Or perhaps you are wondering why there is a little white dog with a green ribbon tied into its hair held on a leash by Nian Lisi-Baker in front of her poster.  And wandering over, you listen as she explains the role played by Psychiatric Service Dogs in helping people with mental illness regain independence.  To judge by the crowd surrounding her, one could say that she certainly ‘barked’ people’s interest!  And if dogs are not your cup of tea, but travel is, then perhaps you listen intently as Anne Gersoki and Lance Smith present their research based on their experiences of the many difficult challenges faced by counselors, social workers, and teachers working in rural Alaska. 

These are but a sample of the many research papers and posters offered by CESS faculty, staff, and students at the 8^th Annual CESS Scholarship Symposium, held in Waterman, on May 2, 2013.  Given the range and quality of papers presented and posters displayed, all came away impressed by the array of topics and the quality and rigor of the research conducted.  The consensus of those in attendance was that there was a topic to spark and hold every interest.

And what better way to end the day than to join the crowd in Memorial Lounge to listen as a distinguished group of CESS faculty candidly and profoundly discuss their professional and personal strategies for Balancing Career and Life.  Clearly, no one left the room that day without having gained some insight into their own challenges from those shared by the panelists. 

A proud day for all CESS participants.  Plus a special shout out for a job well done to the 2013 Planning Committee, Jesse Suter, Chair (Center on Disability and Community Inclusion), Juliet Halladay (Department of Education), Aaron Kindsvatter (Department of Leadership and Developmental Sciences), George Leibowitz (Department of Social Work), and Lance Smith (Department of Leadership and Developmental Sciences). 

The CESS Scholarship Symposium is made possible by the Dean’s Office, the Research Council, the Symposium Planning Committee, and CESS departments. 

Holly Busier, Senior Lecturer in the Department of Leadership and Developmental Sciences, and regional NEERO Representative, was pleased to see so many CESS undergraduates presenting their research at the conference.  She said their presence was a testimony to the efforts of many CESS faculty who stress the importance of research in their classes.  “It is so rewarding,” she said, “to see these students grow in their confidence to where when they present at conferences like NEERO they come across as not only prepared but professional.”  She continued, saying, “Many at the conference thought CESS undergraduates were doing doctoral work.”  High praise indeed! 

Among the undergraduates presenting were Stephanie Parenti, in Social Work, whose research on support services of returning war vets is both timely and important, given the growing number of returning vets and the need for services.  And Maura Satti, also in Social Work, whose research on children with disabilities, focuses as well on the support systems in place for this particular group.  Amanda Auger has focused her research attention on an examination of the core curriculum in VMI, the Vermont Math Initiative.  Brian Vedder, Abagail Papinchek, Melanie Schweb and Laura Gaudette presented their research, “Making the Private Public: Examining and Analyzing College Students’ PostSecrets,” at a round table. 

Among the graduate student presenters were Jeff Bukowski, Erin Donovan, Susan Hayes, Goma Mahika, Ellen Montgomery, Meredith Swallow, and Kelly Swindlehurst.  

Of special note, Kelly Swindleburst, a Ph.D. candidate in Educational Leadership & Policy Studies, received the 2013 New England Educational Research Organization’s John Schmitt Award for outstanding research at the graduate level for her research paper entitled, “The Promise of Response to Instruction: Lessons from one New England State.”  Congratulations to Kelly. 

Two recent graduates were also among the presenters.  Maureen Fitzgerald Riker, Ed.D, now at Marist College, presented her paper, “Perception and Reality: Covert Factors Influencing Emerging Woman’s Leadership in the University.”  And Laurie Gelles, Ph.D., CESS Director of Technology, presented her paper, “What Video Games Teach Us About Engagement: Using Research on Multisensory Interactions to Inform Instructional Design Practices.” 

Rounding out the list, the faculty presenters were Penny Bishop, Jennifer Hurley, Colby Kervick, George Salembier, Katherine Shepard and Carmen Petrick Smith.   

The New England Educational Research Organization (NEERO) is a regional affiliate of the American Educational Research Association (AERA) with approximately 200 members from New England and New York-area colleges and universities, public and private schools, state and local educational agencies, health and social service agencies, and private education firms.  NEERO’s objectives are to improve educational programs and supervisory practices; to provide a stimulating, supportive, and friendly forum for scholarly presentations; to identify and disseminate successful educational practices; and to foster skill development in research and evaluation methodologies.

Over the years Michael has secured nearly four million dollars in external funding to support the important work he is doing.  Also, he has contributed more than 170 scholarly publications to his field, including well over 100 peer-reviewed journal articles and book chapters, as well as several books.  In addition, Michael has authored four books of cartoons about the “Absurdities and Realities of Special Education,” a labor of love Michael says, that often does more to break through the ‘mythologies’ and stereotypes surrounding children with special needs than do more conventional narrative forms.

Besides his CESS teaching duties, in both its undergraduate and graduate programs in special education, Michael is frequently invited to lecture and teach in the US and abroad.  Committed to teaching and learning, Michael joins a distinguished group of CESS scholars who have received the University Scholar award, including Marjorie Lipson, emeriti (2008-09), Robert Nash (2003-04), and Susan Brody Hasazi, emeriti (1996-97). 

Accepting the award, Michael thanked his colleagues and students, singling out Cynthia Gersti-Pepin and later the Dean, for all their support in making this award possible. 

In attendance was UVM President, Thomas Sullivan, who extended congratulations to each of the honored recipients.  Also attending the ceremony were a large number of Michael’s friends and colleagues, who joined him for photo ops after the ceremony and at the reception following the event. 

A rousing hurrah to Michael.  

A teacher at West Sacramento College Prep Charter School in West Sacramento, California, Town credits much of success to the College of Education and Social Services’ Curriculum and Instruction program.   “UVM’s focus on constructivist teaching philosophies was what drew me to it and what helped me to become the teacher I am today,” said Town.  “That beautiful question ‘how we can help students create their own understanding’ guides my practice daily.  I am always searching for ways to engage students and learn by doing instead of memorizing formulas and practicing the same problems over and over again.”

The background that Town gained through his coursework at CESS was pivotal in his interest in the fellowship.  “All of the readings and research we did in our classes gave me a great leg to stand on when other teachers or administrators questioned what I was doing.  I could defend my choices with articles and studies and not just convince them it was okay I was doing it, but excite them about it to the point where they wanted me to share what I was doing with other math teachers,” said Town.

Town will spread his knowledge to an even larger audience, as he will work at the National Science Foundation’s Directorate for Education and Human Resources at the Division of Research on Learning.  In doing so, he will continue to live CESS’s motto of “Making a Difference” on the national stage.          

"Founded in 1990, the Albert Einstein Distinguished Educator Fellowship Program is a paid fellowship for K-12 science, technology, engineering, and mathematics educators with demonstrated excellence in teaching. Fellowships aim to increase understanding, communication, and cooperation between the legislative and executive branches of the government and the STEM education community. The Albert Einstein Distinguished Educator Fellowship Act, authorized by Congress in 1994, gave DOE federal responsibility for the program. The Triangle Coalition for Science and Technology Education administers the Program for the DOE Office of Science in partnership with the other participating federal agencies."

The answers that lie within the pages of Transforming Learning Environments: Strategies to Shape the Next Generation (Emerald Books, 2013) focus on online learning, technology, leadership, curriculum innovation, and English Language Learners to show the challenges facing traditional educational practices and the ways learning environments are responding to the new reality of globalization. Miller, who wrote the introduction and served as editor of the book, sought the opinions of 18 experts, including 10 from UVM, to contribute chapters that she placed into four sections: Leadership Transformations; Thoughtful Cultural Models in a Globally Dynamic World; Implementing Change in the Way We “Think” and “Do” Education; and Technology as an Agent for Transformation.

“The chapters are a spectrum of what is going on in the world of higher education at this critical juncture in our history," Miller says. "If those in higher education are not amenable to change, as imposed by the outside world, they could be rendering themselves obsolete. As John Dewey states, ‘knowledge and habits have to be modified to meet the new conditions,’ so do the authors of the chapters in this volume.”

Preparing the next generation of tech-based teachers

Many of the UVM contributors, including associate professor Cynthia Reyes who wrote a chapter addressing cultural competency using the digital narratives of middle school English language learners, were already teaching the contents of their chapters to UVM students. Reyes writes about a model that utilizes digital narratives to develop cultural competency in teacher education programs and other institutions that struggle with the meaning of the concept. She uses a digital story project she helped conduct at a local middle school as an example, showing the positive effects of students narrating their own stories based on the core values that guide their daily lives. She also challenges readers to think about innovative ways to integrate more student voices and how storytelling can inform pedagogy.

“I care deeply about the notion of safe spaces in the school community for all students, and because of my own experiences as a child of immigrant parents I am also drawn to the school experiences of young adolescent students who have refugee or immigrant narratives and who are English language learners,” says Reyes, who utilizes iMovie technology to create the digital stories, which she says improves literacy, technology, writing, speaking and listening skills. “I wonder about places in the school where they can explore their multicultural and multilingual identities and to do so on their terms. Digital storytelling, as far as I've read in the literature and what I've experienced in collaborative research with other teachers and students, demonstrates that it can be a transformational tool for English language learners as they write about and share their narratives with their peers and adults. The digital tool can also be reaffirming for students who want to become skilled writers of English. It gives them access, in a sense, to explore the English language and that can be a powerful process for teachers to observe.”

Also under the technology section is a chapter by Laurie Gelles, director of technology and communication in CESS, titled “From Pong to PS3: How Video Games Enhance Our Capacity to Learn and Build Community.” Gelles, who recently received her doctorate from UVM’s Educational Leadership and Policy Studies program, focuses on ways technology can help build capacity for learning, in both traditional and non-traditional settings. She teaches about this concept in an undergraduate course titled “Video Games and Learning Theory” that focuses on conducting new research related to multisensory learning environments.

“There has been a huge push to integrate technology into learning environments in order to replicate the way that people most regularly experience and interact with information,” Gelles says. “The real trick is figuring out why we are so drawn to interactive technologies in the first place.”

Her most recent study made use of the video game Guitar Hero II in an attempt to measure the effects of multisensory learning. Following Dewey’s ideas around rich learning environments and making meaning through experience, Gelles explains that technology allows for the simulation of real-life experience and provides people with ways to mimic sensory environments that would otherwise be unavailable.

“Video game designers have figured out how to create sensory-rich environments that don’t overload our cognitive abilities,” she says. “Cognitive load theory talks about the importance of balancing the way that we process information. Taxing one area with too much information can slow the learning process. Our next steps should be applying these types of gamification strategies to our curriculum design and learning environments. By doing this, we can enhance both our capacity to reach our students, and perhaps their capacity to learn.”

Creating global citizens

DeMethra LaSha Bradley, assistant dean for student administration and licensing officer in CESS, offers a chapter under the cultural models section written from the perspective of a student affairs administrator, titled “Incorporating Concepts of Global Citizenry into Student-Centered Academic Advising.” She unpacks the concept of the global citizen with this definition: “Global citizenry consists of awareness, responsibility, the ability to respect and value the difference in others, a willingness to act even when in the minority opinion, and continuous learning to understand the world and all its functions.”

Bradley, who received her Ed.D from UVM in 2009, includes narrative examples from her own professional experiences in higher education and provides concrete ways to incorporate concepts of global citizenry into academic advising. These include knowing the delivery method of academic advising at your institution; listening to your students’ dreams and goals and responding with concepts of global citizenry in mind; using social networking to spread concepts of global citizenry; and casting a wide net to catch any possible cross-campus colleague collaborators.  

“I try to create connections for students beyond the classroom and encourage them in their global citizenry,” says Bradley, “Academic advising is just one of the many facets that institutions can use to meet their global goals. This office is a hub for instilling values to make a difference, and we can’t do that in an increasingly globalized world if we don’t have students who travel the world and understand what being a global citizen really means.”  

Other UVM contributors

Other contributions from UVM faculty and staff include chapters by Penny Bishop, professor of middle level education and director of the Tarrant Institute for Innovative Education, and John Downes, associate director of the Tarrant Institute and doctoral research fellow, titled “Responsive Technologies for Young Adolescents;" Robert Nash, professor in CESS, and Vanessa Eugenio, office/program support, employer relations, and technology specialist, titled “Teaching About Religious and Spiritual Difference in a Global Society;” Maureen Neuwmann, associate professor in CESS, titled “Developing Teacher Leaders to Transform Classrooms, Schools, and Communities;” and Holly Buckland Parker, senior academic services professional in the Center for Teaching and Learning, titled “Learning Starts with Design: Using Universal Design for Learning (UDL) in Higher Education Course Redesign.”

The symposium, sponsored by the College of Education and Social services and Committee on Diversity Initiatives, was attended by a broad mix of about 75 students from local colleges, alums and employees from across the region. A number of refugees from different countries shared stories about overcoming language barriers to become a first-generation college student, and what it took to be successful once enrolled. Others spoke about missing home and needing the support of their family, even from thousands of miles away.

“Going to college was hard, and I was scared at first,” said a young woman from Somalia in a breakout session that focused on family support. “Once I got to campus I felt better, but I was still very lonely. My parents called me a lot and supported me, and that really helped.”

The symposium featured five breakout workshops. “Identity Formation” explored the experiences of the first generation student from a diversity of perspectives; “Academic Readiness” examined the general readiness and academic skills that students must acquire to be college-bound; “Mentoring Continuum Part I (Getting There) and Part II (Staying There)” explored the mentoring processes that students engage in when they get in to higher education and what it takes to stay in higher education; and “Family Context” looked at the perspective of families as it relates to the first-generation college student.

Cynthia Reyes, associate professor in CESS who helped organize the symposium, said the goal of the CESS Committee on Diversity Initiatives of which she chairs is to generate interest, create awareness and offer new perspectives on a topic of community interest.

“What makes this conference so unique is that it draws from the Burlington and Winooski communities, particularly new Americans, so the audience participation includes both university and community members,” said Reyes, an expert on issues relating to diversity, access, equity, English Language Learners, and immigrant and refugee populations. “We also strive to bring people from different walks of life together for one afternoon and allow them to engage in authentic dialogue around common interests. In that respect, I think the conference is a success.”

Fayneese Miller, dean of the College of Education and Social Services, opened the symposium with some powerful comments about the university’s commitment to helping first generation students to be successful, and how they in turn help the university community as whole.   

“It’s not just rhetoric when we talk about creating opportunities for those who might need support or might not be from a certain class,” said Miller. “It’s part of who we are at UVM and what we believe in. We now have a standing committee on diversity. That’s real. We mean it when we say we want to make a difference and create opportunities for you, so you can take the bull by the horns and do something with it. When you do well, those of us behind you do well. You make it possible for us to continue to be successful.”

The symposium was developed by CESS and the Committee on Diversity Initiatives in collaboration with community members from the Burlington School District; Vermont Department of Education; Burlington Police Department; Vermont Multicultural Alliance for Democracy; Howard Center; King Street Center; Connecting Cultures/NESTT; Agency of Human Services’ Refugee Office; the Center for World Education, and the Center for Cultural Pluralism.

This sudden increase in USPP students added more diversity and opportunities for global friendships to develop at UVM, but concurrently a realization that sometimes cultural differences allow for moments of communication breakdowns between students, faculty and staff.  The question that emerged amongst staff and faculty members was whether they were truly prepared for cross-cultural communication with Chinese students.

"The truth is," commented Professor Emeritus Juefei Wang during an EDU@UVM panel discussion, "The Chinese students at the University of Vermont feel that they are very well supported by the staff and faculty."

The audience of staff and faculty at the EDU@UVM Communicating Effectively with Chinese Students workshop looked pleased upon hearing Dr. Wang’s comment. In 1985, he himself arrived at UVM as a graduate student and was one of five international students from China at UVM. Since then, Dr. Wang noted, the number of international students from China has increased, which has resulted in a greater demand for support by staff for these students.  As one of five students from China in 1985, Dr. Wang reflected that he had no choice but to integrate into UVM’s community. Presently, the incoming USPP students arrive in large groups and, in certain cases, isolated themselves as a group from UVM’s academic and social culture. "The challenge," continues Professor Wang, "will be to help these USPP students overcome the barriers that prevent them from integrating successfully as UVM students."

The EDU@UVM workshop presentation was a collaborative effort between faculty members and staff in the College of Education and Social Services and the School of Business. Jennifer Fath, a Student Service Specialist in the School of Business, works with the largest population of USPP students at the University of Vermont. Since the program inception at UVM, Jennifer has worked with the program, traveling to China to meet the incoming students and their families. “We’re learning as we go along.” Jennifer explained, noting that her years of working with the USPP program have allowed her college to collect large amounts of information on how to best support and work with USPP students.

“Academic integrity has been an issue.” explained Jennifer. “But placed in the context of Chinese culture and education, copying or replicating someone’s work is considered a sign of respect.” Another cultural challenge is the concept of FERPA and the American practice of having students meet with their academic advisor individually, as opposed to an educational culture in China that places a great emphasis on the group. Unlike the parents of American students who have no qualms about picking up the phone and calling administrators or faculty at UVM with questions about course selection, grades, and internships, in China parents will place complete trust in the education system to make the best decisions. “It’s completely against traditional Chinese culture for a parent to question the university’s decisions.”

Questions raised by audience members during the panel ranged from understanding more about why Chinese students prefer to be in groups, and practices of speaking English very quickly when speaking to student service specialists. As an English language teacher in China, Visiting Scholar Wang Ping offered some insight as to why Chinese students may choose to speak extra fast when communicating with a native English speaker.

"This is their way of showing the listener that they understand the language." explained Wang Ping. In her presentation, Wang Ping noted that this generation of students on campus are from the “one-child generation”, meaning that they are the center of attention at home and are being given ample opportunities in order for them to reach the high academic expectations set for them by their parents. “But because they are the center of attention, some of them have hardly any life skills, such as managing money, daily life, or interpersonal skills.”

Wang Ping shared with the audience key aspects of Chinese culture that transcend into communication patterns. Face saving, Wang Ping noted, is an important feature in Chinese culture, explaining that multiple approaches will be taken by a student in order to “save face” for all. The use of indirect speech is another important concept, as students will refrain from saying what they really think because they are concerned with whether or not his or her words are correct.

As the session drew to a close, Dr. Wang noted that when a USPP student comes to a staff member to ask for help, whether they speak fast or slow, whether they arrive for help by themselves or in a group, to remember that USPP students, like all students, are sensitive to being addressed harshly. “Even if they don’t show it in their face, in their hearts they will hurt.” If the student can tell that the staff member is making an effort to communicate with them kindly, then the student knows that good quanxi, the Chinese word for “connections”, are being built between the student and the university.

Also in attendance were Wang Ping, a visiting scholar from China, who is currently teaching English and Culinary Arts at NECI.  Rounding out the group were Ellen Baker, CESS Director of Teacher Education, her husband Edward, and Dean Miller’s husband Robert Biral.

The delegation's visit included attending the Vermont International Festival where Madam Li was able to meet the Visiting Scholars from China and Thailand, a visit to Stowe, and a visit to Montpelier High School. During the visit to Montpelier High School, the delegation was delighted to see a student practicing Chinese juggling. The delegation also visited the New England Culinary Institute and met Katleen Finck, the Senior VP at NECI to learn about technical education in Vermont.  

At the end of dinner ceremonial toast, both Dean Miller and Madam Li expressed their deep appreciation for the many and close ties that have been formed between CESS and Chinese government and education officials, that have resulted in the robust exchange of scholars and students between the two countries.  Each spoke eloquently of the importance not only of maintaining the ties between the two countries but insuring their growth in the future. 

During the gift exchange, which is customary in Chinese culture, Dean Miller presented Madam Li with handmade Vermont scarf by a local Vermont artisan. The delegation from Lijiang presented Dean Miller with a handcrafted silver calligraphy that represented the friendship between Lijiang and the College of Education, and traditional red emblems that represent the strength of the Lijiang people. 

"This is a school for young girls 1-18 years of age. They are orphans and many had their parents die from HIV/Aids. It houses about 350 girls which are taught and protected there.” Explained Master Pipat. Bill Williams agreed to the change in itinerary, knowing that the visit to the school would have a profound impact on Vermont educators. In lieu of traditional gifts, the teachers brought funds to buy supplies for the students.

In a recent trip to Chiang Mai, Bill decided to stop by the school again and speak with the director of the Chalempraklet 48 Pansa School. During this visit, Bill was able to spend more time with the students and teachers, and see how hard each was working to imporve their life's condition.

"Once the director realized that he and I had many mutual friends in Thailand, that allowed him to open up and share some interesting details with me. He let us know that the due to the economic crisis in Europe, the school had lost one of its major funders. The biggest need at the school became rice." Upon return to Vermont, Bill called upon his family, friends, and teachers who had visited the school and let them know the need for rice. Teachers were quick to respond and to meet the goal of raising enough money for one ton of rice. With the help of Mr. Pipat, Sriwimon Wongchomphu, former visiting scholar to UVM's Asian Studies Outreach Program, and the support of Montfort Primary School, rice was found from a local seller and Montfort Primary delivered the rice.

“I have stayed in contact with one young girl who I met during my time at this school. She has become very close to my heart and I welcome an opportunity to support her and the school with a basic need.” Responded Melissa Sargent-Minor, participant of the 2012 Thailand program. Funds raised have since been sent to Thailand, and with the help of many connections, have provided the students with one ton of rice.  

The Asian Studies Outreach Program is funded by the Freeman Foundation. All fundraising efforts for the Chalempraklet 48 Pansa School in Lamphun are separate. For information on how you can help the school, view their brochure (part A and part B) or contact Bill Williams.

The two-year, $500,000 grant from the U.S. Department of Health & Human Services Administration for Children & Families will fund VT-FUTRES (Fostering Understanding To Realize Educational Stability), a collaborative project between CESS and the Vermont Department of Education, Justice for Children’s Task Force of the Vermont Family Court, Vermont Department of Children and Families (DCF), and children and families involved with DCF.

The grant builds on the success of the evidence-informed intervention strategies implemented in the 2006 Casey Breakthrough Series Collaborative grant known as Rock the GRADES. That effort, spearheaded by Joan Rock, regional resource coordinator with the State of Vermont, increased educational stability from 37 percent to 85 percent for youth in foster care in a region in central Vermont. The core of the new grant is based on a toolkit developed from the Rock the GRADES grant.

“We predict seeing similar gains across the state,” says Jessica Strolin-Goltzman, assistant professor of social work, who served as co-principal investigator on the grant with Jesse Suter, research assistant professor in the Center on Disability and Community Inclusion. “Hopefully we will be able to spread the success in Vermont to national partners.”

Key aspects of the grant will be implemented by child welfare resource coordinators and their local multi-disciplinary support networks, enabling them to generate a diverse network of professionals in child welfare, education, court systems and partnering agencies; recruit foster families in school districts with high rates of foster care placements; ask foster parents for transportation support to increase attendance; collect and disseminate data across disciplines to identify needs and track progress; educate local communities on the importance of educational stability; and support screening youth in foster care for educational stability and wellbeing.

“Ultimately, this collaboration will benefit the children in foster care across Vermont by improving their ability to remain in a continuous educational setting where relationships with peers and caring adults can remain stable even if their home environment does not,” said Suter, whose research focuses wraparound services, a team-based planning process for meeting the needs of students with emotional and behavioral disabilities in their homes, schools and communities.

VT-FUTRES will offer discrete trainings and outreach during the duration of the two-year grant, which utilizes social media and smartphone applications to spread successful practices, to lay the foundation for sustainable workforce development infrastructure. These plans include the implementation of the revised Rock the GRADES toolkit statewide; and the creation of a VT-FUTRES interactive website providing educational stability information, data, and strategies for child welfare, educators, members of the legal community, youth, foster parents and other community members.

Action items of the grant also include showing the Casey Family Programs’ “Endless Dreams” video and curriculum at two statewide education conferences and establishing local trainers in the Endless Dreams curriculum; disseminating regular updates on educational stability and outcomes data to multi-disciplinary audiences; and assisting Vermont’s Court Improvement Program initiative disseminating judicial bench cards encouraging judges to ask about educational stability and outcomes for youth in foster care.

“This grant is extremely exciting to us because it is congruent with our career paths and also with the mission of CESS to ‘provide leadership in addressing the educational and human service needs of Vermont,’ said Strolin-Goltzman, who conducts research on trans-disciplinary evaluation and treatment interventions in child welfare, substance abuse and school-based services.

The sun was still rising over Lake Champlain as the delegation of 17 faculty and students from the Performing Arts College of Inner Mongolia University arrived at the University of Vermont for a day filled with workshops, meetings, and a performance at the Ira Allen Chapel. After the students from the Arts College had the chance to experience a traditional UVM's student breakfast, the group made its way to the Music Building where they were greeted by Professor Thomas Toner, Chair of the Music Department and a delegate of the 2012 CESS China program.

Under a red banner that welcomed the Inner Mongolia University delegation to the University of Vermont, Professor Toner spoke of how pleased he was for UVM music and dance students to have an opportunity to learn with student performers from the leading performance college in Inner Mongolia. The next few hours included cultural exchanges in dance as students from the World Dance class practiced the movements of Inner Mongolia dance styles and in return showed the delegation modern American dance steps. In the recital hall, music students from UVM practiced playing the horsehead fiddle with the musicians from Inner Mongolia.

At the lunch and traditional gift exchange at Waterman Manor, Dean Fayneese Miller expressed to Mr. Xiyong Wu, leader of the delegation how glad she was to be able to see the delegation from Inner Mongolia in Vermont, as she had previously met many of them during a program in China and appreciated their friendship with the College and University. The College's commitment to international friendships and understanding includes initiatives such as the 2011 and 2012 Inner Mongolian exchange for UVM faculty and students, and by providing opportunities for the greater Burlington community to experience world class performances by musicians from the Inner Mongolia Arts College.

An audience of over 300 people attended the Inner Mongolia Music and Dance performance, an event that meshed traditional Mongolian throat singing with contemporary music trends in China. The event, hosted by the College of Education and Social Services, concluded with the musicians leading the audience in a chorus of auld lang syne.

Miller, former chair of the Vermont State Board of Education, is chair-elect of the board for the American Association for Colleges of Teacher Education, a national alliance of educator preparation programs dedicated to high-quality professional development of teachers and school leaders in order to enhance PK-12 student learning.

“AACTE is fortunate to have a tradition of dedicated leadership from members of the board of directors,” said Sharon Robinson, executive director and CEO of AACTE. “Fayneese Miller will serve in that tradition. The strength of her commitment to the profession, and her ability to include all voices in critical debates will be especially helpful in these times of challenge and change. 

The 800 institutions that comprise AACTE work to develop and promote evidence-based educator preparation guidelines in the areas of standards, curriculum, assessment and accountability. It also focuses on diversity issues by advocating for an increase in diversity among candidates applying for teaching and administrative positions and by improving curriculum to ensure that all educators can serve diverse learners.

Miller, who serves on the U.S. Department of Justice’s National Truancy Prevention Association Board, has also been named President-elect of the Council of Academic Deans of Research Education Institutions. Originally named the Association of Colleges and Schools of Education in State Universities and Land Grant Colleges and Affiliated Private Universities, CADREI consists of deans of education from research and land grant institutions across North America dedicated to the preparation of education personnel through the formulation of plans, policies, and programs to make its member institutions more effective.

The Arts College, located in Hohhot, is the premier institution of its kind in Inner Mongolia, an autonomous region of 33 million people. Over 150 students and teachers from the Arts College have shared their unique Mongolian music and dance with audiences throughout Vermont since 2000, most recently at the 2009 performance at UVM which drew over 300 spectators.

The College of Education and Social Services (CESS) is supportive of initiatives that provide opportunities for educational and cultural arts exchanges. In 2010 CESS Dean Fayneese Miller and IMUAC’s President Li signed a partnership agreement establishing an Academic Educational Exchange program between the two Universities.  The agreement provides for exchange visits by scholars from each University, with the first UVM contingent traveling to China in the spring of 2011. In 2012, a delegation of six faculty and six students traveled to China.    

This free and educational/cultural arts exchange program is presented by the Leland & Gray Union High School Journey East program, the College of Education and Social Services and supported by the Asian Studies Outreach Program. The Young Tradition Vermont are a presenting sponsor.

The Visiting Scholars from China include Duan Xiuxin from the Minority Jr. High School in the Gucheng District, He Guofang from the Jinhong School in the Gucheng District, and Xie Ting from Yunnan Normal University.

“While there were flight delays and a missing suitcase, we are extremely happy that the Visiting Scholars arrived safely in Vermont.” Expressed one of the staff members.

To assist Vermont schools in teaching about Asia, ASOP directly invites Visiting Scholars from China and Thailand. The Visiting Scholars will be hosted at various schools across the state during the school year, and will participate in state-wide events such as the 2012 Vermont International Festival.

The Visiting Scholars are also available to come visit school's for special events. This year, two of the Chinese Visiting Scholars are from minority cultures, Bai and Pumi minority, and can offer interesting insight on Chinese minority culture.

For more information on the Visiting Scholar program please view our website.  

Zhao Chunli, who grew up with a brittle bone disease and dwarfism, was forced into hiding as a 16-year-old because officials in her ancient Chinese fishing village thought she was not fit to be seen by President Clinton during his visit to China in 1998. Unable to afford healthcare on her family’s meager fishing subsistence, Chunli suffered chronic pain and social discrimination, and was not allowed to attend school.

Despite her disability and lack of formal education, Chunli eventually gained employment at the Yangzhou Mountain Retreat Hotel, where proficiency in Mandarin, English and accounting were required. She eventually married Mo En Yao and adopted an abandoned baby girl named Monica. Chunli, whose story aired on CNN, has recently completed an educational leadership internship at St. Cloud State University in Minnesota.

Chunli and Dr. Kathy Johnson of St. Cloud State University will share information about Ginko Academy, a Center for Educational Excellence and co-sponsor of the event along with UVM's Center on Disability and Community Inclusion, and attempt to learn more about UVM’s commitment to education and services for people with disabilities. Ginko Academy receives support from President and Secretary Hillary Clinton; American entrepreneur Chris Barclay; the President’s Office of St. Cloud State University in Minnesota; Save the Children in China; the Gevirtz School of Education; the University of California, Santa Barbara; and Judy Heumann, special adviser to President Obama on international disability rights.

The Board of Directors for Ginko Academy is in the process of securing partnerships with the Clinton Global Initiative, the Harvard Law School Disabilities Project, and major universities in the U.S. and China. Craig Barringer, southeastern regional educational consultant for the Vermont I-Team and CDCI, serves on the Executive Committee of the Ginko Academy.

Information: Craig Barringer, cbarring@uvm.edu, (802) 238-7874 or visit www.uvm.edu/~cdci/

The visit is sponsored by the Center on Disability and Community Inclusion at UVM, and the Ginkgo Academy.

For more information and accommodation requests please contact Dr. Craig Barringer of CDCI.

For Davis Center accessibility information see: http://www.uvm.edu/~davis/?Page=access.php&SM=menu_planning.html

The Tarrant Institute was proud to join collaborators from several of their i-Leap schools in presenting at Dynamic Landscapes 2012 this past May in Burlington, and resources and video from those sessions will be made available by the beginning of August. John Downes and Susan Hennessey were joined by collaborators in presenting the highly successful technology strand at the 19th annual Middle Grades Institute in June. Additionally, Tarrant Institute collaborators will be presenting at AMLE and VTFest this fall.

If you're interested in more information or resources from any particular presentation session, please let us know.

The 2012 OSEP Leadership Conference will be held from July 30-August 1, 2012 at the Hyatt Regency on Capitol Hill, Washington, DC.  Susan Edelman, Vermont Sensory Access Project Director will be co-presenting a session on the use of technology for technical assistance.

The session is entitled: From Deliberate to Dynamic: How TA Projects are Using Technology to Increase Efficiency, Improve Outcomes, and Transform Service Delivery. Presenters: D. Jay Gense, Director, National Consortium on Deaf-Blindness (NCDB), OR; Jon Harding, TA Liaison, NCDB, KS; Susan Edelman, Director, Vermont Deaf-Blind Project, VT; Kathee Scoggin, Co-Director, Washington Deaf-Blind Project, WA

This session will outline innovative technical assistance (TA) models that fundamentally alter how services are delivered to teachers working with complex children. These models can be adapted to meet the needs of teachers working with children with all exceptionalities, and offer a promising approach to improving child outcomes. Educational leaders need Technical Assistance partners willing to take bold actions to increase teacher effectiveness, improve practices, and help all children succeed in their school communities.

To learn more about the conference, and registration information, visist the 2012 OSEP Leadership Conference website.

"We have learned that preparing schools for 21st century learning is less about designing engaging activities for students and more about unleashing the learning potential of students and the technologies with which they are familiar. The infusion of technology in schools is merely an extension of the extraordinary expansion of technology available to students in their lives. Their spontaneous use of technologies in their out-of-school lives reflects, to a remarkable degree, young adolescents' applications of 21st-century skills in pursuit of personal efficacy. One of our I-Leap teachers said it best: "The shift isn't in the students. The shift is in the teachers. We don't have to convince the students that this is the way to learn."

Read the full article here

VWW Executive Directory Tiffany Bluemle says of those selected, "These honorees were chosen because their work and lives testify to the theme 'Labor of Love.' Learning about working women's tenacity, courage and creativity throughout the state has been a tremendous source of inspiration. Knowing and sharing these stories will offer role models for everyone."

The exhibit, featuring photos and recorded interviews of the honorees, will make its first appearance at a special event in Burlington in the fall. Plans are then to take the exhibit on the road to share around the state. Deborah Lisi-Baker is the the Associate Director of the Center on Disability and Community Inclusion at UVM. She teaches UVM's Culture of Disability course and coordinates the Certificate of Graduate Studies in the Interdisciplinary Study of Disabilities. 

To learn more about Vermont Works for Women: http://www.vtworksforwomen.org/

For questions, contact Marie MacLeod at 802-496-5399, email marie.macleod@uvm.edu