From dreaming up a competitive gaming event to reimagining how to expand the historic Lincoln Hills resort, more than 50 Colorado high schoolers got the chance to put their creativity to the test by developing business plans at the Inaugural Teen Entrepreneurship Challenge. The University of Denver’s Morgridge College of Education hosted the NEXUS Summer Program, which aims to set up college-bound teens with resources to thrive on campuses across the country. Read the full story.
The Office of the Daniel L. Ritchie Endowed Chair in Gifted Education at the Morgridge College of Education is pleased to announce Dr. Tracy L. Cross as recipient of the 2020 Palmarium Award, an annual award given to an individual who most exemplifies the vision of the Office of the Daniel L. Ritchie Endowed Chair in Gifted Education. The office seeks a future in which giftedness will be understood, embraced, and systemically nurtured. Recipients of the Palmarium Award demonstrate the vision through understanding of giftedness in the areas of:
- Practice by impacting graduate education, pre-service, and P-12 community
- Outreach through advocacy at a variety of levels (local, national, international)
- Publications informing teachers, children, parents, policy makers, and academia
- Research influencing theory, practice, and policy
“Through the generosity of the Considine Family Foundation, the Palmarium Award provides professional acknowledgment and tangible support to eminent leaders in the field of Gifted Education,” said Norma Hafenstein, the Daniel L. Ritchie Endowed Chair in Gifted Education. “Dr. Cross’ commitment to the social and emotional needs of gifted learners is inspirational. We are pleased to recognize Tracy’s visionary leadership in support of mental health challenges and positive intervention.”
Cross is the Jody and Layton Smith endowed chair and Professor of Psychology and Gifted Education and Executive Director of both the Center for Gifted Education and Institute for Research on the Suicide of Gifted Students at William & Mary. He previously served Ball State University as the George and Frances Ball Distinguished Professor of Psychology and Gifted Studies, and the founder and Executive Director of both the Center for Gifted Studies and Talent Development and the Institute for Research on the Psychology of the Gifted Students. For nine years, Cross served as the Executive Director of the Indiana Academy for Science, Mathematics and Humanities, a residential high school for intellectually gifted adolescents, and was the former director of two state associations for gifted education: Wyoming Association for Gifted Education and Indiana Association for the Gifted.
He has published over 200 articles, book chapters, and columns; made over 300 presentations at conferences; published ten books, with number 11 in press; edited five journals in the field of gifted studies (Journal for the Education of the Gifted, Gifted Child Quarterly, Roeper Review, Journal of Secondary Gifted Education, Research Briefs) and two general education journals (The Teacher Educator and the Journal of Humanistic Education). In 2011, Cross received the Distinguished Scholar Award from the National Association for Gifted Children (NAGC) and the Distinguished Service Award from both The Association for the Gifted (TAG) and NAGC. He is President Emeritus of NAGC and TAG, having served terms as President of TAG on two occasions. In 2009, he was given the Lifetime Achievement Award from the MENSA Education and Research Foundation.
Cross will receive his award and present the lunchtime address at the 10th Annual Gifted Education Symposium and Conference, “Celebrating Gifted Education: Reflecting on our Past and Impacting Our Future” at the Wellshire Event Center, Denver, CO on Jan. 30 and 31, 2020. Please visit the conference link for registration and other conference details. For more information about this award, visit the conference webpage.
PUEBLO, CO – On Monday, September 9, experts from the University of Denver (DU) Morgridge College of Education (MCE) Center for Rural School Health & Education (CRSHE) went to Pueblo to work with rural wellness coordinators to shared district-level comprehensive health and wellness plans and prepared for the implementation process. The event, held at Pueblo Community College, signified a milestone in CRSHE’s commitment to rural communities.
CRSHE is a research and education institute housed within MCE. Its vision is happy, healthy children and families living in vibrant rural communities. CRSHE partners with rural schools and communities to improve health and education outcomes through four focus areas: comprehensive health and wellness planning and implementation in schools; social-emotional health for students, teachers, and service providers; workforce development for professionals working with children and families; and economic development.
“This event brought together wellness coordinators from 21 districts across southeastern Colorado and the San Luis Valley to celebrate their completion of 5-year comprehensive health and wellness plans,” said Shannon Allen, PhD, Director of Community Services and Resources with CRSHE. Allen is the project manager for the project, designed to help coordinators identify areas of need in their district and work to create evidence-based solutions.
“The top student health problems that districts are focusing on include poor mental health; alcohol, tobacco, and other drug use; physical inactivity; bullying and violence; nutrition; and sexual health and healthy relationships,” she said. “Over the next 5-years, districts in these regions will be working on strategically improving student health by implementing evidence-based policies and programs in their districts.”
21 Jun 2018
The University of Denver recently announced its 2018 professor awards and four Morgridge professors were honored, with two taking home the top award of Distinguished University Professor.
Drs. Douglas Clements and Julie Sarama, from Morgridge College of Education Marsico Institute, are the inaugural recipients of the Distinguished University Professor award at the University of Denver. This new award is the highest award that the University bestows on its faculty members. Selection for this honor is based on scholarly productivity, national and international distinction in a field of research/scholarship, and work that makes a positive impact on society. Their title will remain in effect until resignation or retirement from the University of Denver, at which time they will be named Emeritus Distinguished University Professor.
Clements is a professor of Curriculum and Instruction in the Teaching and Learning Sciences department as well as the Kennedy Endowed Chair in Early Childhood Learning, Kennedy Institute for Educational Success, and the Director of the Marsico Institute for Early Learning. He received his PhD from the University at Buffalo, State University of New York. Previously a preschool and kindergarten teacher, he has conducted funded research and published over 500 articles and books in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. Clements was a member of President Bush’s National Math Advisory Panel, the National Research Council’s Committee on Early Mathematics the Common Core State Standards committee and a coauthor of their reports. His research interests include creating, using and evaluating research-based curricula, taking successful curricula to scale using technologies, and learning trajectories in standards, assessment, curriculum and professional development.
Sarama is a professor of Curriculum and Instruction in the Teaching and Learning Sciences department as well as the Kennedy Endowed Chair in Innovative Learning Technologies, Kennedy Institute for Educational Success, and Co-Director of the Marsico Institute for Early Learning. She received her PhD from the University at Buffalo, State University of New York. She designed and programmed over 50 published computer programs, including her version of Logo and Logo-based software activities (Turtle Math™, which was awarded Technology & Learning Software of the Year award, 1995, in the category “Math”). Sarama has taught secondary mathematics and computer science, gifted math at the middle school level, preschool and kindergarten mathematics enrichment classes, and mathematics methods and content courses for elementary to secondary teachers. Her research interests include developing and evaluating research-based educational software and other technologies, using learning trajectories in standards, assessment, educational technology, curriculum and professional development, developing and evaluating research-based curricula, and asking successful curricula to scale using technologies.
Clements and Sarama will be able to share their expertise with the University faculty, staff, friends and DU community at large through the University of Denver Distinguished University Professor Lecture and Performance Series, which will showcase their work.
Dr. Kathy Green was honored as the 2017-2018 Distinguished Teaching Award, as recommended by the Faculty Senate Awards Subcommittee. This award is presented in recognition of excellence in teaching. Green is a professor of Research Methods and Statistics in the Research Methods and Information Sciences Department. She received her PhD from the University of Washington-Seattle. She was named University of Denver United Methodist Teacher/Researcher of the Year in 1999 and honored with a Fulbright Scholarship to the Slovak Republic in 2002. Her research interests are in applied measurement, specifically applications of the Rasch model, survey research, and teaching statistics.
Dr. William E. Cross, Jr. has been awarded the rank of Emeritus Professor. Cross retired from Morgridge College in June 2018 after serving as a Professor of Higher Education and Counseling Psychology. Cross received his PhD from Princeton University. He holds professor emeritus status from another university but remains active, and he is President-Elect for Div. 45 (APA). His recent publications interrogate the structure of the self-concept; the range of identity profiles found among African American adults; cultural epiphanies; the identity implications of cultural miseducation and false consciousness; and the multiple ways racial identity is enacted in everyday life.
20 Jun 2018
In anticipation of the upcoming academic year, Morgridge College of Education is pleased to announce four faculty promotions within the College.
Dr. Patton Garriott, formerly Assistant Professor of Counseling Psychology, had been promoted to Associate Professor with Tenure in the Counseling Psychology Department. Garriott received his PhD from the University of Missouri. He is a member of the American Psychological Association (APA), Division 17 (Counseling Psychology) of the APA, and the Society for Vocational Psychology. His work has been recognized by Division 17 of the APA and the National Career Development Association. He is currently a Co-Investigator on a National Science Foundation (NSF) grant, which focuses on the career development of women and Latinas/os in engineering. Garriott’s primary areas of research include the academic and career development of students underrepresented in higher education, multicultural issues in vocational psychology, as well as race and racism.
Dr. Ryan Evely Gildersleeve, formerly Associate Professor Higher Education, has been promoted to full Professor. Gildersleeve recently completed his term as Chair of the Higher Education Department and will continue as a professor when he returns from a fall 2018 sabbatical. Gildersleeve received his PhD from the University of California-Los Angeles. He was a 2012 National Academy of Education / Spencer Foundation Postdoctoral Fellow. Dr. Gildersleeve received the 2011 Early Career Award from the American Educational Research Association’s Division D – Research Methodology. His practical experience ranges across P-20 education in primarily out-of-classroom learning contexts with non-dominant youth. Dr. Gildersleeve’s research agenda investigates the social and political contexts of educational opportunity for historically marginalized communities, focusing on college access and success for Latina/o (im)migrant families, critical higher education policy, and critical qualitative inquiry. He was recently appointed Executive Editor of About Campus: Learning in the College Environment, a flagship journal for ACPA: College Educators International. His editorship is a five-year term and begins this summer.
Dr. Jesse Owen, formerly Associate Professor of Counseling Psychology, has been promoted to full Professor. Dr. Owen recently completed his term as Chair of the Counseling Psychology Department. Owen earned his BS from Ball State University, his master’s degree from U of Miami, and his doctorate from DU. He has worked at Gannon University and University of Louisville prior to joining the faculty at DU. He is a licensed psychologist and has had a private practice at times over the last decade. His research focuses on psychotherapy processes and outcomes as well as romantic relationships. Owen is currently an Associate Editor for two APA journals (Psychotherapy and Journal of Counseling Psychology) and another top tier journal (Archives of Sexual Behavior).
Dr. Andi Pusavat, formerly Clinical Assistant Professor of Counseling Psychology, has been promoted to Clinical Associate Professor. She will continue as Counseling Services Clinic Director. Pusavat received her PhD from the University of Denver. She was formerly with the Iliff Counseling Center where she served as the Director for six years. Other career highlights include President of the Colorado Society of Psychologists in Private Practice for two years; founding member of the Colorado Psychological Association Society for the Advancement of Multiculturalism and Diversity; and presenter at the American Psychological Association and National Summit on Interpersonal Violence and Abuse Across the Lifespan. Pusavat’s research interests include multicultural counseling, social justice, trauma, interpersonal partner violence, and training and supervision.
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.
“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.