Morgridge College recognized the innovative service of community partners at this year’s Appreciation Breakfast held in the MCE Commons. This annual event seeks to honor this group that inspires, mentors, and partners with MCE to provide enriching opportunities for students while bringing about social impact in a variety of community and educational settings.

Learn more about the 2018 Honorees:

Department of Counseling Psychology: Denver Jails Correctional Psychology Program

The Denver Jails support opportunities for our students to provide individual and group therapy to incarcerated men and women. In addition to this unique clinical placement, with a myriad of diagnoses, presenting problems and intersecting traumas, the Denver Jails correctional psychology team is dedicated to providing outstanding individual and group supervision. Our students have opportunities not only to learn about the intricacies of counseling with an underserved population, but also to learn about the dynamics of intersecting a system of criminal justice and health care that impacts the mental health and well-being of their clients. We appreciate and acknowledge the efforts of the psychology team in their support of the professional development of these emerging clinicians.

Department of Educational Leadership and Policy Studies: Amy Keltner, Deputy Chief of Schools, Denver Public Schools

The goal of the Tiered School Supports team is to accelerate improvement in the highest needs schools in order to increase the number of students with access to high performing schools in Denver Public Schools. The team does this through alignment of supports, resources, and interventions to a school’s unique needs, and through partnering with the community to design new or innovative high performing district schools. They partner with schools, district departments, network teams, communities, and other partners to develop and implement improvement strategies that will result in dramatic gains for all students.

Department of Higher Education: Campus Compact of the Mountain West

Campus Compact of the Mountain West is a membership organization of college and university presidents devoted to promoting civic learning. They have served as an invaluable resource to Higher Education students by acting as an important link to the national Campus Compact and the Colorado Civic Health Network, as well as providing opportunities, such as AmeriCorps leadership jobs. The initiatives of the Compact align well with Morgridge’s overall goal to investigate how institutions embed civic and democratic commitments.

Department of Research Methods and Information Science: Museo de las Americas

Museo de las Americas is a fine arts museum in Denver, Colorado. It is dedicated to educating the community through collecting, preserving, interpreting, and exhibiting the diverse arts and cultures of the Americas, from ancient to contemporary. The Museo offers cultural workshops, professional development for educators, and summer camps for children. The Museo was selected as one of the honorees this year because of their close alliance with Dr. Bruce Uhrmacher’s work in the arts and aesthetics. Since 2005, the Museo provided Bruce’s classes with special tours of the museum, offered space for seminars, and hosted Morgridge internships.

Department of Teaching and Learning Sciences: Colorado African Organization

The Colorado African Organization is a nonprofit agency located in Denver whose mission is to “support Colorado’s migrant – refugee, immigrant, and asylum-seeking – populations in their pursuit of integration, self-sufficiency, and freedom.” From its inception, CAO has been at the forefront in promoting the role of Community Navigators – who are former refugees with a deep appreciation of the resiliency displayed and the challenges faced by newcomer families and students, as they adjust to new systems in our country, including our public education policies, practices, and expectations. This award reflects our sincere gratitude and appreciation of the insights willingly provided by the Community Navigators at CAO over the last nine years and their help arranging meaningful preservice, social-bridging experiences between our students and newcomer families.

Morgridge College of Education (MCE) had a robust presence at the 2018 Annual Meeting of the American Educational Research Association (AERA) in New York City, April 13-17. More than 50 faculty and students presented papers, and four were recognized for Division and Special Interest Group (SIG) awards. AERA is a national community of education researchers, comprised of 12 divisions and over 155 special interest groups (SIGs).  The Annual Meeting serves as a forum for academic institutions, departments, non-university-based research institutions, and professional associations to share information about federal education research, and engage in shaping policy with regard to significant research issues. This year’s conference theme was “The Dreams, Possibilities, and Necessity of Public Education.”

MCE Award Recipients

  • 2018 AERA Division K Innovations in Research on Equity and Social Justice in Teacher Education Award: Maria Salazar, PhD, Higher Education Faculty
  • 2018 Shelby Wolf Literature SIG Outstanding Dissertation Award: Kimberly McDavid Schmidt, PhD, Assistant Clinical Professor
  • 2018 Leadership for Social Justice SIG Dissertation of the Year Award: Angelina Walker, EdD, Educational Leadership and Policy Studies Graduate
  • 2018 Family, School, and Community Partnerships SIG Dissertation of the Year Award: Kayon Morgan, PhD, Educational Leadership and Policy Studies Graduate

MCE Presenters

On Saturday, March 31, graduates and faculty members of the University of Denver (DU) Morgridge College of Education (MCE) teamed with the Denver Public Library (DPL) on an extracurricular activity at the Leon Gallery – hosting an Art + Feminism Wikipedia Edit-a-Thon. The group is part of ArtHyve, a Colorado collective of activists, artists, and archivists. The goal of the Art + Feminism campaign is to improve coverage of cis and transgender women, feminism, and the arts on Wikipedia. Since 2014, Art + Feminism has coordinated over 500 events to edit, create, and improve thousands of Wikipedia pages. For ArtHyve, hosting a Wikipedia-Edit-a-Thon is an example of its their commitment to document creative communities.

Co-founded by MCE Library and Information Sciences alumna, Jessie De la Cruz (MLIS’ 11), and her best friend, noted Colorado Creative Sigri Strand, ArtHyve’s mission is to “transcend and challenge mainstream art representation and to celebrate, preserve, and document the creative communities and practices throughout our state.” As a nonprofit organization, it fulfills its mission through developing public programming, workshops, and archival exhibitions to inspire creative engagement.

“It’s not an accident that there are multiple DU alumni and faculty involved,” said Kate Crowe, MCE affiliate faculty member of Library and Information Sciences (LIS) and DU Curator of Special Collections and Archives. “ArtHyve’s mission, to create a community-based arts archive that documents the creative history of this city and state, dovetails well with DU’s tagline ‘a great private university dedicated to the public good.’”

Crowe continues, “The Art + Feminism wikithons, which have been around for the last five years, are also run by grassroots groups of volunteers who want to make the history of women in the arts more visible. Participating in these kinds of programs is just one of the many ways that ArtHyve, DPL, and the LIS program can use the research skills we learn in school to make a positive community impact.”

According to Jane Thaler (MA ’16), marketing director of ArtHyve,  “[hosting an] Art+Feminism Wikipedia Edit-a-Thon is a natural fit for our organization because not only were we founded by two creative women, but also because part of our mission is to preserve and document Colorado’s creative community. And what better way to get the word out about our creatives than to add them to the most used reference tool in the world?”

Only ten percent of Wikipedia editors are women, and Saturday’s event worked to change that. At the end of the day, the group saw 519,000 words added, 40 total edits, 16 articles edited, and 4 new articles added. The group included, in addition to De la Cruz, Strand, Crowe, and Thaler, alumna Hana Zittel (MA’ 14).

Educational Leadership and Policy Studies EdD student Geraldine “Gerie” Grimes was inducted into the Colorado Women’s Hall of Fame on Wednesday, March 28, 2018. Grimes is the President and CEO of Denver-based nonprofit, The Hope Center, a community-based agency dedicated to meeting the needs of individuals with developmental disabilities, developmental delays, and persons in need of specialized educational or vocational services. She was nominated to the CWHOF because of her life’s work and dedication to the needs of others, especially women and women of color of all ages, building community and using her voice to be a strong advocate for the voiceless.

The stars were aligned when University of Denver (DU) Morgridge College of Education (MCE) hosted its 8th annual Gifted Education Conference and Policy Symposium earlier this year. The conference brought together leaders in the field of gifted education, most notable, Palmarium Award winner Dr. Marcia Gentry from Purdue University. Gentry gifted MCE with a scholarship for a K-12 student to attend Purdue’s renowned Gifted Education Resource Institute (GERI) Summer Residential Program. On March 14, Denver Public Schools (DPS) high school senior Emma Staples accepted Gentry’s scholarship and finalized her summer plans. Staples was chosen as the scholarship recipient by stakeholders from DU, DPS, and Purdue because of her outstanding track record advocating for the nature and needs of gifted people in multiple settings.

“We are incredibly grateful to Dr. Gentry for awarding this scholarship and for entrusting Morgridge with choosing its recipient,” said University of Denver Daniel L. Ritchie Endowed Chair in Gifted Education, Dr. Norma Hafenstein. “It is our mission to create a future where giftedness will be understood, embraced, and systemically nurtured. Dr. Gentry is not only exemplifying that mission through her work, but also working to make access to gifted education available with this scholarship.”

Staples is grateful for this opportunity. “I wouldn’t have had this option to go to [Purdue] and experience these classes without this scholarship,” she said. “I am also grateful to be meeting new people and talking to professors … working hands on with new experiences and people from around the world.”

Staples attends Denver East High School and is a proud participant of her gifted and talented program, led by MCE adjunct professor Brian Weaver. She is currently making college decisions and hopes to pursue academics related to her medical career goals in pediatrics (ER or Family Health). Staples advocates for equity and inclusion and has bravely spoken out about educational policy and philosophy on mediated student panels at the University of Denver (where she was directly observed by stakeholders of the scholarship gift), on camera on DPStv22’s Mile High Discussions, and with her school community at large. She shows extraordinary prowess not only as an academic, professional, and future doctor, but also as a kind and loving citizen of planet earth.

University of Denver Morgridge College of Education curriculum and instruction alumni and adjunct professor, Dr. Floyd Cobb was the February featured author for the Office of Development and Inclusion book chat. Cobb’s recent publication, Leading While Black, is a reflection of his experiences as an educator and inspired by his relationship with his father-in-law, the late Colorado State Rep. John Buckner, who had also been principal of Overland High School. Using the era of the Obama presidency as the backdrop for this work, Cobb illuminates the challenges and complexities of advocating for marginalized children who come from a shared racial heritage in a society that far too often are reluctant to accept such efforts.

In addition to teaching at Morgridge, Cobb is the Executive Director of the Teaching and Learning Unit for the Colorado Department of Education. His background as an educator gives him a solid foundation to support current leaders in education.

Alumna Bayonne Holmes, M.A (’68), returned to the Morgridge College of Education (MCE) to participate in a dine and dialogue event in celebration of Black History Month. MCE Dean, Karen Riley, moderated the event which was attended by faculty, alumni and students of education.

The event honored Holmes’ legacy and work in encouraging diversity in schools in Colorado and California as early as the 1950s to present day. As a professional educator and community volunteer, Holmes has inspired many youths to look beyond their circumstances and establish future goals. In all of her classrooms, as early as 4th grade, she required her students to make journey maps which would include their future in education.

Holmes is quick to credit her mother with instilling the value of education in her family tree – a seed that took root in Holmes’ siblings and beyond. Holmes’ older brother William Smith also earned two degrees in education from DU and went on become the first black principal in Denver. Thirty years later, his son, Robert Smith, gave the 2017 commencement address at DU.

During Holmes’ decades-long career, she provided curriculum and diversity leadership to the Denver Public School System, UC Berkley, the Colorado Coalition for Domestic Violence, and the Community College of Denver. Her work allowed her to play a pivotal role in civil rights issues, including desegregation and school bussing.

In addition to reflecting on her life’s journey in education, Holmes described her experience being one of only a handful of black students at DU in the 50s. A time in which she transcended expected roles to become the first black cheerleader and one of the founders of the Black Alumni Affinity Group on campus.

“I graduated from East High School (in Denver) so I knew what it was like to be among a lot of white students,” Holmes said. “Everyone has to find out for themselves what they have to do to feel comfortable. The way you carry yourself can project respect. I felt good about myself so I didn’t allow anything negative to have an impact on me. I just did it!”

Holmes continues to bring that diehard enthusiasm to the current projects with which she is involved; tutoring at an afterschool program and creating a mural of her family tree for the Blair-Caldwell African American Research Library in Denver’s Five-Points neighborhood.  As Holmes is quick to point out, the family tree will be a visual representation of the power of education. Referring to her nephew Robert Smith, Holmes recalls, “When his dad came home with his PhD it didn’t just change the family. It changed the community.”

View more photos from the event on our Flickr album.

Kaleen Barnett is not your average PhD student. In 2016 she was selected to run the Colorado High School Charter, a school for students who thrive in an alternative academic environment. In a previous life, she was a catering sales manager for the Hyatt. In 2018, she was named a Fellow by the Association for Career and Technical Education (ACTE). And somewhere along the way, she earned a welding certification.

Barnett knows that a traditional approach to academia is not for everyone. She knows that success is defined by your goals. And she wants more academic institutions to recognize that technical certificates, community colleges, and other post-secondary options are excellent paths to a successful career. Her 2018 Fellowship from the ACTE fits into her long-term goals to tackle systemic challenges in education. The fellowship is specifically designed to develop leadership skills for careers in technical education (CTE) educators. In this way, CTE schools can develop organic leaders to meet their specific needs. The fellowship program is a one-year calendar commitment to network, learn, and represent the ACTE as an advocate for career and technical education.

“I am incredibly honored to receive this particular fellowship,” Barnett said. “There is so much opportunity to change the narrative of education.”

Barnett is on track to graduate from Morgridge College in August 2019. Currently, her doctoral dissertation focuses on the impact of climate change on U.S. school children.

“Right now, national data shows that less than 30 percent of school buildings have access to air conditioning in classrooms,” she elaborates.  “The issue is not just a matter of student or teacher comfort, recent research shows that students score lower on tests taken on very hot days and have a harder time learning overall during school years with higher-than-average temperatures. Climate is having a major impact on education and we need to start taking note.”

Once finished, she would like to take her research further and explore how students with a technical education can be the answer to an aging academic infrastructure. What if technical students can install the air conditioning in the schools? It is a way to mobilize education and allow both traditional and technical students to thrive. Barnet plans to use the mentorship and connections made through her fellowship to advance her research and practice.

Dr. Hitoshi Sato, associate professor at Fukuoka University in Japan, visited MCE this week as part of his government-funded research on teacher preparation in the U.S.

Sato selected MCE due to its CAEP accreditation and track record of teacher residency success.

“The University of Denver, Morgridge College of Education has one of the best and largest teacher preparation programs in the US, so I am really interested in how the program assesses the outcome of teacher candidates and assures the quality of programs, including how to respond to the requirement of CAEP standards,” Sato said.

Sato spent the day at Morgridge College interacting with faculty, staff and students around the topic of internal quality assurance and assessment within teacher preparation programs.

“It was great to visit with Dr. Sato and share some of our experiences building our teacher education program here at Morgridge,” said Dr. Jessica Lerner, Associate Professor of Practice and Director of Teacher Education. “I hope sharing what we have learned can improve the educational experiences of students in Japan, as I know we are grappling with some of the same issues.”

“Through this study, I am trying to lead some suggestions for Japanese teacher preparation especially at the level of teacher preparation program,” Sato said. “In Japan, the competition rate of our current hiring examination is decreasing, so the role of assuring the quality of teachers will be changed to teacher preparation level.”

Sato explained that of particular interest to the Japanese government is the teacher residency model.

“We have traditionally focused on teacher knowledge without a lot of emphasis on teaching practice and experience,” Sato said. “Japan is experiencing a growing achievement gap that is making teacher preparation a primary area of focus.”

Sato’s stop at MCE is part of his third year of research into the teacher preparation challenge. His fourth and final year will involve summarizing his findings into a report, which will be presented to the Japanese government to help inform their state-funded teacher education model of the future.

View photos from the visit in our Flickr album.

Educational Leadership and Policy Studies PhD student Pat Mills is excited about expanding his dissertation research, focused on leadership in the classroom and developing a pipeline of leaders to better serve students. Mills, a retired Naval Flight Officer and former aerospace program manager, is well suited for the project. He’s on this third career, and focused on ways to build the next generation of leaders so the next generation of students have the tools to succeed.

Mills landed at Morgridge College of Education after he found out he could still use the funds allocated to him through the Serviceman’s Readjustment Act of 1944, more commonly known as the G.I. Bill. Mills’ wife spent her career as a teacher, and he knew the struggles and challenges she faced. He also knew that creating leaders requires creating a leadership culture. He was accepted to both the University of Denver and the University of Colorado, Colorado Springs and decided to make the drive to Denver.

As he explains, “I already knew the political bent of Colorado Springs and wanted to better understand attitudes in Denver. Not surprisingly, I am a different generation than most people attending DU. I wanted to do something to challenge myself. I tell my kids to always lean into life by taking risks, so I needed to set the example.”

At Morgridge College, we could not be happier he choose us. Mills’ long history in the military allows him to have a different perspective on educational leadership than more traditional students. As part of his dissertation research, he is studying teachers who came through the Troops for Teachers program, a program established in 1993 to help military veterans begin new careers as K-12 educators. So far he has observed veterans in both public and private classrooms and they have the same thing in common: they address each student as sir or ma’am, they acknowledge each student and engage them in the classroom discussion, and when class is over, they shake their students’ hands on the way out the door. These interactions, Mills believes, empowers the students to rise to the expectation of the teacher, making the students successful and the teachers leaders of tomorrow. His is excited to continue his research and see where it leads him in the next year.

In the meantime, Mills was recently awarded a Governor’s Executive Internship in Policy and Research and spends his days balancing college, policy, and family. His three children, two in their late 20s and one in high school, as well as his wife, are his support system. Between his studies and time at the Colorado state capitol, Mills is one busy retiree and that is exactly how he likes it.

Marsico Institute for Early Learning post-doctoral research fellow Candace Joswick’s work was recently featured on the March 2018 issue cover of Mathematics Teacher, from the Council of Teachers of Mathematics. Joswick and her co-author, Dr. Anna A. Davis from Ohio Dominican University, offer insights and activities to use geometric constructs in art to teach math.

On Monday, February 19, 2018 the University of Denver (DU) Black Alumni Affinity Group (BAA), in conjunction with the Leadership Insights program, celebrated Black History month at Cableland, the official residence of Denver Mayor Michael Hancock, with a reception and conversation with Educational Leadership and Policy Studies (ELPS) alumni Nick Dawkins (ELPS MA ’16). Dawkins is a principal with Denver Public Schools (DPS) at Manual High school, a historically black school in the Whittier neighborhood in Denver. His public conversation with Dr. Frank Tuitt, professor of Higher Education at Morgridge and Senior Advisor to the Chancellor and Provost on Inclusive Excellence, was preceded by remarks from Denver Councilman Albus Brooks (MBA 16’), attending on behalf of Mayor Hancock.

This annual event is meant to engage DU’s communities of color by giving them an opportunity to ask questions and provide them with information regarding how the University is addressing issues of inclusive excellence through DU’s leadership and DU Impact 2025. Dawkins was the night’s featured conversationalist.

According to Dawkins, his education at Morgridge prepared him for his current role. He firmly believes in creating a culture of happy kids in his school. Many of his students face familial or personal deportation, homelessness, trauma, and other challenges in their daily lives. He worked hard to create a culture of access where his students know they can come to him with any trouble they are facing.

Recently, Dawkins himself was facing an exceptional challenge. In the fall during a high school football game, reports of racism and a rebel flag catapulted Dawkins and Manual High into the spotlight. As the he-said-she said grew, Dawkins discovered an ally in Morgridge and in DPS. Both the district and MCE stood by Dawkins as an exceptional leader who has the best interest of his students at heart.

Dawkins is a change agent. It is something he takes very seriously and he relentlessly challenges the status-quo in order to build better a future for his students.

“If I’m not in trouble,” he says, “I’m not doing my job.”

Educational leadership and policy studies PhD student Natalie Lewis has been selected by the University Council for Educational Administration (UCEA) as part of the 2017-2019 Jackson Scholars Program. The Jackson Scholars Program develops future faculty of color for the field of educational leadership and policy.

Lewis is the current Assistant Principal at McAuliffe Manual Middle School, part of the Denver Public School (DPS) system. A graduate of DPS Manual High School, Lewis is began her career as a substitute teacher in Philadelphia. Her experience led her to pursue an advanced degree in education in order to be a leader to underserved populations.

“I am excited, honored, and extremely privileged to receive this award,” Lewis said. “This sets me on a path to my ultimate goal to blend educational theory and practice.”

Lewis plans to utilize this program to create more equitable opportunities where educators can integrate research into their schools and classrooms.

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.

To Dr. Judy Marquez Kiyama, bringing cultural background to work is second nature. Her new book, co-authored with her long-time collaborator Dr. Cecilia Rios-Aguilar, “Funds of Knowledge in Higher Education,” explores and makes a case for honoring students’ cultural experiences and resources as strengths.

Kiyama explains, “This is something of a K-12 construct. We know that within individual cultures, knowledge is shared and passed on and in a K-12 environment it is part of the instruction.”

For example, if you live within a Latinx community and your neighbor knows how to work on cars and your mom knows how to cook, you trade cultural and practical knowledge to build a knowledge base. Children from these communities arrive to school with knowledge of their culture and it becomes a vital part of their education. But what about applying the same construct to higher education research and teaching?

Refining and building on the concept in a sophisticated and multidisciplinary way, Kiyama’s book uses a funds of knowledge approach and connects it to other key conceptual frameworks in education to examine issues related to the access and transition to college, college persistence and success, and pedagogies in higher education.

Research on funds of knowledge has become a standard reference to signal a sociocultural orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income communities of color. Challenging existing deficit thinking in the field, the book applies this concept to and maps future work on funds of knowledge in higher education.

Kiyama’s research is organized in three interconnected areas: the role of parents and families; equity and power in educational research; and underserved groups as collective networks of change. As an Associate Professor of Higher Education, she is in a unique position to put her research into practice in her classroom.

“I see the classroom environment as an opportunity to converge research, teaching, and service and draw on frameworks like funds of knowledge used in my research, to construct inclusive pedagogical spaces,” she said. “As such, the goals of learning process are created alongside students, with home, cultural, and experiential knowledge steering the direction of our scholarship.”

Kiyama’s book is published by Routledge Press and available in print and digital editions.

MCE’s  Counseling Psychology (CP) department has been identified as one of the top 20 PhD programs in the nation by Best Counseling Degrees. The ranking was created by compiling programs offering a doctoral degree in counseling psychology from the American Psychological Association (APA), along with the Examination for Professional Practice of Psychology (EPPP) pass rate gathered from the Association of State and Provincial Psychology Boards (ASPPB).

“We have always attracted people who strive to live lives of purpose, and to pursue careers of distinction,” says Jesse Owen, CP Department Chair. “I think this recognition speaks to the quality of these students, the customization of the program, as well as the diversity of our faculty research.”

Diverse faculty research is a hallmark of the CP department that affords students unique and enriching collaborative opportunities. Current faculty research areas include:

  • Multicultural counseling
  • HIV counseling
  • Psychotherapy research
  • Romantic relationships
  • Health psychology and health disparities
  • Group dynamics
  • Supervision and training
  • Vocational psychology and career development
  • Cancer survivorship

“I think one of our program’s greatest strengths is the collaborative atmosphere. We have been told from the beginning that each individual student will create their own path towards their career goals, and no two paths look exactly the same,” says CP PhD student Ellen Joseph. “Therefore, we as students are here to support each other and build relationships that we can maintain throughout our careers.”

Best Counseling Degrees is the No. 1 online resource for exploring and choosing from the nation’s best counseling degree programs that will develop the knowledge and skills needed to further a career in this helping profession. The site’s mission is to share expert information about the top counseling degrees to help people achieve their professional goals.


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