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Library Information Science Program Alumna (MLS ’78), Janet Lee has been named a Fulbright Scholar and will use the opportunity to take her expertise in open access publishing to the University of Aksum in Ethiopia.

I plan to explore avenues of scholarly publishing in Ethiopia that ensure that faculty are provided an opportunity to share their knowledge, perspectives and values and that students and colleagues have unfettered access to their collective scholarship,” Lee said.

In a country where there are only 35 open access journals, the cost of academic publishing and databases make robust research challenging for many university faculty. Lee’s work seeks to change that, and in doing, enhance the economic development opportunities that accompany such scholarly publishing.

Lee is no stranger to the country of Ethiopia, nor to developing innovative solutions.

Her original introduction to the country was as a Peace Corp volunteer from 1974-76, during which time she helped create a small school library. Follow up trips solidified her commitment to the region and led to her establishing a library in northern Ethiopia during her sabbatical there in 2010.

Lee currently serves as Dean of the Regis University Dayton Memorial Library and works closely with DU librarians on a variety of initiatives. She serves as editor of Colorado Libraries, is on the founding board of Collaborative Librarianship Journal at the Anderson Academic Commons, and is co-edits the Jesuit Education Journal at Regis University.

Lee credits her University of Denver education with providing the foundation for a successful career and offers words of advice to current MCE students, “Take advantage of opportunities and stretch beyond your conventional limits. Explore, take chances, what is the worst that could happen?”  

 

Morgridge College recognized the innovative service of community partners and adjunct faculty at this year’s Appreciation Breakfast held in the MCE Commons. This annual event seeks to honor this group commonly referred to as MCE’s Power Bank.

Honorary recipients include:

  • Dr. Heather Bean – Counseling Psychology

Bean has taught 15 different courses to M.A. and Ph.D. students in the Counseling Psychology department since 2014. She is recognized as an exemplary educator, colleague, and psychologist. As a Lifespan Development course teacher, Bean interacts with the entire Clinical Psychology community, helping identify strong students who deserve recognition, as well as struggling students who need extra support. She consistently receives high ratings on instructor evaluations, with students strongly agreeing that she is fair, enthusiastic, available, and a highly effective and knowledgeable instructor. The CP department honors her hard work and contributions to the department, college and university.

  • Dr. Sarah Melvoin-Bridich – Educational Leadership & Policy Studies

Dr. Bridich is a 2013 graduate of the ELPS Ph.D. program, having received her B.A. from Harvard University, and her M.A. from Columbia University. Bridich has taught several courses for doctoral cohorts, including ADMN 4821 School Reform & Current Issues, during which she brought educational innovators from across the region into class to share their very current struggles and victories with new doctoral students. She is currently serving as a faculty committee member on a dissertation committee and is an active researcher and consultant in the field. She serves as the Board President of The New Legacy Charter School in Aurora.

  • Education Commission of the States – Higher Education Department

The Education Commission of the States (ECS) is a non-profit intermediary public policy organization serving as the operating arm of an interstate compact focused on education policy. Through its Postsecondary Education and Workforce Development Institute, ECS is a leading voice in public policy, sharing resources and expertise to more effectively serve students across US higher education. The partnership between ECS and the Higher Education Department has benefited students through service-learning opportunities related to higher education policy, as well as internships in policy analysis. ECS has hired HED alumni and current students into full-time policy positions, strengthening the partnership across our organizations.

  • Tara Bannon – Research Methods & Information Science Department

Bannon received her undergraduate degree from Purdue University and  her masters in Library & Information Science from Morgridge College in 2007. Bannon enthusiastically commits to every opportunity, including writing for the database NoveList, chairing the Colorado Association of Libraries’ Readers Advisory Interest Group and becoming an adjunct at the University of Denver. Since she started teaching Adult Materials and Services in 2010, Bannon has been a Field Mentor nearly a dozen times. Bannon currently works at the Park Hill Branch Library, where she has been the Senior Librarian since 2011. Awarded the Nell I. Scott Employee of the Year Award in 2013, Bannon continues to innovate and inspire. Bannon’s current pursuits include intentional community building through deliberative dialogue and civic engagement.

  • Dr. Richard Charles – Teaching and Learning Science Department 

Charles holds a Ph.D. in mathematics from the University of Colorado, Boulder and is the STEM Coordinator for Cherry Creek Schools. Charles has taught the secondary and elementary mathematics courses for the Teacher Education Program for the past two years. He is currently teaching Diversity, Equity and Social Justice in Mathematics Education. In addition to teaching courses for the Morgridge College of Education, Charles’ partnership with Dr. Richard Kitchen and others on an NSF Noyce Capacity Building project resulted in a number of TEP students gaining valuable experience as a student teacher at Overland High School, one of the most diverse high schools in Colorado. Recently, Charles partnered with Drs. Alvaro Arias (Mathematics) and Richard Kitchen on a new NSF grant proposal that would fund digital, mathematics-based games and puzzles.

This year’s Appreciation Breakfast was chaired by Clara Sitter; committee members include William Cross, Nick Heckart, Karen LaVelle, Maria Riva, Mary Stanbury, Tamera Trueblood, and Paul Worrell.

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.”

This year several students from the Counseling and Psychology program at Morgridge have been selected as fellows for this year’s NAADAC Fellowship.

The fellowship is dedicated to increasing the number of culturally-competent Master’s Level addiction counselors available to serve underserved and minority populations, and transition age youth (ages 16-25) by providing tuition stipends, training, professional guidance, and mentoring to students enrolled either in an addictions counseling Master’s program or a Master’s program with a concentration in addictions counseling from an accredited institution.

Cochran Riley

Riley Cochran

Riley Cochran is a 27 year old male from Denver, Colorado. He enjoys exploring the Rocky Mountains, attending any local sporting event, many different forms of physical activity, and connecting with others, both professionally and socially. A graduate from the University of Colorado Denver’s Undergraduate program, Riley majored in Psychology and minored in Sociology. He is currently anticipating graduation in June of 2017 from the University of Denver’s Counseling Psychology program with a Masters in Clinical Mental Health. After an adolescent experience full of challenges and character growth Riley developed a passion for wanting to help others facing the many different challenges and intersections of life. He has a specific interest in helping transitional aged youth involved with the judicial system and struggling with the many different facets of addiction. Riley currently holds a position as an Addiction Counselor at Arapahoe House, an organization providing multiple levels of ASAM care to a diverse population of clientele within the state of Colorado.

View Resume

Christelle Cook

My name is Christelle Cook. I have lived in Colorado most of my life, and hope to stay in state as I begin my career in the mental health field in the coming months. I completed my undergraduate degrees in Psychology and Sociology through the University of Colorado at Boulder, and I am currently finishing the second and final year of a Master’s program at the University of Denver in Counseling Psychology. Throughout this program I have worked in practicum and internship sites that focus on substance use treatment with adults and crisis stabilization with adolescents and have very much valued these experiences. I have been interested in substance use and addiction counseling as well as working with adolescents for many years, and I am looking forward to having the opportunity to begin this journey in the coming months.

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Demi Folds

Demi Folds is a second year Master’s student at University of Denver in the Clinical Mental Health program with an Addictions specialization. She earned her B.S. in Psychology from University of Georgia. Before starting graduate school, Demi tutored student-athletes, worked at a Methadone clinic for a year, and traveled abroad. Demi is currently a student intern at a private practice center, providing psychotherapy and brief substance abuse interventions. In her first year of her Master’s program, she worked at a local Denver high school, with unserved youth. Demi is passionate about working with those struggling with and affected by substance use disorders and enjoys conducting research on addictions and underserved populations. Demi has hopes to eventually obtain her Ph.D. in Counseling Psychology, to continue counseling and serving disenfranchised populations.

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Megan Kenney

My name is Megan Kenney and I am from Maple Grove, Minnesota. I obtained my Bachelor’s degree from Iowa State University in 2015 with a double major in Psychology and Child Adult and Family Services. Following graduation, I moved to Denver, Colorado where I am currently in my second year in the Counseling Psychology program in the Clinical Mental Health track working towards an addictions specialization at the University of Denver. Aside from school, I enjoy all Colorado has to offer. I love going to the mountains, snowboarding, hiking, running, and doing yoga. I also enjoy spending time with friends and family. Following graduation in June 2017, I am excited to pursue my passion of working with adolescents and underserved populations.

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Elizabeth Kidd

I am a second-year master’s student at the University of Denver and will be graduating with a degree in Counseling Psychology in June 2017. My concentration is in Clinical Mental Health Counseling with a specialization in addictions. I am an intern at Progressive Therapy Systems, which is a sex offender treatment provider. During treatment, I focus on the dysfunctional response cycle, anger management, and emotional regulation. I tend to utilize Cognitive-Behavioral Therapy and Psychodynamic Therapy with clients. Prior to my internship, I was a practicum student at Dakota Ridge High School. I worked with adolescents who had substance abuse issues, social anxiety, and difficulties in school. I have also had experience in the Counseling and Educational Services Clinic at the University of Denver working with clients who identify as LGBTQ as well as couples counseling. I plan to continue seeking minority populations throughout my counseling career.

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Kathleen (Katie) Larkin

I am originally from Pittsburgh, but I am currently finishing up my Master’s at the University of Denver in Clinical Mental Health Counseling with an Addictions Specialization. My goal is to obtain a Licensed Professional Counselor (LPC) and Certified Addictions Counselor (CAC) Level III licensure in Colorado. I have personal experience with the foster care system as my parents were foster parents. I saw first-hand the impact that addictions can have on both youth and families. It was through this experience growing up that pushed me towards a career in this field. I have clinical experience working in community mental health with the Salvation Army as a counselor for homeless men with addictions. I am currently working in a hospital setting in Denver on an acute psychiatric unit. It is an honor to have received this fellowship and I am excited for where it will take me in my career.

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Stephanie Nisle

Stephanie Nisle is pursuing her Master’s in Counseling Psychology with a specialization in Addictions at the University of Denver. She received her Bachelor’s Degree in Psychology from the University of Illinois in 2012 where she participated in a semester abroad French language immersion program in Aix-en-Provence, France. Previously, she has worked as a research assistant analyzing residential substance abuse treatment facilities. Stephanie has also worked in the addictions field providing group and individual counseling to adults and adolescents with co-morbid disorders. Additionally, she has spent the past eight years working and volunteering with at-risk and special needs students. The combination of her teaching and work experiences, have led to the formation of her research interests related to personal, environmental, and behavioral factors that contribute to adolescent development and substance abuse. In the future she aims to develop programs and interventions in hopes to create greater empowerment within these communities.

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Jessica Thompson

Born and raised in Colorado, I graduated with a BA in Psychology from Metropolitan State University of Denver. I am a 2nd year Masters student at the University of Denver in the Clinical Mental Health Counseling with an Addictions Specialization program. I worked four years for the State of Colorado caring for clients who are mentally or physically disabled, severely mentally ill, and disabled sex offenders. I completed my practicum at Creative Treatment Options as an outpatient addiction counselor. I am currently working at Arapahoe House, working with clients who suffer from addictions in withdrawal management and adult and adolescent inpatient units. Also, I am an intern at Jefferson Center of Mental Health, working as an outpatient clinician for adults and children. I am greatly passionate in the addictions field due to coming from a family that struggles with addiction and seeing the great need for treatment and prevention.

View Resume

When you hear the title, “school counselor,” you might think of someone who makes student schedule changes and hands out college applications. While school counselors are responsible for scheduling and post-graduation guidance, they do a lot more than that. Per the American School Counselor Association (ASCA): “school counselors are certified/ licensed educators with a minimum of a master’s degree in school counseling, making them uniquely qualified to address all students’ academic, career and social/emotional development needs by designing, implementing, evaluating and enhancing a comprehensive school counseling program that promotes and enhances student success.”

Not only has the role of school counselor grown, so has the need for school counselors across the country. The ASCA recommends a ratio of 1 school counselor to every 250 students. As of 2014, there were only 3 states in the U.S. that met that recommendation, with the majority of states well over a ratio of 1:400. In Colorado, the ratio was 1:395.

School districts and states across the country have taken notice of the deficit in school counseling, and many have made funding available in an attempt to fix the problem. Since 2008, Colorado has allocated over $13 million through the School Counselor Corps Grant Program (SCCGP) to secondary schools and school districts with particularly high dropout rates and low graduation rates to increase the amount of school counselors and counseling opportunities for their students.

In 2015, the U.S Department of Education awarded over $24.8 million in grants for 67 school districts across 26 states for school counseling and school mental health services. In late 2016 in Indiana, Lilly Endowment Inc. issued a request for proposals from schools in need of counseling resources, and will potentially award up to $30 million in funding across the state to hire more counselors and improve school counseling services.

What does this mean for jobs in school counseling? The Bureau of Labor Statistics estimates that there will be 22,500 new jobs in the field, and an 8% growth overall by 2024. How can you prepare yourself for a job in school counseling? You need a Master’s degree in school counseling, which you can earn here at the Morgridge College of Education, University of Denver in our Counseling Psychology Master of Arts program. Our program prepares students for the School Counselor License in Colorado through the Colorado Department of Education, and allows you to work as a school counselor for children and young adults (up to age 21). Through this degree program, students have the opportunity to take interdisciplinary coursework in the areas of counseling and child development, and to complete a supervised practicum and internship in a school setting.

March 3rd, 2017 – One of my favorite teaching texts is a short quote from Terry and Renny Russell, two brothers who came of age exploring the canyons and rivers of the desert southwest. In their book On The Loose they write: “One of the best-paying professions is getting ahold of pieces of country in your mind, learning their smell and their moods… It feels good to say ‘I know the Sierra’ or ‘I know Point Reyes.’ But of course you don’t—what you know better is yourself, and Point Reyes and the Sierra have helped”.

My personal interests and educational background is grounded in the natural sciences so the brother’s reference to “pieces of country” resonates with my academic and lived experience. The natural world, ecological processes, and nature-based metaphors are important sense making strategies in my teaching. When I walk into a classroom with the eyes of a naturalist I’m often looking for interconnections, patterns, unique contributions of individuals, and shifting centers of generative energy; for me the components of a vibrant classroom ecology.

In the field of curriculum studies Christy Moroye calls the similarities between the inner dispositions of the teacher and the external curriculum of texts, assignments, and assessment the “complimentary curriculum”. In essence, the heart of the teacher and the pedagogical space are one and the same, which creates an authenticity that students sense and are drawn to. There is little difference, except location, between my curiosities about the natural world and my observations of interconnected learning in a college classroom. I don’t intend to reduce student and teacher behavior in the classroom to the scientific and mechanistic metaphor of ecology; that would not do justice to the complexity of deep learning as faculty and students mutually interrogate a text, and each other, as they form and sharpen their instructional relationship.

To paraphrase the Russell brothers, it feels good to say that I know the classroom or I know my students. This type of pedagogical knowing is contingent on a sort of deep observational intimacy similar to the way the brothers learned to read and respond to the land they were traveling through. In the classroom this close read of learners is essential to effective teaching as faculty adjust, revamp, and retool their curriculum and instructional style to more effectively match their instructional intentions to the varied learning needs of students. But as the opening quote suggests, knowing the classroom is only half of the story. The rest of the narrative is the process by which deep observation and instructional intimacy changes the self-perception of the teacher.

Teachers teach with the hope of changing students intellectually and emotionally but change can and does happen both ways; at the end of a class the teacher is changed commensurate with her level of deep engagement with students. Again paraphrasing Terry and Renny Russell, it feels good to say that I know the classroom or I know my students. But of course I don’t—what I know better is my teaching self and my students have helped.

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.

The Marsico Institute for Early Learning and Literacy in the University of Denver’s Morgridge College of Education was recently awarded the Central Regional Educational Laboratory (REL) along with four other partners, led by Marzano Research Laboratory. The award for $181,000 spans the next year with opportunities for additional funding over the next five years.

The REL program is sponsored by the U.S. Department of Education’s Institute of Education Sciences and serves the United States through ten designated regions. Each REL supports state and local agencies in its region and provides technical assistance, research assistance, and resources to introduce best and proven practices into the nation’s schools. Specifically, REL Central supports these efforts in Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming.

Marsico’s focus for this year will be on early childhood education in rural areas. Although Marsico resides in an urban setting at the Morgridge College of Education, the Institute and College are committed to educational equality across the age span and across the region. This includes a focus on the children and families that reside in the region’s rural communities. Across all levels of the College, researchers are pioneering innovative solutions to ensure that rural school districts have access to the best practices and resources in the field. Additionally, faculty are collaborating with rural school districts to improve student outcomes in areas ranging from early learning, to physical activity, to college access.

Led by Dr. Douglas Clements and Dr. Julie Sarama, who are national experts in the field of early childhood education, Marsico identifies the best in early learning research, practice and policy and delivers this information to academics, practitioners, policymakers, and parents.

“We connect with the people who can create and implement changes to improve the lives of young children,” said Sarama.

Dr. Carrie Germeroth, assistant director of research at Marsico, has previously worked with several states involved with REL Central and said, “Being awarded the Central REL will allow us to further our reach with communities who may otherwise not have access to these resources. Everyone at Marsico is thrilled to work with Marzano Research Laboratory to enact change and bring education to everyone.”

Morgridge College of Education Dean Karen Riley, is delighted to see the Institute continue to grow and believes being awarded REL Central highlights the great work being done by the entire College regarding education expansion to rural areas.

“We have several programs within Morgridge that allow us to work with educators in rural districts,” said Riley. “From our top-ranked educational leadership program to teacher preparation and piloting new approaches to distance learning, we are committed to working with rural partners across the region. For the University, being awarded the Central REL shows our dedication to the community beyond its campus borders and allows us to live up to our pledge to be a great, private University dedicated to the public good.”

Substance abuse and addiction is an issue that affects nearly 12% of the US population directly, with over 21 million adults battling substance use disorders each year according to American Addiction Centers. That figure doesn’t account for family members and friends of addicts that are indirectly affected. Counseling Psychology Master’s student, and NAADAC fellow, Elizabeth Kidd, put it well: “When you are counseling someone with an addiction, you are also touching the lives of their friends, family members, and community. Addiction harms not only the person who is struggling, but also the people who surround them.”

Heroin use is at an all-time high, with rates of use tripling from 2002 to 2014. According to a CBS News report, current rates of overdose deaths are at 5 times what they were in 2000. The Surgeon General recently released its first ever report on alcohol, drugs, and health, titled “Facing Addiction in America.” Amongst the report’s key findings are figures representing the financial impact of addiction and substance abuse: It is estimated that the yearly economic impact of substance misuse is $249 billion for alcohol misuse and $193 billion for illicit drug use”.

These figures are scary, but with adequate funding and services, and appropriate training for medical and therapeutic professionals, it can get better. This year, the U.S. Department of Health and Human Services awarded $53 million in funding to 44 states to help address the opioid and heroin epidemic through prevention efforts, making treatment more readily available, and multiple other support services. There is also a growing amount of funding available to students wishing to learn about and work in the field of addictions counseling. Several of our Master’s students were awarded substantial fellowships through NAADAC this year, totaling over $90,000 in scholarships awarded to students in the addictions specialization. One of those students, Riley Cochran, said this about the field: “Especially in today’s world where substances are more readily available than help, it is imperative that those interested in the field of addiction counseling make significant efforts to reduce the stigmas of addiction and make treatment more readily available.”

The projected rate of growth in employment for Substance Abuse Counselors is 22%, making it one of the fastest growing career paths in the country. This means that over the next few years there will be more jobs in the field of addictions counseling than there are professionals to fill those jobs.

Here in the Counseling Psychology program, we offer Master’s students the opportunity to pursue a specialization in addictions counseling that covers timely and practical content that prepares students for jobs in the addictions counseling field. For students who wish to work in the state of Colorado, the specialization provides the coursework required for certification as a Colorado Addiction Counselor II (CAC II), making students especially qualified and hireable in a wide variety of mental health and school settings. Our program has a memorandum of understanding (MOU) with the Office of Behavioral Health, making the application process for certification simple and straight-forward. According to Master’s student and NAADAC fellow, Demi Folds, “This program enables me to take what is discussed in class and apply it to my work with clients almost immediately.” If you feel passionate about helping people, especially those suffering from substance abuse disorders, a Master of Arts in Clinical Mental Health Counseling with a specialization in addictions counseling might be for you. Check out our website for more information on the program.

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.

The CASE Winter Leadership Conference, taking place Feb. 2-3, 2017, has a significant presence from students, faculty, and alumni from the Educational Leadership and Policy Studies (ELPS) department. Additionally, the Morgridge College of Education is a Bronze-level sponsor of the conference.

Congratulations to all ELPS faculty, students, and alumni presenting!

Faculty

Ellen Miller-Brown, Assistant Professor
Title:
Lessons from the Field: Fresh Research from Doctoral Candidates

Alumni

Dr. Tricia Johnson, Ed.D. Graduate, Vice President, Academic Affairs, Community College of Aurora
Title: Leading for Change: Developing Equitable College and Career Guidance Systems

Dr. Danny Medved, Ed.D. Graduate, Principal and Lead School Designer, Denver School of Innovation and Design, Denver Public Schools
Title: Enacting Vision and Navigating Change Case Study: A Technical Report to New School Designers and Stakeholders

Dr. Matthew Weyer, Ph.D. Graduate, Senior Policy Specialist, National Conference of State Legislatures
Title: The Every Student Succeeds Act and Redesignation: Implications for School Leaders

Students

Rana Razzaque, Ed.D. Student, Learning Partner, Social and Emotional Learning, Denver Public Schools
Title: The Enlightened Educator: Exploring the Influence of Mindful Self-Awareness on the Culturally Responsive Practices of Teachers

Lorna Beckett, Graduate Assistant and Ph.D. Candidate, University of Denver
Title: Predictors of Colorado Urban Principal Turnover

Co-Presentations

Rana Razzaque, Ed.D. Student, Learning Partner, Social and Emotional Learning, Denver Public Schools
Dr. Ellen Miller-Brown, Assistant Professor
Title: Leadership Matters: Leading for Civility, Cultural Responsiveness and Community Engagement


Dr. Doris Candelarie
, Clinical Assistant Professor
CJ Cain, M.A. Student
Theresa Gilbreath, M.A. Student
Title: Design Thinking for School Leaders

Higher Education Ph.D. candidate Varaxy Yi Borromeo has been recognized as the Asian Pacific American Network’s Outstanding Graduate Student of 2017. The award is presented by the American College Personnel Association (ACPA) Coalition for Multicultural Affairs (CMA). The CMA works to promote diversity within ACPA and addresses the changing cultural dynamics within higher education.

Yi joined the the Morgridge College of Education (MCE) community in 2013 and has had an “overwhelmingly positive experience.” She attributes her academic success to strong faculty support, opportunities to contribute to impactful projects, and a close-knit doctoral cohort. Yi is passionate about inclusive excellence, equity, inclusion, diversity, culturally engaging campus environments, and critical race theory, all of which are topics she has infused into coursework, research, and impact projects. Her research connects her to programs, organizations, and individuals whose experiences help to inform transformations in campus environments. One such organization is the Culturally Engaging Campus Environments (CECE) Project, where she currently serves as a Research Associate.

In addition to her studies, Yi participated in and led a number of research projects that contributed to a greater impact in her community. Most notably, as a Graduate Fellow for the University of Denver’s (DU) Interdisciplinary Research Incubator for the Study of (In)Equality (IRISE), Yi developed the Roger Salters Writing Institute in partnership with Anthea Johnson Rooen, Director of Graduate Student Success at the Center for Multicultural Excellence, and with support from the Writing Center and English department faculty to create a writing program for doctoral students from historically underrepresented communities. According to Yi, the Institute creates a cohort-based learning community in a collaborative, supportive environment to not only provide tips and strategies for productive writing but to address the vulnerabilities inherent in the writing process and to combat feelings of isolation in students’ programs. She considers the project to be one of her most significant accomplishments at DU.

Yi is expected to complete her studies in the Fall of 2017. She is honored to receive the award, and credits her success to her research team and community at MCE, saying that “similar to many other doctoral students of color, I face daily feelings of inadequacy and anxiety about the relevance and quality of my work…this recognition tells me that I am seen, my contributions are important, and I must continue my work to ensure that academia is a more equitable and inclusive space.”

Students from the Ricks Center for Gifted Children—a University of Denver model demonstration school which is a part of the Morgridge College of Education—are enrolled in the inaugural year of the Lamont Piano Preparatory Program, run by the Lamont School of Music at the University of Denver. Established by M.M. Piano Pedagogy program chair Chee-Hwa Tan, the preparatory program is designed to provide graduate students enrolled in Lamont’s M.M. Piano Pedagogy degree program with opportunities to gain practical teaching experience in both group and individual formats.

The preparatory program’s approach is experiential and immerses the Ricks students in an all-encompassing musical education through listening activities, interactive games, and reading exercises. Additionally, Ricks students are given an introduction to music history surrounding the pieces they learn. They participate in performances as part of the curriculum, and gave an inaugural public recital in January 2017. The preparatory program is designed to be a three-year experience for Ricks students; in the 2017-2018 academic year, the current first-year cohort will begin their second year, and a new cohort of students will enroll. Mary Beth Shaffer, coordinator for the preparatory program, says of the Ricks students that they are “a model group to work with.”

About the Ricks Center

The Ricks Center for Gifted Children was founded in 1984 by Norma Hafenstein, Ph.D., Morgridge College of Education (MCE) Clinical Professor & Daniel L. Ritchie Endowed Chair in Gifted Education. Furthermore, Dr. Hafenstein leads the Gifted Education Ed.D. Specialization in MCE’s Curriculum & Instruction program. Ricks current director Anne Sweet is thrilled with the Lamont partnership, saying that the preparatory program is a “wonderful opportunity” for the students to engage in higher-level creative learning.  The partnership exemplifies the One DU philosophy of the Chancellor’s strategic plan Impact 2025, benefitting the Ricks students and their families while providing a unique experiential opportunity for the students of the Lamont School.


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