Teacher Education Program (TEP) student Krystal Giles participated in a round-table discussion with Denver Mayor Michael B. Hancock as part of the Make Your Mark campaign. The round-table, hosted by Denver Public Schools (DPS) Acting Superintendent Susana Cordova and Mayor Hancock, focused on the important role teachers of color play as advocates and role models for students of color.

The Make your Mark Campaign is an initiative dedicated to diversifying the faculty population working in Denver schools by recruiting educators of color. Mayor Hancock, DPS, six charter school networks, and several foundations have teamed up to lead this campaign. Their goal is to assure that the faculty working in Denver schools better reflects the diverse student population.

Diversifying teacher demographics is especially important in Denver. Statistics from Make Your Mark show that—in DPS—while over 75% of Denver students are of color, teachers of color make up less than 25% of the regions educators.

As part of the TEP field experience requirement, Giles, a Dual Degree Teacher Education candidate at MCE, works as an Apprentice Teacher at Barnum Elementary School in Denver. She was invited to participate in the round-table through the connections she developed during her field experience.

MCE promotes inclusive excellence and diversity in all of its programs, and recruits students who have a passion for inclusivity. Students like Giles are trained to become ideal candidates for schools looking to employ teachers dedicated to serving diverse populations.

Several Educational Leadership and Policy Studies (ELPS) alumni, all of whom lead schools in DPS, are banding together to create an “innovation zone.” Chalkbeat Colorado reports that this zone will consist of several innovation schools which already operate in Denver. Innovation schools are defined by the high level of autonomy given to school leaders. This autonomy allows leaders to create unique and effective learning environments.

Ashley Elementary School became an innovation school in 2013 after principal Zach Rahn (MCE class of 2010) was hired as part of a turnaround effort. Since then, Ashley has seen progress in academic achievement as well as in school culture. Rahn strives to “inject joy into each day” at Ashley Elementary.

The Denver Green School is co-led by MCE alumna Prudence Daniels and serves students in K-8. This innovation school has its own produce garden, where each class tends a plot. The school uses solar panels for energy, providing unique learning experiences for students.

The Cole Arts & Science Academy, which is led by MCE alumna Jen Jackson, has focused heavily on early literacy. The school’s Kindergarten through third-grade currently ranks among the top in the state for literacy.

The leaders of these three schools – along with the leader of Creativity Challenge Community – are seeking the creation of this innovation zone, governed by a new nonprofit organization. This proposed zone will provide the innovation schools with even more autonomy, further allowing them to meet their separate needs while sharing in the common goal of promoting individualized learning. It’s all about “going from good to great” says Rahn.

The ELPS program specializes in training individuals capable of implementing positive change in the institutions they lead. Graduates like Rahn, Daniels, and Jackson learn to apply their skills, transforming low-performing schools into effective learning environments.

The Morgridge College of Education (MCE) had a substantial presence at the 2016 Rocky Mountain Early Childhood Conference, which was held in Denver and attracted over 2,500 participants. Faculty from the Early Childhood Special Education (ECSE) program, Kennedy Institute, and Marsico Institute were all in attendance along with Students from several MCE programs. MCE faculty and students presenting included:

  • Julie Sarama, Ph.D – MCE Faculty and Kennedy Endowed Chair in Innovative Learning Technologies
  • Douglas H. Clements, Ph.D – MCE Faculty and Kennedy Endowed Chair in Early Childhood Learning
  • Jeanine Coleman, Ph.D – ECSE Clinical Assistant Professor
  • Pilyoung Kim, Ph.D – Assistant Professor at DU’s School of Art, Humanities and Social Science
  • Rachel Schiff-Gray – ECSE Alumni
  • Heather Blizzard – RMS Graduate Student
  • Laura Dietert – CI Graduate Student
  • Ksenia Polson – RMS Graduate Student
  • Jessica Carswell – ECSE MA Student
  • Tara Brand – ECSE MA Student
  • Katie Belleau – ECSE MA Student
  • Brita Strub – ECSE Cert Student
  • Hazuki Tochihara – – ECSE Alumni

Drs. Clements and Sarama were the keynote speakers for the conference alongside Dr. Bob Sornson Founder of the Early Learning Foundation. They started the Saturday morning conference with their presentation on early math education setting the stage for the rest of the event.

“A few of the teachers in the audience commented that they could not wait to share what they had learned” said Heather Blizzard a Ph.D student in the Research Methods and Statistics (RMS) program. Blizzard presented on the effects of teaching geometry to young children alongside her peers Laura Dietert and Ksenia Polson.

Library and Information Science program (LIS) graduate Marta Pardo was featured in the Elbert County News recently for her work updating Elizabeth Middle School’s Library. Pardo, a Colombian immigrant with an impressive career history as a Medical Doctor and cancer researcher, found herself working in Colorado libraries in 2005. After several years working as a para professional she received a scholarship enabling her to pursue a Master’s degree in LIS at the Morgridge College of Education.

In 2014 Pardo began working at Elizabeth Middle School. “I wanted to work in a small library. Its important work” says Pardo who is firm believer of making a big impact in small communities. In her year at Elizabeth Middle School she has been able bring library technologies forward a decade and turn the library into a paradise for students.

Pardo advocates that her students – especially the female ones – “just do it, get into school, get an education.” She uses her own daughters, who are away at Yale on scholarships, as shining examples of what young woman can achieve.

Elbert County News is a part of Colorado Community Media. Colorado Community Media is a joint venture between MetroNorth Newspapers, Mile High Newspapers and Community Media of Colorado. Colorado Community Media’s authority on the 24 local communities it serves is unparalleled.

Nicolle Ingui Davies has been named the 2016 Library Journal Librarian of the Year, marking the first time a Colorado librarian has been recognized for the honor. Davies became the Executive Director for Arapahoe Library District in 2012. A District which runs eight libraries and recently received a budgetary increase of $6 million, bringing the total annual budget to $30 million. She began teaching at MCE for the Library and Information Science Program in 2015; Davies taught the Public Libraries course and is scheduled to do so again in the near future.

After becoming ALD’s Executive Director, Davies worked with the library board and staff to create a strategic plan and rebrand the library’s operations by establishing four pillars – deliver very important patron experiences, surprise and delight, make every experience matter, and strive for simplicity – to move ALD from “nice to essential” as a community resource and to ensure memorable experiences for every patron.

In addition to prioritizing high-quality patron interactions, Davies’ transformation of Arapahoe Libraries into essential community centers has included access to technology. Under her leadership, ALD is a local leader by taking on the costs, risks, and rewards of adopting and providing access to products in early development – sharing technology that is in its beta phase has proven to be extremely popular with patrons. Notable products ALD has procured include Google Glass, Go Pro camera, and 3-D printers.

MCE extends its congratulations to Nicolle and the Arapahoe Library District in obtaining national recognition for providing exemplary community leadership and resources. Read the full article here.

About Library Journal
Founded in 1876, Library Journal (LJ) is one of the oldest and most respected publications covering the library field. Over 75,000 library directors, administrators, and staff in public, academic, and special libraries read LJ. Library Journal reviews over 8000 books, audiobooks, videos, databases, and web sites annually, and provides coverage of technology, management, policy, and other professional concerns. For more information, visit
www.libraryjournal.com. Library Journal is a publication of Media Source Inc., which also owns School Library Journal, The Horn Book publications, and Junior Library Guild.

About Arapahoe Libraries
Arapahoe Libraries serve 250,000 patrons and include eight community libraries, a jail library and a Library on Wheels in Arapahoe County, Colorado. For more information, visit arapahoelibraries.org.

The Fisher Early Learning Center a partner of the Morgridge College of Education (MCE) has received a renewal of their five-year accreditation with the National Association for the Education of Young Children (NAEYC) by the Academy for Early Childhood Program Accreditation. In order for a program to be accredited by NAEYC, it must meet all of the required criteria during evaluation, meet at least 80% of assessed criteria for each program standard, meet at least 70% of assessed criteria for each classroom or group observed, and continue to meet candidacy requirements after accreditation is conferred.

The Center, which opened its doors in 2000, has earned top marks for assessment on 9 of 10 programmatic areas and near-perfect scores for classroom observation assessment. Furthermore, Fisher met all candidacy requirements and achieved a grade of “PASS” on all required criteria. The NAEYC Academy commended Fisher for going above and beyond on a number of assessment points, including:

  • Promoting positive relations among children and adults and encouraging individual self-worth and belongingness
  • Implementation of a curriculum consistent in its goals and promotion of social, emotional, physical, language, and cognitive development
  • Using teaching approaches that enhance each child’s learning and development in a developmentally, culturally, and linguistically appropriate and effective manner
  • A sound system for ongoing formal and informal assessments to inform on child learning and development
  • Promoting nutrition and health, as well as prevention of injury and illness, among staff and children
  • Employment of a qualified, knowledgeable, and professional teaching staff able to support the diverse needs and interests of students and families
  • Recognizing the importance of relationships between families and schools
  • Effective establishment of relationships with agencies and institutions within the community that provide support for Fisher’s goals
  • Efficient and effective leadership and administration that is inclusive of staff, children, and families

The MCE extends its congratulations to Rebecca Tankersley, Director of the Fisher Early Learning Center, and to the staff at Fisher. MCE is proud to continue supporting their ongoing commitment to providing an inclusive and high-quality early learning experience.

Since 1985, NAEYC has offered a national, voluntary accreditation system to set professional standards for early childhood education programs, and to help families identify high-quality programs. Today, NAEYC Accreditation represents the mark of quality in early childhood education.  Over 6,500 child care programs, preschools, early learning centers, and other center- or school-based early childhood education programs are currently NAEYC-Accredited.  These programs provide high quality care and education to nearly one million young children in the United States, its territories, and programs affiliated with the United States Department of Defense.

The University of Denver Office of Graduate Studies recently featured the advice of Morgridge College of Education (MCE)  faculty member Dr. Cecilia Orphan. A recent hire in MCE’s Department of Higher Education, Dr. Orphan knows how competitive the academic job market can be. Below, Dr. Orphan offers CV/cover letter advice and interview strategies for the academic job seeker.

Given the vanishing nature of tenure track jobs, a job as a professor is becoming more and more of an elusive brass ring. With careful preparation and practice, you can become a competitive applicant. What follows are a list of tips for your job search including advice about preparing your CV and cover letter and nailing the job interviews.

CV Prep

Curriculum Vitae is Latin for the “course of my life.” Remembering the etymology for this part of the application is important. A CV is much longer than a resume because it shows the academic journey you have taken since undergrad. There are a plethora of resources online that describe CVs, so I won’t be redundant and repeat the good advice of scholars much further along in their careers than me. That said, I have three pieces of advice:

  1. Imitate: Ask to see the CVs of faculty members you work with and students who are further ahead in your program or who have recently landed jobs. When you do this you’ll notice that there are a variety of different ways to construct a CV. If you see a format you like, ask the person if you can borrow their style. Also ask to trade CVs with 3-4 of your friends and say that you’ll edits theirs and give advice about it if they’ll do the same for you. The more eyes you can get on this document, the better.
  2. Proofread: There is absolutely no excuse for typos, spelling or grammatical errors in a CV. Your materials are going to be in a pile of hundreds of applicants and reviewers are looking for any reason to thin that stack. A typo or inconsistent formatting (ex: periods at the end of some but not all items on a bulleted list, italics in some places and bolding in others, etc.) can move your materials from the “look into further” pile into the “reject” pile. A piece of advice I received was to read my CV backwards, from the bottom to the top, so I could look strictly for typos and formatting inconsistencies.
  3. Tailor the Format: Depending on the emphasis of the job application, change the order of items in your CV. If you are applying for a job that emphasizes research, put your publications and research experience first. If you are applying for a teaching gig, put your teaching experience first. This re-ordering will signal to reviewers that you are serious about and understand the goals of the program and position.
Cover Letter Tip

Again, there is a bevy of advice out there on how to write a cover letter but I’ll chime in with the following advice: similar to the CV, your cover letter should tell a story about you as a scholar. The best way to do this is in a narrative format. How has your work, academic and personal experience culminated in your wanting to be a professor? How have your experiences influenced the research you do and the way you teach? How do all these pieces of your life fit together? Constructing a narrative is particularly important if you followed a nontraditional trajectory in your academic career.

Being able to tell your story in a narrative format also humanizes you to the reviewers and makes for a memorable and compelling application. Echoing the advice I gave regarding the CV, depending on the emphasis of the application, you’ll want to highlight either research or teaching within the text of the cover letter. This means that in a 2-page cover letter for a posting for a Research 1 institution, you’ll spend 3-4 paragraphs talking about your research and the second-to-last paragraph briefly talking about your approach to teaching. In your last paragraph, you need to write convincingly about how XYZ State University is the absolute perfect place for you to continue your academic journey.

Interviewing Advice

Once you get an interview (or interviews), celebrate! This is a huge accomplishment followed by what will have likely been dozens of applications you submitted and heard nothing about. After you celebrate, it’s time to get to work. Nowadays search committees conduct a Skype (or phone) interview with candidates first before deciding to bring the top three candidates to campus for a day and half long marathon interview. What follows is my advice about both steps in the interview process.

The Skype or Phone Interview

  • Find the Perfect Spot: If it’s a Skype interview, find a quiet place that has the semblance of an office. This will take some creativity because as grad students, you don’t have access to scholarly-looking-rooms you can take over and use for an interview. I conducted mine in my bedroom in front of a bookcase and I told my roommate that she had to be absolutely silent for 30 minutes.
  • Dress the Part: You should be in interview clothes whether or not the search committee can see you. Stepping into interview clothes (preferably a suit – it’s better to be overdressed than underdressed in these situations) helps you get into the mindset of an interview.
  • Prepare for Questioning: Come up with a list of 8-10 questions that you think they’ll ask you and practice answering these with a friend. Write down points that you want to cover and put them on sticky notes attached to your monitor. This way you can discretely glance at them during the interview if you get stuck.
  • Create Some Queries: There will typically be 20 minutes of questions that they ask you and 10 minutes of questions that you ask them. Your questions for them are probably the most important part of the Skype/phone interview. Your questions should not be about salary or benefits but instead about the work of the department, the strategic direction of the department, and how the department fits into the larger institutional context. Asking questions like this shows that you have a keen interest in the department and more importantly, that you have done your homework.
On-campus Job Interview

The on-campus job interview is in a word: intense. You will be meeting with people who are far more powerful than you (senior administrators) as well as people who are more senior than you in terms of rank. These people are trying to figure out if you would be a good colleague for them. Every aspect of this process is a job interview – everything from walking in the halls between “meetings” (mini interviews) to dinner the night before to breakfast the morning of. You will be watched closely during the entire time you are on campus and need to be on your game 100%. The hardest part for me was shifting my perspective and self-view from that of a grad student to that of a professor. Here are some tips to help you do that.

  • Practice, Practice, Practice Your Job Talk: I wrote a script of my talk and rehearsed it probably 30 times. This is a huge time investment because your talk should be about 40-45 minutes, but it is so important. Also, see if you can convene a group of folks (with strong faculty representation) to watch you run through your job talk. Get their feedback, implement it and … keep practicing.
  • Create a Narrative: Surprise, surprise, your job talk should be a narrative of sorts. I included an “impetus” slide in my job talks that described the impetus for my research. This helped my audience get to know me and also helped them see the trajectory of my work.
  • Select the Right Person: When it’s time for questions, call on the oldest person in the room. Also, pay attention to the person other people seem to defer to and really listen to. This person is likely someone with a ton of informal power who will make or break your interview. Make sure you establish a connection with this person.
  • Get to Know Everyone: Remember that you’re interviewing them just as much as they are interviewing you. Try to think of it as an opportunity to get to know new colleagues you will see at conferences for the rest of your life, and not as a do-or-die interview.
  • Approach Student Interviewing Earnestly: If the search committee has students interview you, take this very seriously. Students will report back to their faculty colleagues about how serious you took the interview.
  • Make Meaningful Connections: Read the last 3-5 articles written by every person in the department and think through ways your work compliments but is also distinct from theirs. Then be able to speak to these points of connection and areas in which you would add something new but related to their department.
  • Implement Mnemonic Devices: Print pictures of people and memorize them on the plane. Keep a cheat sheet in your brief case during the day. Calling folks by their names is extremely important. Do this in group interviews, “That’s a very interesting question, Cecilia … blah blah blah.” People like to hear their names. Calling folks by their name also shows that you have an interest in them as individuals.
  • Nix the Caffeine: Don’t drink too much coffee (unless you are exhausted). Your nerves are already going to be in overdrive. Coffee can exacerbate this. And for god’s sake, do not get drunk at dinner! I suggest ordering a glass of wine or a beer and sipping it throughout dinner.
  • Personalize the Follow-Up Email: Take notes about each person and send personalized thank you notes. If there is a question that you don’t know the answer to, say, “That’s an interesting and important question. I don’t know the answer to it now but I’ll think about it and get back to you.” Then follow up with that person through email and answer the question. Doing this shows that you are thoughtful and interested in ongoing scholarly engagement. If you wish that you had answered a question differently, after the interview email the person who asked and tell them how your thinking has changed or evolved since interview day.
  • Conduct Background Research: Take time to familiarize yourself with the mission and history of the university and come prepared with questions about how that larger mission informs the department.
  • Scrap Salary Talk: Don’t ask any questions about salary and benefits during the interview. This will happen in your negotiations with the dean if you get an offer.
  • Be Ready to Discuss Your Scholarship: Be prepared to talk through 2-3 concrete research ideas you will tackle in your first few years as a professor. A search committee is going to want to know that you’ll be able to stand on your own two feet after you leave the nest of your advisor’s mentorship. Having research ideas in mind will help with this.

My final piece of advice is to be yourself. Be exactly who you are. Authenticity is important for obvious human reasons but also important because a search committee is going to meet other interviewees who are trying to be who they think the department wants. That doesn’t land a job. Being yourself does.

For more information, check out the Academic Job Search Handbook. This is an amazing resource that will walk you through each step of the process.

NOTE: This blog post is being featured from the official blog of the University of Denver’s Office of Graduate Studies. View the original post here.

Kaplan Early Learning Company and the Leon & Renee Kaplan Foundation for the Health and Well-being of Children announced the winners of the 2015 Innovator Award on Thursday evening at a special reception held during the National Association for the Education of Young Children (NAEYC) Annual Conference in Orlando, FL.

The 2015 Innovator Award was presented to Dr. Douglas H. Clements and Dr. Julie Sarama. Most recently known for their contributions to Connect4Learning: The Pre-K Curriculum, these recipients were recognized by the Leon & Renee Kaplan Foundation for their innovative approach to teaching mathematics in early childhood education.

“It’s exciting to see the results from the years of piloting this curriculum in classrooms,” says Kyra Ostendorf, Vice President, Curriculum, Assessment, and Professional Development at Kaplan Early Learning Company. “Connect4Learning flips the curriculum, putting math and science at the forefront with literacy and social-emotional development woven throughout. Doug and Julie’s vision is that all children can excel. This curriculum supports that focus.”

In addition, the Leon & Renee Kaplan Foundation made a donation to the Fisher Early Learning Center at the University of Denver. The Fisher Early Learning Center was instrumental in the research of both awardees.

Doug Clements 150x150Douglas H. Clements, PhD – Kennedy Endowed Chair in Early Childhood Learning; Co-Executive Director, Marsico Institute for Early Learning and Literacy; and Professor, University of Denver.

Julie SaramaJulie Sarama, PhD – Kennedy Endowed Chair in Innovative Learning Technologies; Co-Executive Director, Marsico Institute for Early Learning and Literacy; and Professor, University of Denver

The Leon & Renee Kaplan Foundation Innovator Award is given annually to a person, program, product or organization that positively impacts the health and well-being of children. Previous Innovator Award winners include the Devereux Center for Resilient Children (2012); Linda Smith, the Deputy Assistant Secretary and Inter-Departmental Liaison for Early Childhood Development for the Administration for Children and Families (2013); Dr. Thelma Harms, Dr. Debby Cryer and Dr. Richard M. Clifford, best known for their collective work on Environment Rating Scales (2014).

Established in honor of Kaplan Early Learning Company’s founders, Leon and Renee Kaplan, the Leon & Renee Kaplan Foundation focuses on finding and supporting individuals, businesses and organizations that support the health and well-being of young children. Since 1997, the foundation has gifted more than 2 million dollars in support of programs affecting children and families across the United States.

Kaplan Early Learning Company is based in Lewisville, North Carolina, and provides products and services that enhance children’s learning. Since 1968, the company has delivered innovative products and services that support educators and caregivers worldwide in the creation of quality learning environments.

For the original version of this story visit PRWeb.

The Association for the Study of Higher Education (ASHE) held their 40th Annual Conference right here in the mile high city from November 5-7. We are excited to announce that 12 University of Denver faculty and students participated and shared their research on institutional change. These movers and shakers’ research covered a broad range of important issues that are sure to advance the conversation of inequality in Higher Education and stimulate collaboration among researchers and decision makers. We took some time this month to visit with these individuals and discover what their scholarship is all about.

Post Doctoral Fellow

Dian Squire

Dian Squire

Dian Squire, PhD Loyola University, Higher Education: Dian Squire is the postdoctoral fellow in the Interdisciplinary Research Incubator for the Study of (in)Equality. His research examines diversity, equity, and justice in higher education.  His current research focuses on the experiences of graduate students of color.

Presentation: 

  • Graduate Student Session: Conversations with Newly Minted PhD’s.  
Doctoral Students

Meseret Hailu

Meseret Hailu

Meseret Hailu, PhD student, Higher Education: Meseret’s research interests are grounded in comparative international education, with a special emphasis on gender issues in STEM programs in Ethiopian higher education. Methodologically, she aims to craft a mixed-methods research agenda.

Presentations: 

  • Examining the role of Girl Hub in Shaping College-­‐going Culture for Women in Ethiopia
  • Understanding Diaspora women’s Experiences in Ethiopian STEM Higher Education

Delma

Delma Ramos

Delma Ramos, PhD student, Higher Education: Delma’s research interests include access, retention, and graduation from higher education institutions, with an emphasis on underserved populations. Additionally, she focuses on the evaluation and assessment of programs with similar foci and on issues pertaining to educational quality in postsecondary education.

Presentations:

  • The Uphill Battle: An Analysis of Race and Gender Struggles in the Academic Pathways of Doctoral Women of Color
  • Limiting Levels of Involvement of Low-Income, First-Generation, Families of Color through Controlling Images
  •  Inequity in Workforce Outcomes of College-­educated Immigrants of Color: Human Capital Transferability and Job Mismatch

MSarubbi headshot

Molly Sarubbi

Molly Sarubbi, PhD student, Higher Education: Molly crafted a 3-day, embedded conference experience for local Indigenous practitioners and Tribal College Presidents in which they could have participated in various conference presentations, events, and community building sessions. In an effort to further celebrate the Indigenous cultures of expression, she also scheduled local spirit leaders to lead the group in opening and closing ceremonies. Local artists also were invited to showcase their cultural works.


Raquel Headshot

Raquel Wright-Mair


Raquel Wright-Mair, PhD student, Higher Education: 
Raquel’s research is grounded in social justice and focuses on issues of access and equity, as well as the identification of ways to create inclusive campus environments for underrepresented populations. Her research agenda includes looking at the experiences of students, faculty, and administrators of color on college campuses and examining structures, policies, and systems necessary for their growth, development, and success.


Bryan Hubain

Bryan Hubain

Bryan Hubain, PhD candidate, Higher Education: Bryan’s research is multifaceted and mutually informing. He focuses on the intersections of identities and how specific intersections of marginalized identities influence someone’s personal experiences and perceptions. His current dissertation research agenda focuses on a queer and intersectional analysis of the narratives of Black gay international students and racism in LGBTQ communities.

Presentation: 

  • Dialoguing the improvisation of risk: Critically addressing racial inequality and racial incidents in higher education 

Varaxy

Varaxy Yi-Borromeo

Varaxy Yi-Borromeo, PhD student, Higher Education: Varaxy’s research focuses on historically underrepresented and marginalized populations in higher education. Specifically, she is interested in Southeast Asian American college student success.  Varaxy is also interested in graduate student support, especially for graduate students of color.

Presentations: 

  • The Uphill Battle: An Analysis of Race and Gender Struggles in the Academic Pathways of Doctoral Women of Color
  • Understanding the Experiences of Faculty Engaging in Culturally Relevant Pedagogy and Curriculum in the Classroom
  • The Impact of Culturally Engaging Campus Environments on Sense of
    Belonging among White Students and Students of Color
  • Navigating Two Worlds: Educational Resilience of Burmese and Bhutanese Refugee Youth
Master’s Students

Jeffrey Mariano

Jeffrey Mariano

Jeffrey Mariano, Master’s student, Higher Education : Jeff’s research uses the Culturally Engaging Campus Environments (CECE) model as a means to explore how faculty members across various disciplines (STEM, professional fields, arts and humanities, and social sciences) incorporate culturally relevant pedagogy and curriculum into their classrooms. Specifically, this study highlights the ways these faculty engage the cultural backgrounds and knowledge of their students and the barriers and challenges they face.

Presentations: 

  • Understanding the Experiences of Faculty Engaging in Culturally Relevant Pedagogy and Curriculum in the Classroom
Faculty

NickCutforth-150x150-e1425592954469

Dr. Nick Cutforth

Dr. Nick Cutforth, Research Methods and Statistics: Dr. Cutforth’s research and teaching interests include school health and physical activity environments, qualitative research, physical activity and youth development, university/community partnerships, and community-based research. His current research involves school-based intervention studies related to physical activity and healthy eating among K-12 students in the San Luis Valley in rural Colorado.

Presentations:

  • The Civic Engagement Movement: A Symposium and Participatory History
  • Exploring the Power and Potential of Community-Based Research to Address Educational Inequality

Ryan Gildersleeve

Dr. Ryan Everly Gildersleeve

Dr. Ryan Everly Gildersleeve, Higher Education: Dr. Gildersleeve’s research agenda critically investigates the social and political contexts of educational opportunity for historically marginalized communities. He pursues this agenda in three inter-related braided lines of inquiry: critical policy studies, cultural analyses of higher education institutions, and poststructural philosophy/critical qualitative inquiry. Cumulatively, he hopes to contribute new tools for the study of inequality and the role(s) of postsecondary education in affirming social opportunities for non-dominant youth.

Presentations

  • Ritual Culture and Latino Students in American Higher Education
  • Exploring Posthumanism in Higher Education: Methods, Contexts, and Implications

Judy Kiyama

Judy Marquez Kiyama

Dr. Judy Marquez Kiyama, Higher Education: Dr. Kiyama’s research examines the structures that shape educational opportunities for underserved groups through an asset-based lens to better understand the collective knowledge and resources drawn upon to confront, negotiate, and (re)shape such structures. Dr. Kiyama’s current projects focus on the high school to college transition experiences of first-generation, and low-income, and families of color and their role in serving as sources of cultural support for their college-aged students.

Presentations: 

  • Limiting Levels of Involvement of Low-­‐Income, First-­Generation, Families of Color through Controlling Images
  • Presidential Session: Reflections on Connecting Research and Practice in College Access and Success Programs
  • Presidential Session: Culturally Relevant Research in Higher Education
  • Exploring the Power and Potential of Community-Based Research to Address Educational Inequality

Frank Tuitt

Dr. Frank Tuitt

Dr. Frank Tuitt, Center for Multicultural Excellence: Dr. Tuitt’s research explores topics related to access and equity in higher education; teaching and learning in racially diverse college classrooms; and diversity and organizational transformation. Dr. Tuitt is a co-editor and contributing author of the books Race and Higher Education: Rethinking Pedagogy in Diverse College Classrooms, and Contesting the myth of a post-racial era: The continued significance of race in U.S. education.

Presentations: 

  • Dialoguing the improvisation of risk: Critically addressing racial inequality and racial incidents in higher education
  • The (un)intended consequences of campus racial climate on university faculty
  •  The Black Womanist Manifesto: Navigating Media Influences in Higher Education

NOTE: This blog post is being featured from the official blog of the University of Denver’s Office of Graduate Studies. View the original post here.

LEWISVILLE, N.C. – Kaplan Early Learning Company announced today the launch of an innovative approach to early childhood education that puts math and science at the forefront of learning. Connect4Learning: The Pre-K Curriculum is a research-based, interdisciplinary approach to learning that was developed by nationally recognized experts in early childhood education and through funding from the National Science Foundation.

The Connect4Learning (C4L) curriculum, available January, is exclusively sold through Kaplan Early Learning Company. A preview of the curriculum and its components will be revealed at the National Association for the Education of Young Children conference on November 18. Curriculum principal investigators are Julie Sarama, PhD, University of Denver; Kimberly Brenneman, PhD, Heising-Simons Foundation; Douglas H. Clements, PhD, University of Denver; Nell K. Duke, EdD, University of Michigan; and Mary Louise Hemmeter, PhD, Vanderbilt University.

After years of research and classroom testing, C4L’s principal investigators designed the curriculum to address growing concerns that the majority of Pre-K instructional time is not balanced among literacy, science, math, and social-emotional domains. One study found that a literacy-based curriculum teaches only 58 seconds of mathematics instruction in a 6-hour day.* Limited opportunities for early math and science learning are factors that can contribute to the United States falling behind other countries in math and science proficiency**.

The C4L prekindergarten curriculum includes 6 units that address 140 measurable learning objectives and support children’s development of 10 fundamental cognitive processes. The learning objectives are fully aligned with the new Head Start Outcomes Framework and state early learning standards. C4L seamlessly integrates child-centered activities with teacher-led instruction. With its project-based approach and rich vocabulary use, C4L aligns with recommended practices to support dual-language learners and children from under-resourced communities. Fundamental to the curriculum is the importance of play-based learning:

Research tells us that children naturally explore and engage with content areas such as mathematics during free play,” says Clements. “So we know that, when they are playing, they are acting out the foundations of their lessons from the classroom.”

Results from pilot programs report that children achieve their learning goals beyond expectations, and teachers and parents have been surprised at how effectively the curriculum improves the children’s performances across all domains.

The C4L curriculum also includes:

  • Pre-K Teacher’s Handbook
  • Director’s Handbook for Pre-K or Principal’s Handbook for Pre-K
  • Pre-K Kit
  • Classroom Book Set
  • Formative Assessments
  • Online Portal, including how-to videos, professional development offerings, classroom management tools, and math games

*Farran, Lipsey, Watson, & Hurley, 2007.

** Ginsburg, Cooke, Leinwand, Noell, & Pollock, 2005

 

About Kaplan Early Learning Company

Kaplan Early Learning Company is based in Lewisville, North Carolina, and provides products and services that enhance children’s learning. Since 1968, the company has delivered innovative products and services that support educators and caregivers worldwide in the creation of quality learning environments.

Suzanne Morris-Sherer is the current principal of Thomas Jefferson High school in the Denver Public School district. Morris-Sherer spent six years working as the principal of Side Creek Elementary in the Aurora Public School district after receiving her Principal Licensure from the Morgridge College of Education’s Educational Leadership and Policy Studies (ELPS) Ritchie Program.

In her three years at Thomas Jefferson, Morris-Sherer has drastically raised the status of the school. She tells her students that they “need to aspire to achieve”. By changing expectations placed upon the students and staff, she has been able to create an environment that gives the support and inspiration needed for success. “I just love seeing their potential… [Thomas Jefferson High] is truly the hidden jewel I always say it is”, stated Morris-Sherer, who has worked with the students and staff to incorporate curriculum aimed at developing life skills.

Watch the video below to experience the change at Thomas Jefferson High School.

This post is part of a series of stories recognizing MCE graduates during National Principals Month.

Morgridge College of Education (MCE) Alumni and Community members gathered at Katherine Ruffatto Hall (KRH) on October 15, 2015 for the final Alumni Signature Event sponsored by the MCE Alumni Board. The event included an interview with Mark Twarogowski, MCE Alumni, PhD candidate, and current Headmaster of Denver Academy. Mark was interviewed by Robert Sheets, MCE Alumni and the first Director for the Colorado Council on the Arts and Humanities. The spirited interview included a conversation on the role a school’s architecture plays in fostering culture and how it affects student’s ability to learn which is the focus of Twarogowski’s current doctoral research.

The event concluded with the unveiling and dedication of the MCE Alumni Board Signature Event Honoree wall which features photos of the 17 individuals whom have presented at Alumni Signature events between 2007 and 2015. The Honoree wall is located on the 2nd floor of KRH and MCE invites anyone to stop by while visiting the college. The creation of this wall of portraits was inspired by the generosity of alumni Berwyn and Gail Davies.

MCE would like to extend a special thank you to all of our Alumni Signature Event Honored Guests.

Dr. Jerry Wartgow

Dr. Marion Downs

Dr. Camila Alire

John & Carrie Morgridge

Dr. Carolyn Mears

Dr. Gregory Anderson

Dr. Mary Gomez

Mindy Adair

Dr. Kristin Waters

Dr. Lucy Miller

Dr. Donna Shavlik

Senator Michael Johnston

Barth Quenzar

Wendy H. Davenson

Dr. Karen Riley

Mark Twarogowski

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Crystal River Elementary School

Matthew Koenigsknecht is the newly appointed principal at Crystal River Elementary in the Roaring Forks School District. Inspired by six years of teaching in Denver Public Schools (DPS), he began his pursuit of a Principal licensure and Masters in Educational Leadership and Policy Studies at the Morgridge College of Education. Koenigsknecht completed a year as a Ritchie Principal Intern at Harrington elementary School in DPS, and has already begun applying his education at Crystal River Elementary. Aspiring leaders in the central mountain region can access the same principal preparation experience through the Mountain Cohort of the Masters in Educational Leadership and Policy Studies program.

Koenigsknecht has developed three strategic priorities for his school: to identify and have fidelity to a mission and vision for the school; to implement high-quality instruction driven by data and supported by professional development and coaching; and, to develop a strong culture for students and staff by increasing their capacity.

Crystal River has successfully implemented the first initiative through Matthew’s leadership. He attributes a great deal of his success to the rich environment and support that the Richie program provided him. “Everything I learned at Ritchie was applicable and really great preparation for the work we are now doing… They taught me to have a vision and every day they stressed the importance of values-based leadership” stated Koenigsknecht.

This post is part of a series of stories recognizing MCE graduates during National Principals Month.

The University of Denver’s Marsico Institute for Early Learning and Literacy is one of six partners with lead agency  ZERO TO THREE who have been awarded a federal grant to administer the National Center on Early Childhood Development, Teaching and Learning (NC ECDTL).

The grant, awarded by U.S. Department of Health and Human Services, the Administration for Children and Families, the Office of Head Start, and the Office of Child Care, provides $70 million over five years to fund the creation of the NC ECDTL.

A scientific framework will be used to ensure the NC ECDTL’s work will enhance best practices for implementing programs in real-world settings. “The new Center will integrate a developmental perspective in all of its activities reflecting how human brains are built – from the bottom up,” said Matthew Melmed, executive director of ZERO TO THREE. The Center will also develop resources and offer training and technical assistance to Head Start programs, Early Head Start programs, early childhood specialists, and child care lead agencies in order to strengthen their capacity to provide extensive and high quality early care and education from birth to age five.

The prestigious team includes Frank Porter Graham Child Development Institute, WestEd, Institute for Learning and Brain Sciences at the University of Washington, Child Care Aware of America, and AEM Corporation.

The Center will be supported by a Research to Practice Consortium made up of 18 leading researchers in early childhood, development, teaching, and learning to ensure that its work is based on the latest early childhood research. The NC ECDTL is expected to begin operating in October 2015.

ZERO TO THREE is a national nonprofit that provides parents, professionals and policymakers the knowledge and know-how to nurture development. Founded in 1977, ZERO TO THREE is a leader in the field of infants, toddlers and families – reaching more than 2 million parents each year. The organization brings together experts on parenting, child behavior and development, care and education, and public policymakers to help ensure every child from birth to three years old gets a strong start in life.

nick cutforthDr. Nick Cutforth, Department Chair and Professor of Research Methods and Statistics, is helping to improve physical education practices in underserved, rural, and low-income Colorado schools through a community-engaged research project, Healthy Eaters, Lifelong Movers (HELM). Obesity has been identified as the biggest health threat to U.S. children according to the Institute of Medicine. Alongside Dr. Elaine Belansky from the University of Colorado’s School of Public Health, Dr. Cutforth aims to turn this around with HELM, partnering with K-12 schools to implement evidence-based, school-level environment and policy changes. HELM has two proven approaches: AIM (Assess, Investigate, Make it Happen), which promotes healthy eating and physical activity in students; and the Physical Education Academy, a professional development program for teachers that increases the quality of physical education. Initially funded by the Colorado Health Foundation in 2010, HELM provides participating schools with the training, equipment, and monetary resources needed to implement healthy changes.

While AIM encourages healthy behavior for the entire day, the Physical Education Academy focuses on P.E. class and introduces teachers to the SPARK program, an evidenced-based P.E. curriculum, which involves teaching traditional games and sports in innovative ways, and more small-sized games and activities that cater to the individualized abilities of students. “We’ve introduced a new kind of P.E.,” says Dr. Cutforth, “which engages all the children, not just the athletes.” As a result P.E. classes provide more opportunities to increase moderate to vigorous physical activity (MVPA) among students.

Currently in his fifth year with the project, Dr. Cutforth’s work has shown significant improvements in the quality of physical education programs and teachers’ instructional practices. For example, in the 17 San Luis Valley elementary schools that participated in the P.E. Academy, the quantity of MVPA in P.E. class increased from 51.1% to 67.3% over a two-year intervention period, resulting in approximately 14.6 additional hours of physical activity over a school year. He says, “PE teachers are disguising fitness in the form of fun activities, so the kids are much more engaged, and the teachers are spending less time on classroom management.”

In 2013, HELM was refunded by the Colorado Health Foundation and has expanded to schools in southeast Colorado. HELM’s reach now extends to more than 15,000 kids in some of the poorest counties in the state.


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