack the capacity for helping teachers work through the learning associated with disillusionment and loss of heart. Consequently, many teachers exit the field of education before they have three years of experience. Under the guidance of Dr. Paul Michalec, you will learn both the latest research in the experiences of early career teachers, strategies and techniques for responding to the challenges, and a community of fellow practitioners sharing stories of early career experiences.

Sessions will be held the first Wednesday of each month, beginning December 3, 2014 from 6:30- 8:00 PM The session will be held in Ruffatto Hall, Boardroom (off the main lobby), 1999 E. Evans Avenue, Denver CO 80208 and will cost $150, with students and multiparty sign ups receiving a discounted price of $75.

We hope you will join us and continue your professional learning, transforming passion into purpose.

Renew your Teaching -

Dr. Patton O. Garriott joined the Morgridge College of Education in 2012 after receiving his Ph.D. in Counseling Psychology from the University of Missouri and completing his pre-doctoral internship at the University of Texas at Austin Counseling and Mental Health Center. Dr. Garriott’s work focuses on those who are underserved, underrepresented, and excluded in higher education and specific career domains. He is currently a Co-Investigator on a $1,491,909 National Science Foundation (NSF) grant that will examine the persistence of women and Latinas/os in engineering. Dr. Garriott teaches several courses in the Master’s and Doctoral program in Counseling Psychology, including Multicultural Counseling, Ethics and Research seminars. He is a strong believer in mentorship and providing students with opportunities to “learn by doing.”

As the Director of the Career and Social Attitudes Lab, Dr. Garriott and his research team are working on several projects. His most recent work has focused on first-generation college students’ academic and career development as well as students of color in science, technology, engineering, and mathematics (STEM) fields. Within the former domain, Dr. Garriott is examining predictors of first- and non-first-generation college students’ academic and life satisfaction. Given recent increases in first-generation college students’ attendance at institutions of higher education and their disproportionate non-persistence rates, this research could have implications for ensuring the success of this underserved student group. Dr. Garriott’s research in the area of STEM careers has focused on prospective first-generation college students as well as Mexican American high school and college students. The goal of this line of research is to help end the disproportionate overrepresentation of whites and males in growing occupational sectors that offer opportunities for social mobility. In addition to uncovering pathways to success for underrepresented groups, Dr. Garriott also believes in the necessity of interrogating privilege to foster social change. His research in this area has examined the efficacy of various approaches to multicultural education among white college students and explanatory mechanisms by which they work (e.g., guilt). Dr. Garriott and members of his research lab have been successful publishing their research in peer-reviewed journals as well as delivering presentations at national conferences.

In the future, Dr. Garriott plans to investigate help seeking behaviors among historically underrepresented students in higher education as well as socioeconomically distressed individuals. He continues to have an active research lab of around 10-15 Master’s and Doctoral students and welcomes student interest in research. Dr. Garriott is also working in collaboration with faculty from Higher Education and Sociology as well as the DU Center for Multicultural Excellence to qualitatively examine student perceptions of campus climate at DU. He hopes this work can have an impact at the macro level and inform institutional practices around inclusion and equity.

For more information checkout Dr. Patton O. Garriott’s DU Portfolio.

The Morgridge College of Education at the University of Denver is hosting its annual Students of Color Reception.

We are Celebrating a More Inclusive College. The Students of Color Reception: Celebrating a More Inclusive College allows us to recognize the ways in which our students of color and faculty are working to be transformational leaders. With a highlight on the student experience, prospective students and the greater Denver Metro area community share in an opportunity to explore the Morgridge College, including accessibility of academic programs, services and financial aid.

We would love for you to join us and see some of the amazing work in which our college is involved. This is a chance for prospective students of color to engage in a welcoming atmosphere, and see how a diverse, inclusive and innovative environment drives our commitment to social justice.

For more information call: (303)871-2509 and click here to RSVP.

Also, visit our Facebook page.

 

Morgridge College of Education’s Teacher Education Program (TEP), was recently featured in the September 24, 2014, edition of  La Voz, “Colorado’s #1 Hispanic-Owned Bilingual Publication.” The feature can be found on page 8 of the Digital Edition, as well as in the print variant. The article highlights TEP’s 12-month Master’s Degree with Licensure as well as the 10-month Certification program for Licensure only.

Good day gold star 2We’d like to send a special congratulations to recent Teacher Education Program (TEP) graduate, Nina Jarnot. Nina has bas been awarded the Fox31 Good Day Gold Star Award, by Fox31 Denver. This monthly award goes to teachers who go above and beyond their call of duty.

With one week to go before the start of the 2014/2015 school year, Coyote Creek Elementary School in Highlands Ranch, CO, was in need of a second grade teacher. Nina quickly arrived to the rescue. She interviewed in the morning and by afternoon received a callback from administrators offering her the job, “It was a quick turnaround, but I was really thankful and excited,” Nina explains. The Good day gold star 3administrators aren’t alone in their approval of the new second grade teacher expresses one parent, “With her youth and enthusiasm, I think it really shines through, and I just think she’s a great asset to the school.”

The Morgridge College of Education and Teacher Education Program are proud of our very own, Nina Jarnot!

To see the Fox 31 segment highlighting Nina, follow this link:  http://www.covideo.com/p.php?s=51302bcd8b

Are you interested in a graduate program in the University of Denver Morgridge College of Education? Webinars are a great way to learn about Morgridge and our programs.

To view the webinars LIVE or previously recorded on various dates, visit our Student Resources

 

NOTE: You must download the Adobe Flash program prior to viewing this webinar. Please do so by visiting: http://get.adobe.com/flashplayer/

 

Morgridge’s very own Educational Leadership and Policy Studies (ELPS) Principal Preparation Program has been awarded the 2014 UCEA Exemplary Educational Leadership Preparation Program Award.  This award as presented by the University Council for Educational Administration (UCEA) recognizes ELPS for having well involved district partnerships, demanding recruitment and selection processes, faculty capacity, and program effectiveness, among many other factors.

ELPS shares this prestigious award with North Carolina State University’s Northeast Leadership Academy. The award along with a $7,000 cash prize will be presented to the ELPS Principal Preparation Program at the UCEA Awards Luncheon, Thursday, November 20th, 2014, at the 28th annual UCEA Convention in Washington, DC.

Let’s congratulate ELPS for this outstanding honor!

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.


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