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Curriculum and Instruction alumna Juli Kramer, Ph.D. (‘10), has begun working with the Multicultural Division of the Soong Ching Ling School (SLCS) in Shanghai, China, where she will serve as the Director of Curriculum for grades 6-8 and develop curricula for the new high school, which will open in 2017. Her role supports the middle school as it strives for higher levels of academic excellence and care, and works to facilitate consistency in teacher flow. Furthermore, the high school will allow students to continue their education in the multicultural environment.

SCLS opened in 2008, and devotes its mission to “providing children the opportunity to explore and gain valuable opportunities and experiences in education and life.” The school incorporates Western educational principles into the curriculum, and has an International Division for students from outside of China and a Multicultural Division for Shanghai residents. The school utilizes care theory, or creating a learning environment that adapts to needs and interests. Working at SCLS appealed to Dr. Kramer because she identifies with the mission and its commitment to providing an environment of care.

Dr. Kramer has worked in a wide range of roles supporting curriculum design and implementation. Her most recent positions include supporting the design and implementation of an online educational resource for teachers at the Denver Art Museum; developing a citizen awareness program to give individuals ownership over their security at The Counterterrorism Education Learning Lab; and founding the high-achieving Denver Academy of Torah’s high school, raising it to academic excellence at a national level. Dr. Kramer attributes her professional achievements in part to a strong working relationship with “tremendous mentor” and Morgridge College of Education faculty member Bruce Uhrmacher, Ph.D.

Robin Filipczak (MLIS ’11), a reference librarian at Denver Public Library (DPL), has produced a local installation of the Race Card Project. The Race Card Project is an initiative created in 2010 by Michele Norris—a former host at NPR—who describes it as “a place for people to talk about race and cultural identity in only six words.” In a recent Colorado Public Radio (CPR) broadcast with “Colorado Matters” host Nathan Heffel, Filipczak spoke about the library’s installation, a poster board where library visitors can share their six-word stories on postcards.

The installation began in July 2016 and has since collected hundreds of responses. In the CPR broadcast, Filipczak said she was empowered to do more to deepen the conversation around race and support her community after attending the 2016 Public Library Association national conference in Denver. The installation has been met with enthusiasm from other librarians, and will expand into additional DPL branches this fall. Furthermore, the project is expanding the view of libraries beyond a repository for books; rather, libraries are true public forums that promote community connections, freedom of ideas, and civil discourse, and are environments well-suited to host what Filipczak calls “thornier” conversations.

Filipczak also credits the Morgridge College of Education’s Library and Information Science program with her professional success, citing her specialization in reference and user services and faculty support in networking and hands-on experiences. She enjoys working in reference services—landing her dream job at DPL right out of school—in order to be on the front line of working with customers and helping to share information and resources.

Educational Leadership and Policy Studies (ELPS) Ph.D. student Isaac Solano was selected by the University Council for Educational Administration (UCEA) as a 2016-2018 Jackson Scholar. The Jackson Scholars Network provides students of color with opportunities for professional development, mentorship, and networking in order to elevate their careers in educational leadership.

Solano is thrilled to become a Jackson Scholar, saying that “various scholarship organizations have made it possible for me to continue my education up to a PhD. I am just so grateful for the unwavering and constant support I have from my DU family.” Solano’s mentor for the program is Dr. Julian Vasquez Heilig of California State University, Sacramento.

Solano will participate in professional development and networking opportunities designed to enhance his doctoral experience. He will represent the Morgridge College of Education (MCE)—along with fellow MCE student Rana Razzaque, 2015-2017 UCEA Jackson Scholar—at the UCEA Convention in November.

About the Jackson Scholars Program

The UCEA Barbara L. Jackson Scholars Network began in November 2003 after a vote of the members of the UCEA Plenum. The two-year program provides formal networking, mentoring, and professional development for graduate students of color intending to become professors of educational leadership.

UCEA facilitates the development of a robust pipeline of faculty and graduate students of color in the field of educational leadership. As a result, Barbara Jackson Scholars and Alumni enhance the field of educational leadership and UCEA with their scholarship and expertise.

September 28, 2016 – Several years ago, I was leading a professional development session for a group of experienced educators. During a conversation—around the tensions in teaching that tend to separate out the inner life of educators from the outer technical domain—one teacher commented: “The joy of teaching has been tested and legislated away. All that is left is sand and dust.” I find this statement devastating in the way it describes the real impact of focusing the purpose of education too narrowly on elements such as testing, accountability and technique. And at the same time, it points the way forward to a time in education when conversations about best-practice are equally matched with questions about deep-practice; the rich, joyful life of educators.

The title of this blog captures the dual-tension that exists in education around conversations about effective instruction. There is an outer-technical aspect of teaching present in the day to day actions or inactions of teachers—the walking around tasks that anyone can witness who is an observer of teaching.  In short, this is the “sight” that teachers exercise to act on and in the world of the classroom. “Sight” can be thought of as best-practices and there are many books, articles and teaching standards that define its essence. Yet, “sight” can also take on a prophet or activist orientation in terms of provoking action toward change. It is this second aspect of “sight” that I’m particularly interested in while acknowledging the existing of the outer-technical.

The “in” of the blog title speaks to another facet of teaching which is often acknowledged but rarely examined with integrity. This is the inner-life of a teacher that corresponds to elements such as calling, passion, affective knowledge, courage, or vulnerability. “In” points to the importance of organizing conversations and discussions of effective teaching around the affective and social-emotional aspects of teaching. Education takes, in part, its root meaning from the Latin word educere, which means to “lead, draw or take out…” I often ask myself, my students, and other educators to consider what is worth drawing out of learners. For me, whether the learner is a student in K-12 schools or higher education, or a teacher, the answer is essentially the same. It is my purpose to create an instructional space where the inner wisdom of the learner is invited to come forth and engage the question at hand.

Cynthia Hazel, Ph.D.—Department Chair of Teaching and Learning Sciences and Professor of Child, Family, and School Psychology at the Morgridge College of Education (MCE)—was selected to participate in the American Psychological Association’s (APA) 2016-2017 Leadership Institute for Women in Psychology (LIWP). LIWP prepares, supports, and empowers women psychologists as leaders to promote positive change in the field and in APA governance.

Dr. Hazel’s outstanding career achievements and leadership potential contributed to her invitation to participate in LIWP. Dr. Hazel’s career accomplishments include coordinating arts-based after-school programs for urban youth, serving as the Behavior Evaluation and Support Teams Coordinator for the Colorado Department of Education, and practicing as a school psychologist in impoverished communities.

About Dr. Hazel

As the chair of MCE’s Department of Teaching and Learning Sciences, Dr. Hazel oversees faculty, administration, and student outcomes for the Child, Family, and School Psychology program, the Curriculum and Instruction Program, the Early Childhood Special Education Program, and the Teacher Preparation Program. Furthermore, she was recently promoted to Full Professor at MCE.

Dr. Hazel’s recent contributions to the field include a presentation titled “Supporting the School Success of Students with Emotional Disturbance” at the International Association of School Psychologists conference in Summer 2016, held in The Netherlands, and the completion of her book titled Empowered Learning in Secondary Schools Promoting Positive Youth Development Through a Multitiered System of Supports, published by APA.

MCE extends its heartfelt congratulations to Dr. Hazel!

Jeffrey Selingo Comes to MCE

Jeffrey J. Selingo is a best-selling author and award-winning columnist who helps parents and higher-education leaders imagine the college and university of the future and teaches them how to succeed in a rapidly changing economy. His writing has appeared in the New York Times, the Wall Street Journal, and Slate, and his work has been honored with awards from the Education Writers Association, Society of Professional Journalists, and the Associated Press.

Selingo will be at the Morgridge College of Education (MCE) on October 4 to hold a series of discussions on his latest book, There is Life After College.

There Is Life After College offers students, parents, and even recent graduates the practical advice and insight they need to jumpstart their careers. Education expert Jeffrey Selingo answers key questions—Why is the transition to post-college life so difficult for many recent graduates? How can graduates market themselves to employers that are reluctant to provide on-the-job training? What can institutions and individuals do to end the current educational and economic stalemate?—and offers a practical step-by-step plan every young professional can follow. From the end of high school through college graduation, he lays out exactly what students need to do to acquire the skills companies want.

How can I Get involved?

Selingo will be in residence at MCE October 4 for a series of events focusing on his new book.

  • MCE Faculty are invited to a luncheon and discussion on October 4 from 12:00 AM -1:30 PM.
  • MCE Students are invited to a special student forum from 2:30 PM – 3:30 PM.
  • MCE Students, faculty, and staff can participate in a college-wide book talk from 4:30 PM – 5:30 PM. *

*Students can apply to participate in the student forum by sending a one-page response to the question, “Why do you want to participate in the forum, and how does it align with your educational interests?” to their department’s ASA by 5:00 PM on September 23. Space is limited, and students accepted into the forum will receive a complimentary copy of the book which they are expected to read before the event. Students can contact their ASA for more information.

The New Business Analytics Specialization in RMS

The Business Analytics specialization is an exciting new addition to the Institutional Research track in the Research Methods and Statistics Ph.D. Program. This specialization provides you with an opportunity to gain a multidisciplinary education that opens up several future career paths.

Taking courses in Business Analytics will be challenge you to view research design and analyses from a different perspective. You will collaborate and network with students from various career backgrounds and  will learn about cutting-edge programs and programming languages.

Why Business Analytics?

Heather Blizzard“In today’s world, businesses are looking for people who have skills in research design and have the ability to implement research analyses. That’s why I was extremely excited to learn that my program was adding a specialization in Business Analytics.” – Heather Blizzard, RMS Ph.D. Student
iNTRODUCING bOSTON Pre-K Students to Math

“Early math is cognitively fundamental” said  Doug Clements, Ph.D, during PBS News Hour’s  feature on early math education in Boston Public Schools. The Building Blocks curriculum developed by Dr Clements and his Co-Researcher Julie Sarama, Ph.D, was heavily featured in the piece which showcased how critical math is to Pre-K students.

Through early introduction to math, Pre-K students using the Building Blocks Curriculum not only learn to count, and identify shapes, but also learn why we talk about shapes and numbers the way we do. They are taught to think critically about math as they move forward with their education.

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

The Honorees of MCE’s 2016 Summer Graduation

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

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

As the United States continues to struggle with issues of race and diversity, DU professor Frank Tuitt has released a new book designed to help faculty better connect with the changing demographics of higher education. Tuitt serves as senior advisor to the chancellor and provost on diversity and inclusion and is also a professor of higher education in the Morgridge College of Education.

Frank Tuitt“Race, Equity and the Learning Environment: The Global Relevance of Critical and Inclusive Pedagogies in Higher Education” (Stylus Publishing, 2016) examines the importance of creating an educational environment that reflects the changing diversity in higher education. The book also provides specific tools for achieving that goal. “Historically, we’ve created these fine institutions that had a certain set of students in mind when they were created,” Tuitt says. “Our students today are very different from the original set of students that these institutions were created for. And the assumption is that what works for one group will work for all groups. So the book is an attempt to help faculty who are interested in having students be the best that they can be.”

Tuitt believes the choices faculty members make on which authors to include and not include on course reading lists is just one example of how unintended bias can impact a student’s learning experience.

“Race and equity continue to be important as we see disparities between different racial groups even in places where we wouldn’t expect to,” Tuitt says. “We think part of it is because we haven’t been able to adjust our approach to teaching in ways that adjust to the different backgrounds and experiences that come to our classrooms.”

* Original story produced by Tamara Banks. Read it at: http://news.du.edu/du-book-chat-frank-tuitt/

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

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

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

The Higher Education (HED) Department at the Morgridge College of Education (MCE) engages in teaching, research, and service that draws from and contributes to the resources of Denver, Colorado, and national communities. The University of Denver Center for Community Engagement & Service Learning (CCESL) recently recognized these efforts by awarding HED the Community Engaged Department of the Year award. This award honors an academic department that has developed a concentration of faculty members who engage in high quality community-based partnerships; carry out rigorous public good scholarship; and teach innovative service-learning courses that improve students’ academic knowledge.

HED’s bond with the community is exemplified by its connections with the many organizations throughout Denver that collaborate with them. One such collaboration, with the Denver Scholarship Foundation, places graduate students in Denver high schools to support the work of DSF’s future centers – places designed to support underrepresented students’ postsecondary opportunities. Also, each of the tenure-line faculty members in HED have pursued community-based research projects. For example, Dr. Cecilia Orphan received a grant from the CCESSL Public Good Fund for her research on higher education and the public good in collaboration with the Campus Compact of the Mountain West, an inter-institutional organization that focuses on civic engagement in higher education.

HED students actively engage with these community partners during their time at MCE. In addition to service-learning opportunities across the HED curriculum, students engage in independent and small group “praxis projects” wherein they design and deliver evaluation, assessment, and research-based recommendations in collaboration with student affairs, academic affairs, and business affairs offices at college and university campuses across the Denver metropolitan area. Through these connections HED students experience hands-on the ways in which they can challenge and inform change in the real world.

The Higher Education Department and our students are proud to have formed such strong bonds with these communities and to have the opportunity to work alongside them supporting the public good.

Morgridge College of Education (MCE) faculty member William Cross, Ph.D. has been selected as the 2015-16 University Lecturer by the University of Denver (DU). The University Lecturer award was first given in 1955 and is one of the University’s most distinguished honors, based solely upon creative contributions and scholarly work. “Dr. Cross honors MCE and DU every day and we could not be more proud to have him as our colleague” said Dean Karen Riley.

Dr. Cross is a leading theorist and researcher in the psychology and identity development of minorities. His book, “Shade of Black”, is considered a classic in the field of racial identity. He is the President-Elect of American Psychological Association’s Division 45 (Society for the Psychological Study of Ethnic Minority Issues), an Elder of 2013 National Multicultural Conference, a CUNY Professor Emeritus, and a Distinguished Lecturer at Georgia Southern University.

Dr. Cross is a passionate member of the DU community and exemplifies the high standard of excellence found among MCE and DU faculty. His positive impact extends beyond the classroom and into the communities he engages with as he strives to make the world a more inclusive place. Please join MCE in recognizing Dr. Cross for his significant contributions to the world of academia.

The University Lecturer award recipient is announced at the Fall convocation and presented at the University Lecture in the spring. More details will be made available in the near future.

Inside this Issue

  1. WHY RACE MATTERS
  2. COURSE HIGHLIGHT: ISSUES OF ACCESS & OPPORTUNITY
  3. HESA UPDATES
  4. DU @ ASHE 2015
Upcoming Events

  •  HED Lunch & Learn, 1/20 12-1pm
  • HED Admissions Day 2/20
  • HESA Writing Retreat,2/20 9-4pm
Why Race Matters in the Study of Higher Education

Race matters in the study of higher education and it matters beyond the numbers. While shifting racial and ethnic demographics across the country, dynamic immigration trends, and historic inequalities against communities-of-color are compelling in and of themselves, race matters in the study of higher education for a reason fundamental to its purpose and role in the U.S. As a social institution of democracy, higher education both reflects and produces societal values and ethics. The knowledge imperative of Academe demands that we recognize how inequality is perpetuated through and within higher education – we must contend with the world as it is. Yet the knowledge imperative provides us the opportunity to demonstrate alternative realities; as a social institution, we can build the world as it should be. Rigorous and sophisticated scholarship of research, teaching, and service is required for building such a radical social imaginary. These are precisely the goals and outcomes the Higher Education Department designs to achieve. We are not perfect in our quest for realizing a more equitable social imaginary, but we cannot let our imperfection diminish our resolve. To these ends, HED is responding proactively to student protests across the nation. We are leading college- and campus-wide conversations about race and college racial climates. We are tailoring our curricula to take advantage of the real-world struggles in our midst while honoring (and when appropriate, joining) those who are most directly affected by such struggle. We have developed a resource page for students, staff, and faculty, available here: http://bit.ly/1PjdboQ. Our commitment to inclusive excellence is resolute in this matter. Race matters in the study of higher education.

Course Highlight HED 4246: Issues of Access & Opportunity

Taught by Dr. Judy Marquez Kiyama, this course addresses theories and research on a variety of issues related to college preparation, school structures, and inequalities in college access. The course covers different levels of analyses: theoretical, individual levels (i.e., race, ethnicity, and social class), organizational levels (family, geography, high school context, and outreach), and field levels (i.e., policy, testing, rankings, media, and policy). Special attention is paid to the socio-cultural context, particularly on the role of families. The course is required for first-year masters students and open to all students in the HED department.

HED Newsletter Winter 2016 (4)Two sections of the course are being offered in the winter quarter, a case study (mini research) section and a service-learning section. Students in the service learning section will have the opportunity to partner with a community organization that focuses on issues of college access, transition, and success with the goal of bridging theory and research with hands on experience. Students will complete approximately 15 hours of service during the winter quarter. The service learning section has evolved in two, new exciting ways. First, students work with their service partners for 20 weeks instead of 10. What this means is that the service experience continues into the Retention & Persistence course offering both students and our community partners continuity in the experience and a more meaningful opportunity to engage in issues of college access and success. Second, in addition to the community partners we have worked with in the past: the Denver Scholarship Foundation, College Track, and RISE Colorado; we are partnering with a new organization, The Bridge Project. The Bridge Project provides a path for youth in Denver’s public housing neighborhoods to graduate from high school and go on to college or a vocation by engaging them in educational opportunities and facilitating the development of life skills and self-sufficiency. We are grateful for the strong partnerships that have been created across the community and look forward to a great winter quarter!

HESA Updates

Hello HESA Community! It was a busy but great fall quarter for HESA so we thought we’d share some of our accomplishments and updates:

  • We welcomed a new cohort of approximately 38 Masters, EdD and PhD students. Thanks to all those who came out to our Welcome Event on Sept 15th!
  • There was unprecedented participation in the HESA Board Elections with 44 nominations across our 6 previously open positions. Elections for the 2016-17 academic year will be held in the spring and next fall so consider running!
  • DU HED had an amazing showing at ASHE2015!! HESA hosted a well-attended ‘preASHE’ gathering on 11/3 to help students prepare for the conference and we had over 30 students participating in various pre-conferences, presentations, service projects, and affinity groups.
  • HESA collaborated with the HED department to host a community dialogue on 11/10 surrounding racial climate both nationally, and on our campus which resulted in a few action items such as: A photo and pledge of support and tentative plans for a College of Ed dialogue, book drive, and continuing engagement around these issues.
  • On Sat, 11/14, HESA hosted a ‘Study Squad Session.’ Approximately 20 students came together for breakfast, and then a day-long working retreat to finish up assignments for the quarter.
HED Newsletter Winter 2016 (3)

HED Students @ HESA “Study Squad” Session, Nov. 2015. Photo: Molly Sarubbi

 

HED Newsletter Winter 2016 (2)

HED students & faculty #DUUnitedWithMizzou, Nov, 2015. Photo: HESA.

DU at ASHE 2015

Overview

The 40th Annual ASHE meeting “Inequality &Higher Education” was held in Denver and the Higher Education Department was there to represent. Combined, students and faculty from HED participated in the delivery of 19 sessions. Additionally, HED students and faculty served as chairs, discussants, or committee members of an additional 11 sessions. In terms of attendance, over 30 students and faculty were present.

DU HED Reception at ASHE 2015, Nov. 2015 Photo: Delma Ramos

DU HED Reception at ASHE 2015, Nov. 2015 Photo: Delma Ramos

Spotlight interview with Brenda Sifuentez

Brenda Sifuentez, PhD student in the Higher Education Department
Sifuentez, BrendaCan you share a little bit about what it was like to present as a graduate student at ASHE?

Brenda: I was invited to participate in a Presidential session; the session was a panel discussing the experiences of first generation students. I was asked to share my personal story and my thoughts on the documentary First Generation. It was a great honor to be invited to participate in such a special session as a graduate student. While I was excited to share my story, I was nervous to be so open to a group of people that I did not know. However, being able to share my story for a larger purpose such as helping to inform researchers of the struggles that first generation students encounter in doctoral programs was very impactful for others and myself.

What was something that surprised you about ASHE in Denver?

Brenda: Despite having the conference in our own backyard it was great to be exposed to other professionals who flew in from across the country. It was also a great way to connect with fellow DU students and other graduate students.

Was it any different than when you’ve attended in other cities?

Brenda: This was my first ASHE, however, I have been to other larger academic conferences. At larger academic conferences you have to navigate your way amongst multiple hotels in order to find sessions. One of the perks of ASHE is its size and the sense of community it builds. Having the conference here in Denver allowed us to have a large representation from DU, which meant I was able to connect with fellow colleagues with whom I have limited interaction.

Was there a specific session or talk that you attended that made an impact on you?

Brenda: All the session made an impact on me, however, I would say the session entitled “The Civic Engagement Movement: A Symposium and Participatory History”, made me critically reflect upon the role of civic engagement in communities of color. As someone who has done civic engagement work in the past this session made me reconsider the ways that students of color participate in civic engagement action. I specifically thought about the Black Lives Matter movement and the current racial climate across the nation and on higher education campuses.

What did you learn about higher education from the conference?

Brenda: The field of higher education is very complex. By examining the conference program, you could see that there were many topics being covered along with multiple perspectives within the field of higher education. I think it is important as graduate students that we are able to fully understand the impact of research. Regardless of your career path-as a practitioner or a faculty member- research should always be influencing the way we work. The conference brought attention to the changes that are affecting our field and encouraged me to stay current with the research that can enable programs to be successful.

Stay Connected!

DU HED Facebook
https://goo.gl/Vc4b1b

DU HED Twitter
@DUHigherEd

HESA Facebook Page 
(Student/Alumni Led)
https://goo.gl/Dejttd

HESA Portfolio Page
https://goo.gl/39ue8j

HESA Board Meetings
Everyother Tuesday 6-7PM
KRH Board Room

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

Doctorate Hooding 2016


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