In collaboration with the Dean's Office and the Research Council, the College of Education and Social Services departments and units are sponsoring the Fourth Annual UVM CESS Scholarship Symposium on May 15, 2009 from 8:00 a.m. to 12:00 p.m. You are invited to attend the symposium, and to stay for lunch from 12:00 to 12:30 p.m.
WHEN:
MAY 15, 2009
8:00 am to 12:00 pm
WHERE:
Memorial Lounge, Waterman Building
Download the Program Here (.pdf)
JB Barna, FacultyI think others would describe my style as collaborative and clear. I have been given feedback that I am appreciated for being accessible, inclusive, and responsive. I think because I’m super organized and have confidence in the creation of “process” that people have been able to join me in trusting that the process will get us to where we need to go. I’ve also heard that my passion and authenticity helps bring groups together and invites vulnerability and risk-taking that, by and large, lead to dynamic working groups.
It’s hard to pick one important characteristic but I guess I’d have to say the ability to balance the creation of shared visions and shared processes with the ultimate responsibility of moving the work forward toward the identified goals.
Leadership has multiple meanings as it relates to my work. As Field Education Coordinator, it means:
As the Dewey House for Civic Engagement Director, it means:
This is a funny question for me to answer because of the use of the word, “follow”. I haven’t and probably wouldn’t “follow” any leader. I would work alongside leaders who have:
I have been involved with the creation, development, and implementation of the Dewey House for Civic Engagement for 2 ½ years now. As with most creative projects it has an interesting story. Faculty from the DOE had been writing a long term teacher training plan and within that writing an idea emerged to have students live and learn together while contributing service hours in local K-12 schools. At some point in their process they looked for an “outsider” to come and help facilitate their meetings so they could move through the next phase of their work. I became an advocate for the work they were doing and, within a few months, was one of the three people who attended a summer week-long institute to develop the group’s ideas into a University-wide Residential Learning Community. The work at the Institute resulted in the creation of the Dewey House. The goals of this project both expanded and became more specific. The primary objectives were designed to provide an opportunity for students who were interested in being civically engaged to live together and participate in a year-long civic engagement seminar. Among many things, students would participate in individual and group community projects, learn and practice civic engagement skills, learn to write public problem statements, and practice coalition building exercises. I unexpectedly but enthusiastically became the Faculty Program Director of the Dewey House in Fall 2008 and will stay in that position one more academic year.
I think that I keep people interested in my work by communicating my passion, inviting their creativity and input, and valuing their individual and unique strategies and contributions. I also think people remain interested and engaged because the work, itself, is so compelling and interesting and on so many levels.
To be honest, at the core of it, I’m driven to remain civically engaged because of the essence of who I am, what I value, and what I believe to be the purpose of my interesting, joyful, and complicated life. In brief, I am fascinated by the mystery and power of the human need for connection and interdependence. And for all of us who just so happen to be sharing the planet right now, I believe we totally have it within us to make a difference of any magnitude.
Theresa Akerley, StudentI found this question difficult to answer because I was not exactly sure how others view me as a leader; I frequently ask for feedback in ways to change components of a project or team dynamic from group members, but not often asked specifically how they see me as a leader. However, in referring to several recommendations written by students, guidance counselors, colleagues, and professors, I was able to build a sense of how other people see me and describe my leadership style. Others describe me as a leader, but more specifically as a teacher who believes in her students and who supports students’ needs while simultaneously challenging individuals to achieve their personal best. Additionally, I am described as a teacher and leader who continually seeks to understand students and group members in order to better engage them in the classroom or activity. Similarly, I continue to develop my own practices through education, reflection and consciously sharing with students in order to model this process and encourage students to do the same. Furthermore, I am described as a leader who approaches conflict with poise, as a learning opportunity, and chance for positive change.
Important characteristics of a leader comprise of organizational skills, confidence without arrogance, as well as the ability to build team members’ confidence, guide rather than lead and share leadership responsibilities by empowering members to take on roles typically or stereotypically left to leaders. Effective leaders also set high standards and expectations for members while providing proper support, guidance, encouragement, and resources for those goals to be met. Likewise, a leader has an accurate pulse on the needs of the group, is aware of potential struggles, responds appropriately, and can find positivity in adversity. Another important characteristic of a leader is the ability to ask for feedback, not take it personally, reflect upon it, and make changes accordingly.
Leadership in the role of being a teacher means putting students first. It means making decisions based on the students’ needs and welfare without clouding from political affairs. An effective teacher is less like a leader and more like a conductor, orchestrating opportunities for students to experience and build their own learning and understanding from those activities. Classrooms are communities where all members (teachers, students, paraeducators, interns, etc.) are equals with equal investment and responsibility to the team, as well as individual members.
I will follow a leader who inspires and encourages me to reach for noble goals, to take healthy risks, to step beyond a comfort zone, to think outside the box, and provides necessary supports. At this point in my career as a young educator, I place a great deal of trust in leadership that is more experienced. Through their experiences, and collaborating I can learn a wealth of knowledge about how to become a more effective leader. Ideally, I look for a leader that can help me become a better educator, a better person, and make the most positive change.
A current project that I am engaged in is working with a team of fellow South Burlington High School educators charged with designing a new program within the high school for students who are disengaged in the present model of instruction. The Interest Based Learning Program is established on the foundational importance of rigor, relevancy, and relationships in education. The work of the team has been full of stimulating conversations relating to effective educational systems and practices, forcing us to think outside of the traditional education box. Moreover, it has been an opportunity to work with ardent and erudite educators equally as fervent about improving educational experiences for students.
I aim to maintain people and students’ interest and investment by exuding contagious energy and zeal. My vitality emanates from their success and I try to demonstrate that daily. Constant encouragement and positive reinforcement for even the smallest gains help to build investment, and acknowledging effort can help to preserve and even strength participation. Designing opportunities, lessons, and activities for students to experience success while having fun is an undeniable way to ensure they continue coming back for more!
There are a multitude of potentially discouraging points in a teacher’s career: savage inequities within society or the meager supports from parents, administrators, colleagues, and surrounding communities; however, I continue to persevere because the greatest challenges return priceless rewards. The potential to make a positive and lasting change in one child’s life is a compelling incentive. Ambitiously, I also believe in the potential to change society for future generations through the impact of today’s youth. The ability to make lasting change is a captivating motivator!
Please see the following video to best understand my work and how people feel about my leadership style. http://www.coyopa.com/child/child_rough_cut.mov
A fundamental characteristic of a good leader is the ability to embrace change. Strong leaders must be firm in principle, but flexible in procedure.
Leaders must also embody the mission of their organization, they must be good communicators, they must establish a framework for operation, they must prioritize, delegate, and set high standards. Leaders must continually assess their organization's position in the marketplace and make necessary adjustments. Leaders who have high personal values of integrity and honesty and who are perceived as being "fair" will weather most storms.
I have three leadership hats: as an executive director of a non-profit, as a teacher of educators and as a teacher of children.
In my role as the executive director I have to be accountable to my donors and transparent in my operations. I must challenge myself to produce nothing but my very best as our existence is directly linked to others who share our common vision. It is my responsibility to raise the bar for everyone working with me and to be accountable to those who support us.
My second job is to disseminate best practices to my peers when working with educators. It is essential that the information I share is relevant, accurate, and applicable. I perceive myself as being part of a team with a shared mission - to educate children for a global economy in the 21st century. Therefore, my leadership style most closely resembles that of a mentor.
Leadership in a classroom is all-encompassing. It is in this position that I feel the greatest sense of responsibility. Therefore, my leadership style is VERY flexible but goal oriented. I am a facilitator and a relationship builder. I must delegate and I must create win-win opportunities. I must manage outcomes while honoring the light within each child. I must hold the bar high and encourage my children to stretch.
Teaching is the hardest and most rewarding job. It is an honor and a privilege for me to work with our children and I strive to be the best I can be every day when I walk into a classroom.
The Churchill Institute on Leadership and Development (CHILD)provides training in best practice to leaders of schools and non-profits as they engage in achieving visionary goals for a sustainable future. We are a national organization that primarily works with schools that serve low-income communities.
We focus primarily on six critical components (strategic planning, governance, advancement, finances, curriculum and professional development) which we believe must be worked on simultaneously if a school/organization is to be viable and sustainable.
Currently we run the Leadership Initiative in Philadelphia which is a two year program for educators who want to strengthen and support their schools through best practices in leadership, management and curriculum. This program is run in collaboration with the Archdiocese of Philadelphia, Office of Catholic Education.
We also customize our program to meet the individual needs of schools that have specific time restraints. Some of these schools may be facing financial hardships, declining enrollments or are not achieving strong academic outcomes. CHILD works with these schools intensively so that school leaders can make objective, data-driven decisions about the viability and sustainability of their school.
Fortunately, I don't have to - our children do that job for me!
It is a calling - it is not an option for me.
Sean Hurley, assistant professor of education, is co-author of an article, "Solving Problems Using Matrix, Network, and Hierarchy Diagrams: The Consequences of Violating Construction Conventions," appearing in The Quarterly Journal of Experimental Psychology.
Kathy Manning, professor of Integrated Professional Studies, is the editor of the new publication, Journal of Student Affairs Research and Practice, which is dedicated to scholarship and innovation in student affairs.
Julie Richards, undergraduate program coordinator and senior lecturer in the Department of Social Work, is author of an invited chapter, "Boundary Dilemmas and the Privilege of Knowing Heroes: Rural School Social Work," in a book tentatively titled Working in Social Work: The Real Work Guide to Practice Settings (Routledge Publishers). An article by Richards, "International Service-Learning (ISL):Creating an Intersession Social Work Course in India," has also been accepted by Quick Hits for Service-Learning: Successful Strategies from Award-winning Teachers, and is due out this fall.
An article by Cynthia Gerstl-Pepin, chair of the Department of Education, will be published in Qualitative Research in 2009. The article, in press now, is titled, "Learning from Dumbledore's pensieve: Metaphor as an aid in teaching reflexivity in qualitative research." Gerstl-Pepin is also author of a chapter titled, "When worlds collide: Navigating poverty, scholarship and motherhood," in the forthcoming book Trajectories: The Social and Educational Mobility of Education Scholars From Poor and Working Class Backgrounds.
Jane Okech, assistant professor, Department of Integrated Professional Studies, is the lead author of a March 2009 article in the Journal for Specialists in Group Work titled, "The experiences of expert group work supervisors: An Exploratory Study." Her co-author on the paper is Deborah Rubel, an assistant professor of counselor education at Oregon State University.
Denise Pickering, assistant professor of integrated professional studies, has been invited to be a panelist at the American Counseling Association Convention in Charlotte, N.C. in March on "ism" intersects with heterosexism and homoprejudice. Pickering, who is a member of the Transgender Committee developing transgender competencies for the counseling profession, will represent sexism/transgender issues. Pickering will also co-chair the second Social Justice Summit for the 2009 Association for Counselor Education and Supervision Conference in San Diego, Cal. in October 2009.
Katharine Shepherd, associate professor of education, published a co-authored article, "Preparing school leaders to build and sustain engagement with families and communities" in The 2008 Yearbook of the National Council of Professors of Educational Administration, and was invited to submit a book chapter, " Leading beyond labels: Re-defining the principal's role through a social justice framework," in a recent book by Richard Johnson III, assistant professor of education, Transformative Leadership: Preparing Students for Global Social Justice.
Jesse C. Suter, research assistant professor of education, published a number of co-authored articles in journals in 2008 and the following this year: "Recent research on paraprofessionals in inclusion-oriented schools" in the Journal of Educational and Psychological Consultation (currently in press); "Special education personnel utilization and general class placement of students with disabilities: Ranges and ratios." in Intellectual and Developmental Disabilities. Suiter will present "Effects of wraparound from a meta-analysis of controlled studies" at the 22nd Annual Research Conference, A System of Care for Children's Mental Health: Expanding the Research Base in Tampa, Fla. in March.
Juliet L. Halladay, assistant professor in the College of Education & Social Services has had the following three papers accepted at conferences: Rethinking text difficulty: Relationships between text difficulty, motivation, and comprehension for second grade readers. American Educational Research Association (AERA), April13-17, 2009, San Diego, CA; Text difficulty, reading comprehension, and reading motivation: An investigation of second graders' experiences with self-selected texts. International Reading Association (IRA), May 6, 2009, Minneapolis, Minn.; and "Testing the frustration reading level: Connections between word recognition, comprehension, and frustration" at the Society for the Scientific Study of Reading (SSSR), June 25-27, 2009, Boston, Mass. Halladay was also selected to serve as a member of the editorial review board for the Journal of Literacy Research, which is the research journal for the National Reading Conference (NRC).
Brenda Solomon, associate professor in social work, was as invited to give a talk based on a recent paper titled, "Classing the profession: The production of practitioner difference/status" at the Memory, Myth & Meaning In a Time of Turmoil National Conference of the American Association for Psychoanalysis in Clinical Social Work on March 1 in New York City.
Katanna Conley, assistant professor of education, will give a presentation titled "Just Regular Talking: Undergraduates as Book Club Leaders in a Rural Working-Class High School" at the New England Campus Compact Regional Conference in March of 2009.
Richard G. Johnson III, assistant professor of educational leadership and policy studies in the College of Education and Social Services, authored the book A 21st Century Approach to Teaching Social Justice: Educating for both Advocacy and Action and the co-authored Resilience: Queer Professors from the Working Class.
Juliet Halladay, assistant professor of education, presented a paper at the National Reading Conference titled "Reconsidering frustration-level texts: Second graders' experiences with difficult texts" in Orlando, Fla. in December.
Cynthia C. Reyes had an article titled "El Libro de Recuerdos [Book of Memories]: A Latina Student's Exploration of Self and Religion in Public School" in Research in the Teaching of English, Vol. 43, No. 3, pps. 263-285. Reyes also published an article, "Disturbing the Waters": Using Relational Knowledge to Explore Methodology," in The Journal of Educational Foundations, Vol. 22, No. 3-4.
Lance Smith, an instructor in integrated professional studies, had an article titled "Social Privilege, Social Justice, and Group Counseling: An Inquiry" published in the Journal for Specialists in Group Work, 33, 351-366 that was also accepted for presentation at the 26th Annual Winter Round Table on Cultural Psychology and Education at Columbia U. The theme for this year's conference is "Incorporating Multicultural Models in Psychology and Education." The editors of The Journal For Specialists in Group Work invited Smith to be a reviewer for an upcoming special issue entitled "Social Justice Issues in Group Work" wherein "The focus will be on group work research and practice that attends to inequities in power, privilege, and access to resources experienced by diverse populations through forces such as racism, sexism, heterosexism, classism, ableism, and ageism."
The YWCA of Vermont board of directors elected six new directors at its annual meeting of members on Nov. 19, including Jane Hill, assistant professor of engineering in environmental microbiology and biotechnology, and Regina Toolin, assistant professor of secondary education.
Jane Okech, assistant professor in the Counseling program (IPS) and her collaborators Megan Johnson (Cross Roads Counseling Services & Counseling Program Alumni), Deborah Rubel (Oregon State University), Randall Astramovich and Wendy Hoskins (University of Nevada, las Vegas) were honored with the Western Association for Counselor Education & Supervision (WACES) 2008 Research Award. The award recognized the contribution of their empirically based article Doctoral research training of counselor education faculty" which was published in the December 2006 issue of the Journal for Counselor Education & Supervision. The award was presented at the recently concluded Western Association for Counselor Education & Supervision Conference (November 5-9), Palm Springs, California.
Jane Okech, assistant professor, Department of Integrated Professional Studies is the author of a September 2008 article in the Journal for Specialists in Group Work titled "Reflective practice in group co-leadership." She is also the lead author of a September 2008 article in the International Journal for the Advancement of Counselling titled "Informing culturally competent practice through cross-racial friendships." Her co-author on the paper is Julia Champe, assistant professor, Department of Educational Psychology and Special Education, Southern Illinois University, Carbondale.
by Hung Mai
Over the past 30years, opportunities for children and youth with disabilities and those who struggle to learn have benefitted from new research-based teaching strategies. In the College of Education and Social Services there are a variety of opportunities for educators and school leaders to enhance their skills and knowledge to insure that all children and youth can learn.
Under the leadership of Dr. Susan Hasazi, the Stafford Distinguished Professor of Education Leadership and Special Education, the National Institute on Leadership, Disability, and Students Placed at Risk (NILDSPaR) is committed to enhancing the preparation of school leaders to ensure that all students are valued and provided the opportunity to be successful. The Institute has adopted four tenets to guide our work. They are 1)Developing school cultures that include all students through a commitment to positive educational outcomes and high academic achievement, 2)Ensuring literacy for all learners through building the capacity of teachers, 3)Creating cultures of empowerment through ensuring that administrators, teachers, staff, students, families, and community members are involved in collaborative decision-making processes, 4)Ensuring that family and community perspectives are at the heart of the culture of the school. In collaboration with faculty members in Educational Leadership and Special Education from 11 nationally recognized institutions of higher education, NILDSPaR develops and disseminates educational modules for professors of educational leadership to enhance their knowledge of students who struggle to learn. These modules, which are available on the NILDSPaR website at no cost, relate to social justice and educational leadership, and can be easily inserted into curricula currently being used by professors of educational administration who are preparing future school leaders. Since the initiation of the website thousands have visited and downloaded information from the NILDSPaR site.
Dr. Hasazi, who is also the Director of the Doctoral Program in Educational Leadership and Policy Studies at the University of Vermont, has led a distinguished career particularly relating to social justice in education. She is the author or co-author of over 60 professional publications, currently serves on a variety of state and national advisory boards, and is active in advocacy efforts related to youth leadership and family support. She is the University Coordinator of the Vermont Research Partnership between the University, the Vermont Agency of Human Services and the Vermont Department of Education. Dr. Hasazi served as a Kennedy Fellow in the US Senate with Senator Robert Stafford who was instrumental in the passage of legislation directed at special education, vocational education, and educational services for students placed at risk.
Dr. Hasazi has won numerous awards and honors for her work with students with disabilities as well as their families. In writing about the need to reach out beyond the classroom, Dr. Hasazi recognized that “school leaders need more than academic coursework to prepare them for their positions … they also need more contact than they can obtain through school-based internships to expand their skills and knowledge base. NILDSPaR created a family internship experience that highlighted an need in our own educational leadership programs: real-life connections with families with diverse needs.” Furthermore, “educational leaders who cannot or do not learn from the perspectives of the communities they serve are at risk of creating injustice in schools.”
At the University of Vermont’s College of Education and Social Services, everyone can be a student engaged in learning. The College’s strong educational leadership and policy programs facilitate educators and administrators in learning to understand the community context in which children and youth grow and learn. Dr. Hasazi and her colleagues will continue to develop additional modules and research to promote social justice and quality education for all students.
Mara Paulker: Class of 2007My name is Mara Pauker. I am originally from Ambler, Pennsylvania. I just recently graduated from UVM as an Early Childhood Education Major.
Since graduation I have relocated to NYC to work as a preschool teacher at the Blue Man Creativity Center. I am currently co-teaching a 3s/4s preschool class.
I loved the idea of moving away from home and becoming more independent.
The highlight of my time at UVM must have been the Valentines Day snowstorm this past February. After being snowed in for a few days I went out to the parking lot behind my apartment and almost didn’t recognize my car! I already miss those Burlington winters! On a more serious note, I loved everything that UVM had to offer. One highlight was being able to take advantage of the outdoors in all seasons. I loved hiking, going to North Beach and learning to ski (and get a gym credit!).
One thing I learned is how important and rewarding it is to work hard, because one day it will pay off. I can’t express how important it is to form good relationships with your peers and professors. You never know which connection might help you find your dream job.
Denise Pickering: Assistant ProfessorThis is my second year as an Assistant Professor in the Graduate Counseling Program at UVM. I have 17 years of clinical experience which includes working as a professional counselor in Columbus, OH specializing in trauma, addictions, group work, and diversity issues, especially gay, lesbian, bisexual, and transgender issues.
My areas of scholarship and service interests include diversity and social justice issues. I am the Communications Officer for Counselors for Social Justice (a division of the American Counseling Association) and am a member of the Taskforce for Diversity Initiatives in CESS.
I have great friends and like to spend as much time with them as possible. My best friend lives in Manchester, VT. Additional interests include traveling as much as possible and spending time outdoors. I hope to learn to cross-country ski this year and get in some snow-shoeing if the weather cooperates. I have three pets—a Jack Russell Terrier named Jackie O., and two cats, Jett and A.J.
I was drawn to the career of counseling (versus psychology, social work, etc.) due to the counseling profession’s strength-based approach and emphasis on wellness and development through the lifespan. I knew that I wanted to be in a helping profession and counseling was (and is) the best fit for me as it reflects how I approach my work with individuals, students, groups, and systems, and life in general. It’s a great profession!
The time is really flying by. I have met so many great people. There’s invariably a steep learning curve when one begins a new position but the support that has been extended from the Counseling Program, IPS, and CESS, as well as other individuals at UVM, has been incredibly helpful and made this process much more manageable… and enjoyable.
I really enjoy many things about UVM. The best part is the people. I am impressed by the level of competence and professionalism of the faculty and staff as well as how savvy the students are. My colleagues in the Counseling Program are exceptional individuals and I can’t imagine working with a better group. And though I really haven’t had the opportunity to develop a lot of relationships outside of my department yet, I am excited about the apparent possibilities for collaboration within CESS and in other colleges as well.
The Counseling Program here is well-established and well-known in the counseling profession for being rigorous academically and having graduates who are well-prepared, ethical, clinically competent, and committed to diversity and social justice. I was in visiting professor position prior to coming at a small college with a new program that had the usual growing pains but lacked a clear vision.
I really enjoy working with students whether it’s teaching, supervising, or advising. They inspire me to be the best counselor educator I can be in order to assist them in being the best mental health and school counselors possible. This means I have to be aware of the latest information, research, and best practices, and use this to inform my teaching.
I have already mentioned that the students inspire me but my colleagues help motivate me too. The service and research that I engage in and people I get to interact with as a result assist with keeping my passion alive as well.
I’m the mother of 3 great kids-Kyle, Kelly & Andrea and happily married to Tom
I’ve been working here for five years. I started in the Bookstore—had a great time working with them. My first “Rush” was that summer, with the waves of students coming in to purchase their books & supplies for the semester. And then I went to work for the Dean’s Office in CESS. The work was fascinating and challenging and the people I worked with then are still so important to me today. Our paths cross frequently and we often help each other out.
I am the assistant to the chair in IPS. I try to help the department run as smoothly as possible in terms our business processes, and human resource processes. In the office, we truly work as a team, particularly at this time as we attempt to navigate our new systems.
I happen to be very fortunate. I work with a fantastic group of people who are so passionate about
their work. They are never too busy for the students who need their advice and wisdom. Getting to know the students and being able to help them out has been truly rewarding.
When the children from the Campus Center pop in to the office, it lifts everyone’s spirits. They invite us to their plays and puppet shows: they tell us some amazing stories of a trip they just embarked on with their teacher. They are so sweet and I just really enjoy them. And then there are the babies. Once in a while, I get the chance just to hang out with them and hold them. That is the best and when I’m having a particularly tough day, a visit to any one of our rooms is great therapy.
There’s no such thing as down time. Working full time with 3 children, a wonderful husband, a sweet dog and a home to maintain keeps me very busy. My kids have always been involved in sports and I thoroughly enjoy traveling to all of their events and cheering them on. I suppose that’s my relaxation.
Tell us a little bit about yourselves and your connections to the College.
From day one we felt a part of the UVM Community. We have always had a strong connection with Vermont since our two daughters, Ingrid ‘02 and Isabel ’06, spent weekends skiing throughout their childhood. Ingrid graduated with a B.S. in Psychology and Isabel with a B.S. in Early Childhood Education. Isabel spent four years at the Campus Children’s Center community, first as a Student Teacher and then during summer vacations. Isabel always communicated her feeling of belonging at the Campus Children’s Center.
Both of our daughters received an excellent education and still have wonderful memories and meaningful relationships that they made while attending UVM, including, friends, faculty and members of the UVM/Burlington community. We feel it is our privilege to give back to UVM, as UVM has given so much to our daughters. We have been donating annually to UVM through the parents’ fund, of which we are members.
Of all of the different options available, why did you choose the Campus Children's Center to be the beneficiary of your gifts?
Our gift to the Campus Children’s Center was initiated by our daughter, Isabel, who expressed the needs of the Center to us. She has a passion for children as well as the UVM environment where she gained most of her professional knowledge pertaining to young children.
Dean Fayneese Miller sits down to talk about some of the recent activities in the College:
Carol Gilligan, ethicist, feminist, and psychologist, believes that “there is no self without the other.” It is with this message in mind that the College undertook the effort to connect itself to others. Our hope is to show students that the world today is much broader than it was 20 years ago and that the ramifications of our actions extend beyond what is immediately around them.
Paulo Freire, in writing about liberation through education, found “two dimensions, reflection and action, in such radical interaction that if one is sacrificed – even in part – the other immediately suffers.” In striving to make a difference, not only are we striving to help our students generate new knowledge, but also helping them help others do the same. The community, whether local, national, or global, requires support in order to thrive. But in order to provide the proper support, we need to understand the needs of others. Action or thought by themselves are meaningless; it is only when the two are merged can an effective praxis be created for the benefit of all.
There are several key areas that the College is interested in addressing. First, we are stressing the importance of language and culture, both foreign and domestic. China is becoming an increasingly economic powerhouse. It, therefore, should come as no surprise that Mandarin is one of the most frequently requested languages taught. It is a mistake to wait until serious deficiencies emerge in the preparation of our students relative to others from other countries before enhancing our literacy, history, science or math programs. All are critical to global competitiveness now and in the future. In the midst of all of this is a commitment to families as well.
Secondly, at UVM, we are fortunate to not only have one of the best literacy programs in the country, but to also excel in the areas of elementary math and the sciences. Although we have strong educators in the College, the challenge is finding more of them, especially those with a strong background in science and math, but our challenge is not unique: these professionals are in high demand everywhere.
And thirdly, if our young people are to compete at the highest level and in all possible ways on a global stage, then it is imperative that we continue our efforts to expose our students to the educational, economic and social changes occurring in China, Europe and beyond (i.e. Italy, Sweden, Finland, New Zealand) and to provide students with greater opportunities for study abroad, comparative education and global oriented campus-wide initiatives.
As students move through the program, we need to continually re-examine the quality and relevance of what we are offering. By doing this, we keep students and families at the forefront of what we do and why. We need to continue to make it possible for those who decide they want to teach after entering UVM to do so. We need to develop an educational program for those students interested in policy studies, but who do not want to teach or become social workers. We need to continue to look for ways to expose our students to and help them appreciate and understand difference. Our students make a difference. It is our goal in the College to help them do this.
Jim Mosenthal, Professor of Education, CESS
As part of the USAID Afghanistan Higher Education Project (HEP), Dr. Mosenthal worked with Afghan educators in the assessment and training of teacher educators in Afghanistan’s institutions of higher education. This work was conducted during 2006 – 2007. The HEP work is ongoing.
He will discuss his experience, focusing on issues of teacher education and linking those issues to the cultural congruities and incongruities of a westerner working in Afghanistan.
February 20, 2008
12:00-1:30
Memorial Lounge
Refreshments will be served
Sponsored by the Committee on Diversity Initiatives, College of Education and Social Services
On Saturday, October 6, 2007 approximately 50 people gathered in Memorial Lounge to attend the College of Education and Social Services' homecoming ceremony. Dean Miller gave her opening remarks telling the story of our college "..making a difference...." Arielle Albert and Elizabeth Bouchard followed and spoke about their experiences as a senior in the Social Work program, and then a student returning from teaching abroad.
At the conclusion of the presentations, students, alumni, parents, and friends of our college stayed to speak to the faculty and staff representing the college.
Invited by President Li Yulin of Inner Mongolia University Art College (IMUAC), Dean Fayneese Miller joined IMUAC leaders, faculty and students for the college's 50th anniversary from Sept. 9 to Sept. 13, 2007.
IMUAC is a leading institution in maintaining Mongolian arts in China. During her fifty years history, tens of thousands of artists in various fields such as dancing, singing, and visual arts were prepared. Since 1999, CESS Asian Studies Outreach Program has been working with IMUAC on teacher exchange and performing art exchange. Through those programs, every year a group of 25 IMUAC students and faculty members visit Vermont to show Mongolian dances, sining, and instruments, and several faculty members of the college visit UVM for professional development.
Dean Miller was invited to speak at the ceremony of IMUAC 50th anniversary. She indicated that IMUAC had assisted Vermont educators and students in understanding China as a whole, and had created interest in learning about Mongolian culture among many Vermont people. She wished IMUAC to continue to succeed in maintaining Mongolian culture. For details of Dean Miller's speech, see text below.
Dean's Miller's speech was well received by the Chinese/Mongolian hosts and guests from Japan, Mongolia, and Denmark. A vice president of IMUAC said that the fact of Dean Miller's participation in the celebrations alone was valuable to the college, and the hosts were touched by her speech because it highly regarded the accomplishments of IMUAC and the cooperative relationship between UVM and IMUAC.
Dean Miller also attended a specially organized ceremony for UVM and another Vermont organization to present presents for IMUAC's 50th anniversary. With Dean Miller during the visit was Juefei Wang, Director of CESS Asian Studies Outreach Program.
You live in Vermont and you want to learn about opportunities abroad. Where do you look? Now, you need look no further than CESS’ own International Education Clearinghouse.
Found on-line at www.uvm.edu/~cess/professionals/internationaled, the clearinghouse aims to connect Vermont to the world by providing information on global education initiatives, programs, organizations, and services to Vermont students, educators, businesses, and community members.
Here is just one example of the many opportunities listed on the website:
The Global Challenge is an annual international academic challenge that offers high school students from China, India and the United States a chance to learn more about and to try to solve the issue of Global Warming. Participants are teamed up with students from all three countries and interact virtually over the course of the project with aid from the UVM community. Focusing on math, science and engineering, this two year old program works in partnership with the University of Vermont College of Engineering and Mathematical Sciences and collaborates with other technology and design programs. For more information, contact David Gibson, Executive Director.
UVM’s International Education Clearinghouse website is funded by the Bay and Paul Foundations. For more information, contact Wei Wei Wang, the Administrative Coordinator.
The University of Vermont College of Education and Social Services is now the official home of the James M. Jeffords Institute, a public policy institute named in honor of United States Senator James M. Jeffords for his long and distinguished service to Vermont, the nation, and the world.
Senator Jeffords has been a life-long champion of policy initiatives and investments that focus on, and enhance, the overall well-being and educational success of children. The Jeffords Institute reflects the Senator's commitment to children and youth and seeks to continue his work through a variety of objectives in Vermont, nationally, and internationally.
A mission of the Jeffords Institute is to analyze the current American educational system, identify its positive characteristics and its shortcomings, and develop research and best practices to inform educational and social policies. In order to accomplish this, it will collaborate with academic leaders, administrators, and policy makers in the development of programs, policies, and practices that lead to positive outcomes for children.
The first two programs that will be developed at the Jeffords Institute are Jeffords Fellowship programs for graduate and undergraduate UVM students, and a speaker series. As these progress, further information will be made available.
The Jeffords Institute has hired former Jeffords aide, Heidi Scheuermann. For more information, please contact the Institute, housed in Farrell Hall on the Trinity Campus, or visit the website at www.JeffordsInstitute.org
Dr. Bishop has received an Ian Axford Fellowship in Public Policy from the government of New Zealand. She was recently highlighted by University Communications in regards to this tremendous achievement. Read the article...
On May 20, 2007 during the College of Education and Social Services Commencement ceremony, three faculty members were recognized for excellence in the following areas of excellence: Excellence in Research and Scholarship, Excellence in Teaching, and Extraordinary Service.
Congratulations to the recipients!
| Gale Burford | Joseph Anthony Abruscato Award for Excellence in Research and Scholarship |
| Holly Busier | John Dewey Educator's Award for Excellence in Teaching |
| Deborah Hunter | received the Jackie M. Gribbons Award for Extraordinary Service |
Vermont's connections with China have been growing, with top government officials, educators, and business people forging relationships with Chinese counterparts. Join the conversation about what Vermonters are learning from their experiences in China, and what what we hope to accomplish by strengthening those ties. Hosted by Fran Stoddard.
Downlad the MP3 of this broadcast here.
Each year during February President’s Day vacation week, a group of approximately 75 eighth grade students come to the University of Vermont from schools in the Boston area. The College of Education and Social Services hosts them through a three-day series of events including tours of the campus, meetings with admissions, financial aid and ALANA groups and spend time in the classroom as well. It is a wonderful opportunity for both the University of Vermont and the Citizen School group as we help these young students begin to think about college.
8th Grade Academy Schedule
8th Grade Academy Wednesday Rotation Schedule
The Standing Committee on Research is responsible for promoting interest in research and the findings of research in the teaching of English and encouraging their application to classroom teaching (1) by publishing two annual summaries of research, one concerning teaching at the elementary school level and the other, teaching at the secondary level; (2) by sponsoring publication of a series of monographs on research significant for the teaching of English; and (3) by sponsoring meetings, conferences, and other appropriate activities for teachers and supervisors of English at all levels of education.
The National Council of Teachers of English, with 60,000 individual and institutional members worldwide, is dedicated to improving the teaching and learning of English and the language arts at all levels of education. For more information, please visit www.ncte.org .
Both Susan Roche and Julie Richards' work is highlighted in the recent edition of the View. Click below to read these articles and learn about the exciting things going on in our Social Work Department.
http://www.uvm.edu/theview/article.php?id=2052
http://www.uvm.edu/theview/article.php?id=2053
Click here to see the full interview.
Seth Marineau, a second year doctoral student in Educational Leadership and
Policy Studies, was selected to participate in the prestigious David L. Clark
National Graduate Student Research Seminar in Educational Administration &
Policy. The seminar is highly competitive (only 40 students are selected from
research institutions across the country). Participants are selected based on
the quality of their research, capacity to gain from and contribute to the seminar,
and scholarly potential.The David L. Clark National Graduate Student Research
Seminar in Educational Administration & Policy is sponsored by the University
Council for Educational Administration (UCEA), Divisions A and L of the American
Educational Research Association (AERA), and Corwin Press. It brings emerging
educational administration and policy scholars and noted researchers together
for two days of presentations, generative discussion, and professional growth.
Many of the graduates of this seminar are now faculty members at major research
institutions in the US and Canada.
This year's seminar will be held in San Francisco, April 6-7, 2006.
Russell Agne has won the 2005 Annual Prize for Excellence for submitting the best paper to the International Journal of Environmental, Cultural, Economic and Social Sustainability. His paper entitled, “Sustainability in Vermont’s K-12 Curriculum Framework,” was selected from the ten top-ranked papers on the basis of its contribution to new thinking in the field and will be published in their journal. As an award winner, Russ has been invited to be a main speaker at the Annual Sustainability Conference in Hanoi and HaLong Bay in January 2006.
Sustainability in Vermont’s K-12 Curriculum Framework chronicles the collaboration
by Vermont’s grassroots environmental organizations and state agencies
to revise an existing state K-12 curriculum framework that stipulated what teachers
were expected to teach. Its original version (1996) did not include emphasis
on the critical environmental concepts of sustainability and sense of place.
An extended advocacy process led to the adoption of two new standards for inclusion
in the Vermont’s Framework of Standards and Learning Opportunities (2000).
Dr. Rebecca Gajda has been awarded the American Evaluation Associations (AEA)
2005 Marcia Guttentag Award, presented to a promising young evaluator during
the first five years after completion of his or her dissertation whose work
brings to life the AEA Guiding Principles for Evaluators. She was recognized
at the Evaluation 2005: Crossing Borders, Crossing Boundaries joint conference
of the Canadian Evaluation Society and the American Evaluation Association that
was held in October in Toronto, Ontario, Canada. Her award may be viewed in
the CESS Dean's Office Display case. Please see the links below for more information.
Congratulations Dr. Gajda!
http://eval.org/awards.htm
http://eval.org/News/news.htm
The Kroepsch-Maurice Excellence in Teaching Award recognizes faculty for excellent classroom instruction, ability to motivate and challenge students, and the capacity to animate and engage students in the pursuit of knowledge and understanding.
The recipients of this award memorialize Robert H. and Ruth K. Kroepsch and her parents, Walter C. and Mary L. Maurice. Robert H. Kroepsch served as Registrar and Dean of Administration at UVM from 1946-56. His wife, Ruth, graduated from UVM in 1938 and her father, Walter Maurice, graduated from UVM in 1909. All four of them were teachers. Each recipient will receive $1000.
Julie graduated with my BSW from UVM in '87 and went on to receive her MSW at McGill. Her background is in school social work with a focus on working with families who have children with emotional and behavioral disabilities to ensure their school success. She came to the Center on Disability and Community Inclusion (CDCI) in 1997 to co-coordinate the Vermont Department of Education's BEST Statewide Initiative as well as teach as an adjunct in the Social Work Department. Julie was appointed as Coordinator of the Undergraduate program in 1999. Julie states, “I just love teaching the introductory courses as well as the practice and seminar courses with seniors so that I can enjoy the privilege of watching the evolution of the developing professional self emerge from first year through the end of the student's program."
I have strong convictions concerning the diversity of learning styles inherent among people, the value of an applied learning process, the expression of a passion for the profession and modeling good practice, as well as engaging the student as a whole person and not just in his/her role as a student in a particular course that I teach. --Julie Richards ‘05
Susan Maude was recently elected as Vice President of the Division for Early Childhood (DEC) of the Council for Exceptional Children. This is a four-year commitment that includes VP to president-elect, president, and past-president.
The DEC Council has about 5000 members (national and international) and it is the leading organization for families and service providers/professionals supporting children with diverseabilities birth to age eight.
Each year during February President’s Day vacation week, a group of approximately 75 eighth grade students come to the University of Vermont from schools in the Boston area. The College of Education and Social Services hosts them through a three-day series of events including tours of the campus, meetings with admissions, financial aid and ALANA groups and spend time in the classroom as well. It is a wonderful opportunity for both the University of Vermont and the Citizen School group as we help these young students begin to think about college.
Web Gallery - Photos taken by Mike Ritter
8th Grade Academy Schedule
8th Grade Academy Wednesday Rotation Schedule
Dr. Jane Atieno Okech's article entitled "A Qualitative Exploration of Group Co-Leader Relationships," that was published in the June 2005 issue of the Journal for Specialists in Group Work, has been selected as the Outstanding Article of 2005, by the Journal's
board members.
Dr Okech will be recognized at the annual Association for Specialists in Group Work Awards Luncheon at the ACA Conference in Montreal, Canada on Saturday, April 1, 2006.
http://www.counseling.org/Convention/
http://www.asgw.org/jsgw/jsgw.htm
Last modified October 06 2009 09:25 AM
