University of Wyoming College of Education Spring 2019
Magazine for the University of Wyoming College of Education. #UWyoCoEd #UWyo
Magazine for the University of Wyoming College of Education. #UWyoCoEd #UWyo
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EDUCATION<br />
UWYO<br />
UW COLLEGE OF EDUCATION SPRING <strong>2019</strong><br />
LEARN HOW WE ARE PREPARING EDUCATORS<br />
TO IMPLEMENT NEW SCIENCE STANDARDS: PAGE 7<br />
SEE HOW OUR ADVISORS LISTEN TO<br />
HELP STUDENTS SUCCEED: PAGE 14<br />
WE SHARE THE PROGRESS ON NINE TRUSTEES<br />
EDUCATION INITIATIVE DESIGN TEAMS: PAGE 18
3 | New Connections: Experience <strong>of</strong><br />
a Fulbright Research Chair<br />
4 | Ph.D.s Make Impact Overseas<br />
6 | Supporting Educators<br />
10 | Dedicated Alumni Receive Milken<br />
Educator Awards<br />
12 | Honoring the Past by Looking Toward<br />
the Future<br />
14 | An Open Door and a Shoulder to Lean On<br />
18 | Trustees <strong>Education</strong> Initiative on Track to<br />
Transform Teacher <strong>Education</strong><br />
20 | Inquiries into <strong>Education</strong>: A Spotlight<br />
on Faculty Research<br />
22 | Carnegie Project Membership Sets<br />
Standards for Ed.D. Programs<br />
23 | Student Spotlight<br />
ON THE COVER: Bailee Brietzman, a secondary<br />
science education major with a focus in chemistry,<br />
presents a learning center to UW Lab School students.<br />
Photo by Jason Harper.<br />
<strong>Education</strong>@UWYO<br />
uwyo.edu/education<br />
The Magazine for Alumni and Friends <strong>of</strong> the<br />
<strong>University</strong> <strong>of</strong> <strong>Wyoming</strong> <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
<strong>College</strong> Dean D. Ray Reutzel<br />
Associate Dean, Undergraduate Programs<br />
Leslie Rush<br />
Associate Dean, Graduate Programs<br />
Suzanne Young<br />
Editor Jason Harper<br />
Design Michelle Eberle, Emily Edgar,<br />
Brittny Wroblewski<br />
Photography All photos by Ted Brummond<br />
and Kyle Spradley unless otherwise noted.<br />
©<strong>2019</strong> by the <strong>University</strong> <strong>of</strong> <strong>Wyoming</strong> <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong>. All rights reserved. Excerpts from<br />
this magazine may be reprinted with permission,<br />
provided appropriate credit is given to the <strong>University</strong><br />
<strong>of</strong> <strong>Wyoming</strong> and copies <strong>of</strong> reprinted materials are<br />
provided to the editor.<br />
<strong>Education</strong>@UWYO<br />
Dept. 3374<br />
1000 E. <strong>University</strong> Ave., Laramie, WY 82071<br />
(307) 766-3145 | edmrktng@uwyo.edu<br />
The <strong>University</strong> is committed to equal opportunity for all<br />
persons in all facets <strong>of</strong> the <strong>University</strong>’s operations. All<br />
qualified applicants for employment and educational<br />
programs, benefits, and services will be considered<br />
without regard to race, color, religion, sex, national<br />
origin, disability, protected veteran status, sexual<br />
orientation, gender identity, genetic information,<br />
creed, ancestry, political belief or any other applicable<br />
category protected by law and <strong>University</strong> policy.<br />
Dean’s Update<br />
Whether you’re a current or prospective<br />
student, an alumnus, a member <strong>of</strong> our<br />
college faculty or staff, an interested parent<br />
or a potential donor, we welcome you to<br />
learn more about the work <strong>of</strong> the <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> at the <strong>University</strong> <strong>of</strong> <strong>Wyoming</strong>!<br />
Our faculty are working to support the<br />
implementation <strong>of</strong> the new K-12 <strong>Wyoming</strong><br />
State Science Standards in a number <strong>of</strong><br />
exciting ways. Pre-service and in-service<br />
<strong>College</strong> Dean, D. Ray Reutzel<br />
teachers from across the state who have<br />
participated in our programs will be ready to incorporate these new standards<br />
into their classrooms in order to develop a pool <strong>of</strong> <strong>Wyoming</strong> students with<br />
a deep understanding <strong>of</strong> science and engineering principles. This work is<br />
featured on page 6.<br />
The agriculture education program has undergone several changes to ensure<br />
we are preparing secondary agriculture educators who will ensure the viability<br />
<strong>of</strong> the agricultural industry long into the future. See our 21st century program<br />
that incorporates computer science into agricultural education that<br />
is attracting new students on page 12.<br />
Advising is key to student success and retention. As part <strong>of</strong> a universitywide<br />
effort to improve advising across campus, the <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
hired two new full-time advisers and renovated the Teacher Preparation and<br />
Advising Office last year to provide advisers and students a new one-stop<br />
advising location in the <strong>College</strong> <strong>of</strong> <strong>Education</strong>. On page 14, learn how our<br />
advisers provide our students with personalized advising plans that fit their<br />
unique situations.<br />
The <strong>College</strong> <strong>of</strong> <strong>Education</strong> is continuously working to transform our<br />
programs to ensure our graduates are preeminent in their field. One way we<br />
do this is through the integration <strong>of</strong> innovative research-based strategies to<br />
improve educator preparation that have been recommended by the <strong>University</strong><br />
<strong>of</strong> <strong>Wyoming</strong>’s Trustees <strong>Education</strong> Initiative (TEI). Read how nine TEI design<br />
teams have been working to embed TEI innovations into the curriculum <strong>of</strong><br />
the elementary and special education programs on page 18.<br />
The <strong>College</strong> <strong>of</strong> <strong>Education</strong> was recently accepted to join over 100 colleges<br />
and schools <strong>of</strong> education as part <strong>of</strong> the Carnegie Project on the <strong>Education</strong><br />
Doctorate (Ed.D.). This national organization has set new quality standards<br />
for the Ed.D. degree. The college and cohort <strong>of</strong> member institutions will work<br />
to strengthen, improve, support and promote the CPED framework through<br />
continued collaboration and investigation. We expand on this work on page 22.<br />
Also featured in this magazine are stories about the forward-thinking<br />
research being conducted and presented by our students (page 4) and faculty<br />
(page 3 and 20). It also features stories about two alumni who were honored<br />
with Milken Educator awards for their dedication and service (page 10), and<br />
two current students whose curiosity and determination drive them toward<br />
educational innovations and preeminent practice (page 23).<br />
Please take a moment to read these stories in the <strong>2019</strong> issue <strong>of</strong> <strong>Education</strong>@<br />
UWYO magazine to gain insights into the many initiatives that drive<br />
continuous program transformation in the <strong>College</strong> <strong>of</strong> <strong>Education</strong>.<br />
By Alli Barker and Jason Harper<br />
UW <strong>College</strong> <strong>of</strong> <strong>Education</strong> Pr<strong>of</strong>essor<br />
Jacqueline Leonard was selected for a<br />
Fulbright Canada Research Chair in<br />
STEM <strong>Education</strong> in 2018. The award<br />
is considered the most prestigious<br />
appointment in the Fulbright Scholar<br />
Program and is awarded to highly<br />
respected scholars with a noteworthy<br />
history <strong>of</strong> publication and teaching.<br />
Leonard was selected to complete her<br />
Fulbright at the <strong>University</strong> <strong>of</strong> Calgary’s<br />
Werklund School <strong>of</strong> <strong>Education</strong>, where<br />
she spent four months speaking and<br />
working on research. Her research<br />
focuses on measuring the impact <strong>of</strong><br />
students’ self-efficacy in technology, or<br />
belief in oneself to succeed in specific<br />
situations, and how it affected their<br />
ability to learn new technological skills.<br />
One <strong>of</strong> the great benefits <strong>of</strong> a<br />
Fulbright award is the ability to meet<br />
and collaborate with other students<br />
and researchers who are interested in<br />
similar areas. This connection can lead<br />
to new breakthroughs or transform the<br />
way a researcher approaches his or her<br />
research topic by looking at it with new<br />
insights and perspective.<br />
“I met more than half<br />
a dozen faculty in STEM<br />
education and the learning sciences<br />
who were all very friendly and helpful<br />
to me during my stay. Several <strong>of</strong><br />
these faculty conduct research on<br />
computational thinking or spatial<br />
visualization, which are research topics<br />
that I am currently investigating,” says<br />
Leonard. “I also had two follow-up<br />
meetings with a doctoral student,<br />
who was interested in my research on<br />
robotics and game design.”<br />
Her Fulbright experience did not go<br />
exactly as expected because the research<br />
she planned to do in Calgary with<br />
indigenous students never made it past<br />
the initial stage. Not to be defeated,<br />
Leonard overcame the obstacle and<br />
traveled across Canada to Antigonish,<br />
Nova Scotia, to visit and collect data<br />
in an indigenous classroom. This<br />
opportunity came about through the<br />
new connections she made with faculty<br />
at <strong>University</strong> <strong>of</strong> Calgary.<br />
Leonard plans to continue the<br />
partnerships that were forged with<br />
peers during her Fulbright experience.<br />
Jacqueline Leonard,<br />
pr<strong>of</strong>essor <strong>of</strong> elementary<br />
and early childhood<br />
education and <strong>2019</strong><br />
Fulbright Canada<br />
Research Chair in<br />
STEM <strong>Education</strong>.<br />
New Connections:<br />
EXPERIENCE<br />
OF A FULBRIGHT<br />
RESEARCH CHAIR<br />
There are future plans to publish<br />
a paper on robotics with Assistant<br />
Pr<strong>of</strong>essor Krista Francis and another<br />
on social justice in STEM education<br />
with Associate Pr<strong>of</strong>essor Pratim<br />
Sengupta, both from Werklund School<br />
<strong>of</strong> <strong>Education</strong>. Additionally, she intends<br />
to work on a paper and presentation<br />
with Pr<strong>of</strong>essor Lisa Lunney Borden<br />
from St. Francis Xavier <strong>University</strong> in<br />
Antigonish, Nova Scotia.<br />
Since arriving back in the United<br />
States, Leonard has been working on<br />
publishing her work with the new<br />
collaborators she connected with<br />
during her Fulbright travels. She has<br />
also begun presenting the findings from<br />
her Fulbright experience, starting with<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> faculty, staff and<br />
students.<br />
“Serving as a distinguished research<br />
chair was excellent opportunity and<br />
experience that other faculty should<br />
have,” Leonard says. “I encourage other<br />
UW faculty in arts, sciences or STEM<br />
education to apply.”<br />
<strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 3
Khasilova<br />
provided workshops<br />
in her native<br />
country <strong>of</strong><br />
Uzbekistan<br />
Ph.D.s Make<br />
Impact Overseas<br />
Thrailkill<br />
presented her<br />
research in Perth,<br />
Australia<br />
By Jason Harper<br />
Dilnoza Khasilova and Laurie “Darian” Thrailkill are working<br />
to ensure their knowledge knows no borders. The two UW<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> doctoral candidates in the curriculum<br />
and instruction doctoral program have both made international<br />
presentations to share their research and knowledge.<br />
Promoting Academic Writing in Uzbekistan<br />
Khasilova spent several weeks during the last two summers<br />
in her native country, Uzbekistan. She was on a mission to<br />
make a series <strong>of</strong> presentations to share knowledge she gained<br />
at UW with students and faculty at five Uzbek universities.<br />
“We shared examples <strong>of</strong> our work and scholarship <strong>of</strong><br />
teaching and learning research articles. We did group<br />
presentations and engaged the audience through active<br />
participatory learning activities. We also talked about the<br />
differences in APA, Chicago and MLA styles in publishing<br />
research articles,” says Khasilova.<br />
With a focus on academic writing and publishing, the<br />
presentations made by Khasilova expose these students to<br />
best practices and resources they can use to become published<br />
researchers in the future.<br />
“Although research plays an important role in Uzbek<br />
educational settings, many resources are not available. When<br />
you do not have necessary resources, mentor texts or access<br />
to peer-reviewed journal articles, it<br />
is pretty hard to understand how to<br />
write for academia or know what is<br />
expected from you when submitting<br />
your work,” says Khasilova.<br />
The idea for these presentations<br />
was set into motion through<br />
Khasilova’s participation in the<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong>’s Academic<br />
Writing Fellows Initiative. Khasilova<br />
was also inspired to share her knowledge by famous Persian<br />
poet and scholar Alisher Navoi, who once said, “Odami<br />
ersagil demagil odami,Oniki yoq, halq g’amidan g’ami.”<br />
“The meaning <strong>of</strong> that statement is close to the idea that<br />
every good citizen or person adds to the strength <strong>of</strong> its nation,”<br />
says Khasilova. “<strong>Education</strong> for me is not just going to classes to<br />
earn a degree; it is about broadening the horizon and educating<br />
others about opportunities the world is <strong>of</strong>fering.”<br />
Research Presentation in Australia<br />
A self-proclaimed gamer, Thrailkill fell in love with video<br />
games when her aunt taught her how to play the original<br />
“Mario Brothers” and “Duck Hunt” games. This interest<br />
led to her to focus her doctoral research on how students<br />
engage with stories in video games — more precisely, how<br />
these digital worlds could provide an ideal environment for<br />
students to acquire multimodal skills seen as necessary for<br />
literacy in the 21st century.<br />
“Video games require players to read traditional print<br />
text, listen to audio cues that are both verbal language and<br />
music/sound effect cues, interpret the visuals <strong>of</strong> the virtual<br />
environment and interact with the space through movement<br />
<strong>of</strong> a character directed by use <strong>of</strong> a controller. It’s a rather<br />
complex process and a space where deep learning can occur,”<br />
Thrailkill says.<br />
While traditional text is entirely visual, relying on written<br />
words and sometimes images to convey the intended message,<br />
video games combine multiple modalities <strong>of</strong> learning to share<br />
information. While this can increase the complexity <strong>of</strong> the<br />
information provided, it also provides alternative avenues to<br />
learn information if the printed text isn’t understood.<br />
During the summer <strong>of</strong> 2018, Thrailkill took this research<br />
international when she presented in Perth, Australia at the<br />
annual conference <strong>of</strong> the Australian Literacy Educators’<br />
Association and Australian Association for the Teaching <strong>of</strong><br />
English. She became aware <strong>of</strong> the opportunity through her<br />
adviser and mentor <strong>Wyoming</strong> Excellence in Higher <strong>Education</strong><br />
Endowed Chair in Literacy <strong>Education</strong> Cynthia Brock, who<br />
spent time teaching in Australia.<br />
Thrailkill has since presented the same work at the UW<br />
Literacy Research Center and Clinic’s annual conference last<br />
September. She will also present this research at an atypical<br />
but appropriate venue in June <strong>2019</strong>, the Denver Pop Culture<br />
Convention.<br />
Although we are a long way <strong>of</strong>f from video games in the<br />
classroom, Thrailkill <strong>of</strong>fers advice to help teachers support<br />
students delving deeper into the complex stories in their<br />
favorite games.<br />
“Reading outside <strong>of</strong> school is valued in the classroom and<br />
students are given opportunities to incorporate the books<br />
they read for enjoyment into the work they do in classrooms,”<br />
she says. “Allowing students to do the same with video game<br />
texts they are familiar with would be an empowering start to<br />
showing them we value things that matter to them.”<br />
4 • <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 5
SUPPORTING<br />
EDUCATORS<br />
By Jason Harper<br />
IMPLEMENTING THE NEW STATE<br />
SCIENCE STANDARDS PART 1<br />
<strong>Wyoming</strong> adopted a new set <strong>of</strong> state science standards in 2016 after almost two years <strong>of</strong> discussion among parents, community<br />
leaders and a task force initiated by state Superintendent <strong>of</strong> Public Instruction Jillian Ballow. The standards, which are required<br />
to be incorporated by the 2020-21 school year, are designed to encourage students to be inquisitive, to actively explore their<br />
environment and to become productive, scientifically literate citizens.<br />
The UW <strong>College</strong> <strong>of</strong> <strong>Education</strong> has been <strong>of</strong>fering a number <strong>of</strong> pr<strong>of</strong>essional development opportunities, workshops and camps<br />
to help current and future teachers learn new skills and implement new curricula aligned with the new standards.<br />
A Pipeline <strong>of</strong> Highly-Qualified STEM Educators<br />
Ensuring there is a stream <strong>of</strong> highly qualified teachers available<br />
to teach science will be critical to the success the new standards.<br />
Often those interested in science, technology, engineering<br />
and mathematics (STEM) are attracted to high-paying careers<br />
in industry rather than teaching. Two <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
faculty members are working to change that.<br />
“Higher salaries and status can be found in many STEMrelated<br />
careers, and STEM majors are not always exposed to<br />
the nontangible rewards <strong>of</strong> teaching, like seeing the spark in<br />
students’ eyes and giving back to the community,” says <strong>College</strong><br />
<strong>of</strong> <strong>Education</strong> Pr<strong>of</strong>essor Jacqueline Leonard.<br />
<strong>Wyoming</strong> Interns to Teacher Scholars (WITS) is a National<br />
Science Foundation (NSF) Robert Noyce Teacher Scholarship<br />
program that aims to increase the pool <strong>of</strong> highly trained science<br />
and math teachers. Led by Leonard, the grant project provides<br />
financial and academic support to help current STEM majors<br />
and graduates become elementary teachers.<br />
Undergraduates in the WITS program earn dual degrees,<br />
one in a STEM major and one in elementary education.<br />
Training and summer research internship programs are<br />
available during a student’s sophomore year <strong>of</strong> college.<br />
These internships come with a $1,000 stipend to support<br />
each student during the two-week program.<br />
Scholarship support is <strong>of</strong>fered to undergraduates during<br />
the junior, senior and fifth years at UW to cover the cost <strong>of</strong><br />
tuition, room and board. Graduate students and pr<strong>of</strong>essionals<br />
who hold bachelor’s degrees in STEM fields are also provided<br />
the same scholarship funding for up to three years while<br />
they attain K-6 teaching certification. This support helps<br />
negate the cost barrier <strong>of</strong> pursuing teacher certification after<br />
completing a degree.<br />
Sustaining <strong>Wyoming</strong>’s Advancing Reach in Math and<br />
Science (SWARMS) was initiated by Andrea Burrows,<br />
associate pr<strong>of</strong>essor in the <strong>College</strong> <strong>of</strong> <strong>Education</strong>. The project<br />
was funded by the NSF in 2014 and it is set to conclude in<br />
December <strong>of</strong> this year.<br />
The goal is to mint 70 new mathematics and science<br />
teachers during five-year period between 2014-19. SWARMS<br />
provides scholarships to undergraduates and graduates with<br />
Secondary science education students present science learning centers to UW Lab School students.<br />
PHOTOS BY JASON HARPER<br />
<strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 7
strong STEM backgrounds as a result <strong>of</strong> their prior military<br />
experience or baccalaureate degrees in a STEM discipline.<br />
Scholarships fund up to 18 credit hours each semester<br />
during an undergraduate student’s senior year. When the<br />
undergraduate students transition into the post-baccalaureate<br />
program, the scholarships cover the entire cost <strong>of</strong> tuition<br />
and fees. Graduates who hold STEM degrees move directly<br />
into the post-baccalaureate program and are <strong>of</strong>fered the same<br />
scholarship support.<br />
“STEM college students bring content knowledge,<br />
dedication and perseverance with them when they begin to<br />
learn about and then teach STEM subjects in the K-12 arena.<br />
STEM students who are coming back to UW to earn a teaching<br />
certification in the post-baccalaureate graduate certificate<br />
program usually have lab or industry experience as well, and<br />
this is easily transferable to K-12 classrooms,” says Burrows.<br />
In addition to providing funding for students, SWARMS<br />
and WITS are working to create better strategies to recruit<br />
these highly trained STEM experts into teaching careers,<br />
making the path for them to attain teacher certification more<br />
efficient, and building a sense <strong>of</strong> community and support<br />
among their student cohorts.<br />
After gaining their teaching certification, participants in<br />
both programs are required to teach in high-need schools<br />
for a duration <strong>of</strong> time. The educators also participate in<br />
a mentorship program throughout the first few years <strong>of</strong><br />
teaching when it is critical to provide support to retain these<br />
highly trained STEM pr<strong>of</strong>essionals in teaching careers.<br />
Both programs have seen success. SWARMS has had 40<br />
participants to date and has past scholars teaching across the<br />
Educators from Natrona County School District<br />
participate in a pr<strong>of</strong>essional development activity<br />
<strong>of</strong>fered by Associate Pr<strong>of</strong>essor Ana Houseal and<br />
Research Scientist Martha Inouye. Provided Photo.<br />
K-12 teachers who<br />
participated in<br />
RAMPED have the<br />
skills required<br />
to promote<br />
computer science<br />
and computational<br />
thinking...<br />
– Andrea Burrows<br />
country with many in Colorado, Wisconsin and <strong>Wyoming</strong>.<br />
In all, 21 WITS scholars are on track to becoming highly<br />
qualified elementary teachers with several currently teaching<br />
in Colorado, Montana and <strong>Wyoming</strong>.<br />
New Skills for Current Teachers<br />
Two <strong>College</strong> <strong>of</strong> <strong>Education</strong> faculty have been leading efforts<br />
to <strong>of</strong>fer pr<strong>of</strong>essional development to <strong>Wyoming</strong>’s educators<br />
so they can enhance their science knowledge and teaching<br />
abilities to incorporate the new state science standards into<br />
their classrooms.<br />
Ana Houseal, associate pr<strong>of</strong>essor in the <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> and Martha Inouye, a research scientist at UW,<br />
have been traveling around <strong>Wyoming</strong> with two graduate<br />
students to train over 300 elementary and secondary<br />
educators over the past year. The pr<strong>of</strong>essional development<br />
helps the teachers improve their science knowledge and<br />
introduces pedagogical strategies and best practices that help<br />
them incorporate the standards in their classrooms.<br />
“The new standards require a new way <strong>of</strong> thinking about<br />
science teaching and learning. Through ongoing, responsive<br />
facilitation regarding the understanding and implementation<br />
<strong>of</strong> the standards and their accompanying shifts in teaching,<br />
the teachers we are working with will be well-equipped to<br />
implement these standards,” says Houseal.<br />
First, Houseal and Inouye meet with curriculum<br />
coordinators, superintendents, principals and pK-12 teachers<br />
to identify initial needs and learn where the district is at in<br />
the process <strong>of</strong> implementing the standards. They then modify<br />
the training to meet the needs <strong>of</strong> each district.<br />
The team hosts workshops for the teachers and<br />
administrators at partner districts throughout the state. These<br />
workshops take place at facilities within the district and target<br />
specific groups <strong>of</strong> educators, usually K-5 and middle and high<br />
school science teachers in the district.<br />
Additionally, Houseal and Inouye hold open-enrollment<br />
workshops that any <strong>Wyoming</strong> educator can join. Those<br />
workshops were held on the UW campus this year in addition<br />
to a workshop on the Kelly Campus <strong>of</strong> Teton Science Schools.<br />
They plan to hold more <strong>of</strong> these workshops throughout the state<br />
with one already scheduled for Douglas in the next school year.<br />
During these workshops the cohort discusses how science<br />
can be integrated into other content areas or expanded<br />
to include other scientific disciplines. They also work to<br />
increase each teacher’s science knowledge base and provide<br />
new pedagogical strategies that encourage a student’s active<br />
engagement with science lessons.<br />
“We model best practice in all that we do, from the<br />
organization <strong>of</strong> the workshops to the evaluation, modification<br />
and development <strong>of</strong> curricular pieces and assessments. We<br />
<strong>of</strong>ten develop and implement model lessons with them to<br />
experience as students and evaluate as teachers,” says Houseal.<br />
The work Houseal and Inouye conduct with each partner<br />
school can vary greatly and goes much deeper than presenting<br />
workshops. The team spent six years working with the<br />
Campbell County School District in partnership with the<br />
curriculum coordinators and teachers to completely revamp<br />
the K-12 science curriculum, a process they are currently<br />
working toward in several other districts.<br />
The pr<strong>of</strong>essional development leaders may also visit the<br />
participants in their classrooms several times throughout<br />
the year to provide further input and coaching. Teachers can<br />
also send in videos <strong>of</strong> their teaching for Houseal and Inouye<br />
evaluate. This sustained intervention gives educators a deep<br />
understanding and allows them to constantly evolve their<br />
methods and best practices.<br />
Another <strong>College</strong> <strong>of</strong> <strong>Education</strong> faculty-led pr<strong>of</strong>essional<br />
development opportunity was initiated by Burrows and<br />
Mike Borowczak, an assistant pr<strong>of</strong>essor in the <strong>College</strong> <strong>of</strong><br />
Engineering and Applied Science. A three-year funded grant<br />
— Robotics, Applied Mathematics, Physics and Engineering<br />
Design (RAMPED) focuses on computer science. Over<br />
100 educators have benefited from the cross-disciplinary<br />
pr<strong>of</strong>essional development program since 2016.<br />
RAMPED is supported by a U.S. Department <strong>of</strong> <strong>Education</strong><br />
grant that is administered by a <strong>Wyoming</strong> Department <strong>of</strong><br />
<strong>Education</strong> Math and Science Partnerships grant. The program<br />
began its second iteration in summer 2018.<br />
RAMPED allows <strong>Wyoming</strong> teachers, regardless <strong>of</strong> the<br />
grade level or content area in which they teach, to work with<br />
experts at UW to gain new ideas and abilities to incorporate<br />
concepts <strong>of</strong> computer science, computational thinking and<br />
cybersecurity into their classrooms.<br />
“K-12 teachers who participated in RAMPED have<br />
the skills required to promote computer science and<br />
computational thinking to their students and dispel the myth<br />
that computer science is just coding, creating video games or<br />
robotics,” says Burrows.<br />
The training comes at a time when <strong>Wyoming</strong> is developing<br />
computer science standards for the state in addition to<br />
incorporating the new state science standards. These standards<br />
mandate that computer science and computational thinking<br />
be incorporated into the state educational program by the<br />
start <strong>of</strong> the 2022-23 school year.<br />
The program includes a two-week summer camp that<br />
occurs on the UW campus, as well as follow-up participant<br />
collaboration days that take place during the school year. The<br />
camp showcases ways that teacher participants can integrate<br />
computer science and computational thinking principles<br />
into their existing classrooms. This approach will help school<br />
districts meet the new requirements without additional<br />
financial burden.<br />
Although the focus is on teachers’ understanding<br />
and use <strong>of</strong> computer science and STEM content during<br />
RAMPED, <strong>Wyoming</strong> students are the real beneficiaries <strong>of</strong> the<br />
pr<strong>of</strong>essional development.<br />
“With well-prepared teachers, <strong>Wyoming</strong>’s K-12 students<br />
have the opportunity to explore STEM and computer science<br />
in meaningful experiences that can help them pursue careers<br />
in new industries that assist in diversifying the state’s economy.<br />
These experiences can also allow them to apply their computer<br />
science knowledge to solve problems in the industries that have<br />
driven <strong>Wyoming</strong>’s economic engine for decades,” says Burrows.<br />
read part two in our winter e-newsletter!<br />
The scattering <strong>of</strong> light is explored in this activity presented by Associate<br />
Pr<strong>of</strong>essor Ana Houseal and Research Scientist Martha Inouye during a<br />
pr<strong>of</strong>essional development opportunity. Provided Photo.<br />
8 • <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 9
Chris Bessonette celebrates<br />
with his students after<br />
being named a Milken<br />
Educator Award recipient.<br />
PHOTO BY MILKEN FAMILY<br />
FOUNDATION<br />
even recently participated in a long-term research project on<br />
vocabulary instruction with <strong>College</strong> <strong>of</strong> <strong>Education</strong> Associate<br />
Pr<strong>of</strong>essor Patrick Manyak.<br />
“I am inspired by challenges,” says Bessonette. “In my<br />
classroom, I challenge all my students to believe in themselves<br />
and to use their background as a source <strong>of</strong> pride and motivation.<br />
I am inspired to close the achievement gap between minority and<br />
disadvantaged students and their white peers in my classroom<br />
while challenging all students to learn as much as possible.”<br />
In Data She Trusts<br />
Shirey currently is the principal <strong>of</strong> Pinecrest Academy Horizon<br />
elementary school in Henderson, Nev. Her data-driven<br />
efforts there have resulted in the school being named the Best<br />
Elementary School and Best Charter School in the Las Vegas<br />
Review Journal’s annual poll. She also earned a 100 percent<br />
satisfaction rating in the school’s semiannual survey <strong>of</strong> staff and<br />
families.<br />
“It is an incredible honor to receive the Milken Educator<br />
Award, and I am thrilled to join this group <strong>of</strong> educators.<br />
Educating children is a tremendous calling, and it is humbling to<br />
know that somebody noticed the work that I was putting in to<br />
help our students succeed. I became an educator because I wanted<br />
to impact lives and make a difference in the world,” says Shirey.<br />
One example <strong>of</strong> her dedication occurred last year when the<br />
team noticed fifth-grade student performance at Horizon<br />
wasn’t up to par. To combat this, Shirey and her team used data<br />
to shift class schedules, teacher assignments, curriculum content<br />
and pacing in order to improve performance. The solution<br />
worked and within six months the fifth-graders at Horizon<br />
showed the highest growth and improvement out <strong>of</strong> all four<br />
Pinecrest campuses.<br />
“We make our school a happy place with high expectations<br />
for behavior and academics, and we celebrate everyone’s success.<br />
We provide all the support we can to make the teachers’ days<br />
easier so they can focus on the work <strong>of</strong> teaching. The students<br />
are surrounded by teachers who never give up on them and<br />
keep pushing them to succeed,” says Shirey.<br />
Shirey has written grants that contributed over $3 million to<br />
benefit students throughout the Pinecrest system. This money<br />
has been used across Pinecrest campuses to improve technology,<br />
aid in the implementation <strong>of</strong> a blending learning model and<br />
fund social workers to support the students.<br />
Shirey is always looking to expand her abilities to lead<br />
and advocate for teachers. She participated in the Public<br />
<strong>Education</strong> Foundation’s Executive Leadership Academy, earned<br />
a leadership certificate from Georgetown <strong>University</strong> and<br />
attended the Doral Academy Leadership Institute. She has also<br />
presented at the National Charter School Conference and the<br />
Charter School Association <strong>of</strong> Nevada Conference.<br />
DEDICATED ALUMNI RECEIVE<br />
MILKEN EDUCATOR AWARDS<br />
By Jason Harper<br />
Forty educators throughout the nation were honored as<br />
2018-19 Milken Educator Award winners. Two <strong>of</strong> those<br />
awarded, Chris Bessonette, M.A. curriculum and instruction<br />
’11, and Wendy Shirey, B.A. elementary education ’00, are UW<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> alumni. The awards, dubbed the “Oscars<br />
<strong>of</strong> Teaching” are one <strong>of</strong> the highest honors bestowed upon<br />
classroom teachers and educators across the country, and each<br />
comes with an unrestricted $25,000 check.<br />
A Voice for English Language Learners<br />
Bessonette an English language arts (ELA) teacher at Teton<br />
County School District’s Munger Mountain Elementary<br />
School in Jackson, teaches in a dual-language-immersion<br />
(DLI) classroom with a partner Spanish-language teacher. This<br />
approach puts English language learners (ELLs) and native<br />
English speakers in one classroom so both<br />
groups can support each other’s language<br />
and vocabulary development.<br />
“I see being a Milken Educator as an<br />
opportunity to engage in educational<br />
conversations to a greater degree. That<br />
being said, providing the best education<br />
I can for the kids in my classroom will always come first,”<br />
says Bessonette.<br />
An advocate for DLI education, Bessonette has championed<br />
the program at the Teton County School District by serving<br />
on the school’s ELA committee, dual-immersion leadership<br />
committee and building leadership committee. The district<br />
turned to his expertise to guide the discussion when exploring<br />
the expansion <strong>of</strong> the DLI program to other schools in the<br />
district. Data presented by Bessonette helped the district to<br />
decide to open the first dual-immersion elementary school in<br />
<strong>Wyoming</strong> last year.<br />
The effects <strong>of</strong> his leadership are felt statewide. Bessonette<br />
supports his peer teachers by leading pr<strong>of</strong>essional development<br />
and participating in learning communities.<br />
He conducts research and presents at conferences, including<br />
the UW-sponsored <strong>Wyoming</strong> English as a Second Language<br />
Conference. Bessonette and other second-grade staff members<br />
Wendy Shirey speaks<br />
to her school after<br />
being named a Milken<br />
Educator Award<br />
recipient.<br />
PHOTO BY MILKEN<br />
FAMILY FOUNDATION<br />
10 • <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 11
Agriculture <strong>Education</strong><br />
students support FFA and<br />
4-H students during the<br />
2018 Cowboy Classic.<br />
PHOTO BY JASON HARPER<br />
Honoring the Past by<br />
Looking Toward the Future<br />
By Jason Harper<br />
In <strong>Wyoming</strong>, there are twice as many<br />
cattle as there are humans. It is pretty<br />
evident that agriculture plays a big<br />
role in the state’s economy. In order to<br />
sustain the prosperity <strong>of</strong> agriculture<br />
in <strong>Wyoming</strong> we must work to inspire<br />
the next generation to follow in the<br />
footsteps <strong>of</strong> the men and women<br />
who spent long hours establishing the<br />
flourishing industry. Keeping pace with<br />
past and current trends won’t be enough;<br />
this new generation must innovate to<br />
ensure viability well into the future.<br />
“Ag teachers, just like other folks in<br />
the agricultural industry constantly face<br />
the challenge <strong>of</strong> adapting their practices<br />
to meet the needs <strong>of</strong> the changing<br />
world and growing population,” says<br />
UW Temporary Assistant Lecturer<br />
Lindsey Freeman. “Many consumers<br />
do not realize how highly scientific and<br />
technical the agricultural industry is.<br />
Agriculture teachers strive to prepare<br />
their students for these technical<br />
careers starting in junior high school.”<br />
The agricultural education program<br />
at the <strong>College</strong> <strong>of</strong> <strong>Education</strong> is<br />
responsible for nurturing the new crop<br />
<strong>of</strong> future agricultural educators who will<br />
help carry the torch into the future. The<br />
program is designed to provide students<br />
with a well-rounded understanding<br />
<strong>of</strong> teacher education and agricultural<br />
science. Students study historical<br />
and current trends in curriculum and<br />
pedagogy while learning about special<br />
education techniques, integrating<br />
technology and multicultural classrooms<br />
alongside learning about general<br />
agricultural science.<br />
Over the last year, Freeman has<br />
been integrating technology into the<br />
program. This fusion <strong>of</strong> technology<br />
and teaching is being embedded into<br />
the curriculum through exposure<br />
to computer science. Technology is<br />
also being used to provide additional<br />
clinical experiences so students are well<br />
prepared for their future classrooms.<br />
Freeman arranged for students from<br />
the <strong>College</strong> <strong>of</strong> Engineering and Applied<br />
Science to present a workshop about<br />
how computer science can be applied<br />
in agriculture. The future engineers<br />
brought tiny Rasperry Pi computers<br />
and Arduino microcontrollers to teach<br />
the future agricultural educators how<br />
they can be used to create prototype<br />
and one-<strong>of</strong>f devices. They also brought<br />
robots and let the education students<br />
experience controlling them via<br />
programming.<br />
“There is a demand for technology<br />
integration across the curriculum so<br />
an effort to embed technical practices<br />
including computer science into<br />
agriculture classes will not only better<br />
prepare students, but also sustain career<br />
and technical education programs,” says<br />
Freeman. “Furthermore, understanding<br />
how to think critically, use basic<br />
technology and troubleshooting are<br />
skills needed for success in many 21st<br />
century careers.”<br />
Students are also using technology<br />
to gain teaching experience and<br />
improve their classroom management<br />
skills. Mursion Virtual Reality s<strong>of</strong>tware<br />
allows future educators to practice<br />
leading a classroom <strong>of</strong> digital student<br />
avatars that are controlled by a “digital<br />
puppeteer.” The avatars react to the<br />
future educator, and their behavior<br />
mimics the unpredictable nature <strong>of</strong><br />
a classroom. This experience allows<br />
agricultural education students to gain<br />
experience before they ever set foot in<br />
a classroom.<br />
The future agriculture educators<br />
have been working with high school<br />
students throughout the state to<br />
deepen their passion for agriculture.<br />
The Cowboy Classic is held annually<br />
at UW and is put on by agriculture<br />
education students and the Alpha Tau<br />
Alpha honor society. The event brings<br />
hundreds <strong>of</strong> FFA and 4H students to<br />
campus to compete in contests such as<br />
agricultural mechanics and technology,<br />
veterinary science and livestock<br />
judging.<br />
“As an organization and program<br />
<strong>of</strong> the <strong>University</strong> <strong>of</strong> <strong>Wyoming</strong> we<br />
enjoy welcoming such a large group<br />
<strong>of</strong> students to our college. We want<br />
to promote the great things students<br />
are doing here and the potential for<br />
future students to achieve through this<br />
program as well,” says Freeman.<br />
Additionally, the students attended<br />
the <strong>Wyoming</strong> FFA Agriscience Fair<br />
where they coordinated the Agriscience<br />
Written Report judging. They also<br />
took part in the <strong>Wyoming</strong> FFA State<br />
Convention, where they provided<br />
support and hosted the Agricultural<br />
Mechanics Career Development Event.<br />
At the state convention, the agricultural<br />
education students also served as judges<br />
for the State Pr<strong>of</strong>iciency Awards.<br />
Agricultural education students<br />
attend events nationwide to spread<br />
awareness about careers in agriculture.<br />
In fall 2018 a group <strong>of</strong> pre-service<br />
agriculture teachers attended the<br />
FFA National Convention and ATA<br />
Conclave in Indianapolis, Ind. In<br />
addition to their other duties at these<br />
events, the education students staffed<br />
a booth with <strong>College</strong> <strong>of</strong> Agriculture<br />
and Natural Resources students to talk<br />
to high school FFA students about<br />
attending UW.<br />
Agriculture education students explore devices they<br />
can use with their future students to embed computer<br />
science into their lessons. Provided Photo.<br />
12 • <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 13
An Open Door<br />
and a Shoulder<br />
to Lean On<br />
By Jason Harper<br />
Lyndi Anderson,<br />
elementary education<br />
major, and Megan Cooke,<br />
<strong>of</strong>fice associate in the<br />
Teacher Preparation and<br />
Advising Office.<br />
The Teacher Preparation and Advising Office (TPAO)<br />
serves as a guiding beacon for all UW <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong> undergraduate students. The dedicated<br />
roster <strong>of</strong> four advisers use their combined 75 years <strong>of</strong><br />
pr<strong>of</strong>essional experience at the university to assist students<br />
in creating personalized plan to help them achieve their<br />
goals. In addition to their pr<strong>of</strong>essional experience, the<br />
advisers all have a deep understanding <strong>of</strong> student needs as<br />
all have earned degrees or taken courses at the university.<br />
Over the last year the university has made efforts<br />
to improve student advising across campus by<br />
switching to a full-time pr<strong>of</strong>essional advising model for<br />
undergraduate students. Historically, students across the<br />
UW campus were advised by a mix <strong>of</strong> full and part-time<br />
pr<strong>of</strong>essional advisers and faculty members.<br />
Although the <strong>College</strong> <strong>of</strong> <strong>Education</strong> has used a<br />
pr<strong>of</strong>essional advising model for a number <strong>of</strong> years, the<br />
advising team was expanded so more time could be<br />
spent with each student. Full-time Academic Advising<br />
Pr<strong>of</strong>essionals Jody Evans and Vicki Nelson were hired<br />
in spring 2018 to bolster an already established team <strong>of</strong><br />
advisers, which includes Manager <strong>of</strong> Student Advising<br />
Todd Krieger and Senior Advising Pr<strong>of</strong>essional Christi<br />
Thompson.<br />
“Jody and Vicki have helped bring consistency to the<br />
support we provide students because they are here fulltime<br />
and their main focus is advising. Their support also<br />
allows the team to invest as much time as needed into<br />
each student to help them succeed,” says Krieger.<br />
The physical environment <strong>of</strong> the advising <strong>of</strong>fice also<br />
saw improvement over the last year. Previously a large<br />
open space, the location did not encourage students<br />
to open up and share. In summer 2018, the space was<br />
renovated and subdivided to create private spaces where<br />
students can feel comfortable confiding personal issues<br />
to their advisers.<br />
14 • <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> <strong>Education</strong>@UWYO <strong>Spring</strong> 2018 • 15
Listening Will Lead the Way<br />
The first and most important step the advisers take when<br />
meeting with a student is to listen. Every student has different<br />
needs, life situations and goals. There is no one-size-fits-all<br />
solution to advising, and to provide the best support, the team<br />
must fully understand the factors at play in each student’s life.<br />
The advisers also hope their empathetic approach will be a<br />
model the future educators can employ to support and advise<br />
their future students.<br />
“We hope that by listening we will build trust, so when we<br />
provide advice or make a suggestion the students know it is in<br />
their best interest. You also get a sense <strong>of</strong> each student’s goals<br />
and abilities and can create a plan for them. You can do a lot<br />
<strong>of</strong> damage by trying to push a student too hard and too fast,”<br />
says Krieger.<br />
Every undergraduate student in the college is required<br />
to meet with and get approval from an adviser in order<br />
to register for classes each semester. Although the staff is<br />
extremely busy during these periods, each advising session<br />
is allotted an hour. If one advising session is not enough,<br />
a follow-up meeting is scheduled as soon as possible.<br />
The team recognizes that life can happen at any moment,<br />
and TPAO’s door is always open during university hours to<br />
help students navigate the challenges put in front <strong>of</strong> them.<br />
The team has helped students remain on track academically<br />
while experiencing terminal illnesses, deaths in the family,<br />
unplanned pregnancies and many other issues that can derail<br />
even the most well-thought-out academic plans.<br />
These challenging circumstances can seriously affect a<br />
students’ ability to complete their education. The advisers<br />
work with faculty and the dean <strong>of</strong> students to come up with<br />
an alternative plan to help the student get back on track as<br />
soon as possible while mitigating the negative effects on his<br />
or her academic record.<br />
When major issues come to light, the advisers help the<br />
students learn from the experience and continue moving<br />
forward towards their goals. In the extreme circumstances<br />
when a student is unable to continue his or her education,<br />
the team helps them navigate the bureaucracy the student<br />
will encounter when exiting the university.<br />
Often, the team <strong>of</strong> advisers is the first on campus to<br />
become aware <strong>of</strong> major issues that arise in a student’s life. In<br />
these instances, the team not only provides academic advice,<br />
but also helps to direct the student to additional resources<br />
on campus to provide support outside <strong>of</strong> TPAO’s expertise.<br />
Relationships: The Key to Success<br />
The advisers work to build long-term relationships with<br />
students in every interaction they have. This connection can<br />
Abby Rich,<br />
elementary<br />
education major,<br />
and Academic<br />
Advising<br />
Pr<strong>of</strong>essional<br />
Jody Evans.<br />
be an important factor in student success and retention, so it<br />
is important for TPAO to build a trusting relationships with<br />
students as early as possible.<br />
“Research has shown that when students have someone<br />
they connect with on campus, they stay. Without that<br />
connection they don’t get as involved, they don’t do as well,<br />
and they may leave,” says Thompson. “Without having these<br />
personal relationships, students will not open up to share<br />
what is going on in their life, and carrying those burdens alone<br />
can be devastating.”<br />
Ideally, these relationships will start in high school when a<br />
student visits campus or attends a college fair. At this juncture,<br />
the TPAO advisers help prospective students draw roadmaps<br />
to achieve their goals that starts in high school. These plans<br />
might include taking AP or dual-credit courses in high school or<br />
joining groups in their communities that can provide them with<br />
experience to help them along their path to becoming educators.<br />
The conversation also changes if students are firstgeneration<br />
college students. In these instances, the advisers<br />
<strong>of</strong>fer advice that their families may not be able to provide.<br />
They share knowledge that goes beyond standard program<br />
information and take the time to answer all questions so the<br />
potential students can make the best decisions for their future.<br />
When a student arrives at UW the advisers continue to<br />
provide advice on courses to take or additional credentials the<br />
student can attain to expand his or her career options. The<br />
advisers help students map out plans so they can take courses<br />
in the most efficient sequence. As the student progresses at<br />
UW, the advice could change to accommodate a student’s<br />
wish to pursue advanced degrees or change majors.<br />
Building long-term relationships also applies to students<br />
who transfer to UW from other institutions. They encourage<br />
these students to contact the <strong>of</strong>fice as early as possible. This<br />
enables the TPAO staff to work with the students to ensure<br />
their courses will transfer and that they can get into the<br />
course sequencing at the right time so they can complete their<br />
degrees in the most efficient way.<br />
The team works hard to nurture relationships with<br />
community college and high school advisers throughout the<br />
state to make sure the advice they are <strong>of</strong>fering their students<br />
aligns with the program policies at UW. All this work and<br />
planning is done to ensure that transfer students have a<br />
smooth transition and start to feel like UW is home even<br />
before they step foot on campus.<br />
Supporting Students Through the Finish Line<br />
Advising is not the only support TPAO <strong>of</strong>fers education<br />
students. Cindy Fronapfel, a senior <strong>of</strong>fice associate,<br />
coordinates student teaching placements for the future<br />
educators. She helps place students in schools throughout<br />
the region, sometimes pulling out a <strong>Wyoming</strong> map to help<br />
students find locations that will suit them. The support she<br />
Lyndi Anderson, elementary education major, and Manager <strong>of</strong> Student<br />
Advising Todd Krieger.<br />
provides does not end when they go <strong>of</strong>f to teach throughout<br />
the state.<br />
Once the student is placed, she functions as the student’s<br />
lifeline back to UW, continuing to nurture the strong<br />
relationships the <strong>of</strong>fice has built with each student. If the<br />
student experiences an issue that requires him or her to<br />
withdraw from their placement, Fronapfel, in consultation<br />
with faculty, helps the student find a new opportunity as soon<br />
as possible so he or she can get back on track.<br />
TPAO is there to support students to the end <strong>of</strong> their<br />
degrees and even beyond. As students are wrapping up their<br />
student teaching, Thompson works closely with the UW<br />
registrar to ensure the degree requirements have been met.<br />
If there are any discrepancies, she helps clear things up to<br />
ensure the students are ready to graduate on time and have<br />
met all the requirements to apply for state teaching licensure.<br />
“We are one <strong>of</strong> the few majors at this university that qualifies<br />
someone for state licensure. We’re looking at university<br />
regulations, college regulations and state regulations to ensure<br />
our students are prepared to get licensed to teach,” says Krieger.<br />
The <strong>of</strong>fice provides each student who has met the<br />
requirements with an institutional recommendation that<br />
is required for him or her to apply for state licensure. The<br />
institutional recommendation is required if a student moves<br />
and needs to get licensed in another state or if he or she needs<br />
to renew a license, so the team routinely provides this support<br />
to students who graduated UW decades ago.<br />
As you can see, the TPAO team plays a huge role in the<br />
success <strong>of</strong> our students. Although the members’ work is <strong>of</strong>ten<br />
overshadowed in the fast-paced world on a college campus,<br />
to them that’s OK. The TPAO staff is not after fame or glory.<br />
The team’s thoughtful support and advice comes from a deep<br />
desire to help others, and the only reward the members need<br />
is to see students succeed.<br />
16 • <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 17
<strong>2019</strong> Trustees <strong>Education</strong><br />
Initiative Design Teams<br />
and their Charges<br />
UW-E1 Exploration<br />
Ensure capable and motivated individuals explore<br />
and choose education as a pr<strong>of</strong>ession.<br />
Trustees <strong>Education</strong> Initiative<br />
ON TRACK TO TRANSFORM TEACHER EDUCATION<br />
By Chavawn Kelley<br />
What if the <strong>University</strong> <strong>of</strong> <strong>Wyoming</strong> trustees said, “Make<br />
the UW educator preparation program preeminent in the<br />
nation and the best for <strong>Wyoming</strong>”? How would you start?<br />
The Trustees <strong>Education</strong> Initiative (TEI) laid the<br />
groundwork by establishing the UW-E4® student journey<br />
model and identifying key innovations shown by research<br />
to help produce quality, classroom-ready teachers.<br />
Since February <strong>2019</strong>, nine TEI design teams have moved<br />
TEI forward by applying big-idea thinking and nuts-and-bolts<br />
pragmatism to each <strong>of</strong> nine areas <strong>of</strong> program distinction.<br />
“This is what we’ve been trying to achieve for a long time,”<br />
says Becca Steinh<strong>of</strong>f, executive director <strong>of</strong> the Ellbogen<br />
Foundation. She leads the team working to create a statewide<br />
network <strong>of</strong> early childhood development providers and<br />
organizations. The goal is not only to provide pr<strong>of</strong>essional<br />
development, but to elevate the early childhood pr<strong>of</strong>ession<br />
and quality <strong>of</strong> care throughout the state.<br />
Steinh<strong>of</strong>f ’s participation highlights the extent to<br />
which partnerships and statewide involvement are shaping<br />
the development <strong>of</strong> TEI. This year’s four- to six-member design<br />
teams were composed <strong>of</strong> about half <strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
faculty and half education pr<strong>of</strong>essionals from around the state.<br />
They met face to face and by Zoom throughout spring semester.<br />
When team leaders compared results, themes emerged<br />
and synergies became apparent. Access was a prominent force<br />
as they plotted ways to connect students and pr<strong>of</strong>essionals<br />
throughout <strong>Wyoming</strong> and build stronger ties at UW.<br />
Online course modules will be <strong>of</strong>fered on ethics and<br />
for early childhood education and elementary education.<br />
Modules will be developed to train teacher mentors for UW’s<br />
preservice teachers and induction mentors for UW graduates<br />
entering the field.<br />
Pr<strong>of</strong>essional learning communities will be established,<br />
affiliate faculty recruited, future teacher clubs established in<br />
high schools, and <strong>College</strong> <strong>of</strong> <strong>Education</strong> alumni organized on<br />
behalf <strong>of</strong> the new program.<br />
The <strong>Wyoming</strong> Coaching Laboratory (WYCOLA) will<br />
continue to support classroom instruction, mentorship and<br />
instructional coaching. For the past two summers in Laramie,<br />
its laboratory classroom approach has allowed education<br />
stakeholders to examine prevailing assumptions about<br />
instructional practice and observe innovative practices in<br />
a classroom setting. Now, it will expand to include practicum<br />
experiences for preservice teachers and greater <strong>of</strong>ferings<br />
for early-career teachers, mentors, liaisons, supervisors<br />
and instructional coaches.<br />
PHOTOS BY JASON HARPER<br />
At the 2018 <strong>Wyoming</strong> Coaching Lab (WYCOLA), Mike Busch <strong>of</strong> the US<br />
Math Recovery Council (center photo) demonstrates classroom teaching in<br />
a live setting. <strong>Wyoming</strong> teachers, instructional coaches and other educators<br />
identify and discuss effective classroom practices (left and right photos).<br />
Another commitment is to data collection and analysis<br />
aimed at continuous program improvement. For example,<br />
a self-assessment for preservice teachers is designed to give<br />
insight into student attitudes, dispositions and beliefs.<br />
Observations <strong>of</strong> teacher candidates in practicum situations<br />
and student teaching will be recorded using a standardized<br />
tool. Recent graduates and employers will be surveyed.<br />
Results will be compared against those <strong>of</strong> other programs<br />
in a national effort to raise teacher quality.<br />
More than 40 educators have participated in the process<br />
to maximize the effectiveness <strong>of</strong> TEI innovations and<br />
integrate the UW-E4® model (Exploration, Experiential<br />
Learning, Embedded Practice and Entry into the Pr<strong>of</strong>ession)<br />
into the UW elementary and early childhood educator<br />
preparation programs. Implementation teams will take up the<br />
recommendations and revise curricula. Secondary education,<br />
special education and education leadership programs will<br />
follow.<br />
“Our goal is to integrate TEI with the programs <strong>of</strong><br />
the <strong>College</strong> <strong>of</strong> <strong>Education</strong> so completely that the two will<br />
eventually become indistinguishable,” says D. Ray Reutzel,<br />
dean <strong>of</strong> the college and executive director <strong>of</strong> TEI. “Our<br />
programs will attract and produce the finest educators in<br />
<strong>Wyoming</strong> and the world.”<br />
After hearing team leaders relate the results <strong>of</strong> their teams’<br />
work, Dave Bostrom, chairman <strong>of</strong> the TEI Governing Board,<br />
responded, “This is exactly what the trustees had in mind.”<br />
To learn more, see www.uwyo.edu/tei/.<br />
UW-E2 – Experiential Learning<br />
Identify rewarding experiences that ensure UW<br />
students find their strengths as educators.<br />
UW-E3 – Embedded Practice<br />
Reimagine and expand the possibilities around<br />
field experiences, including student teaching.<br />
UW-E4 – Entry into the Pr<strong>of</strong>ession<br />
Identify ways to support new UW graduates<br />
in the early years <strong>of</strong> their teaching careers.<br />
Common Indicators System<br />
Integrate instruments to collect data to inform<br />
and evaluate teacher education programs, curricula<br />
and candidates.<br />
Ethical Educator Program<br />
Integrate the Model Code <strong>of</strong> Ethics for Educators,<br />
a set <strong>of</strong> principles that support teachers and<br />
organizations.<br />
Mursion® Augmented Reality/Simulation<br />
Create opportunities for UW students and others<br />
to advance skills through interactive experiences<br />
with avatars.<br />
<strong>Wyoming</strong> Coaching Laboratory – WYCOLA<br />
Optimize this successful instructional coaching<br />
program for students, teachers, facilitators,<br />
mentors and others.<br />
<strong>Wyoming</strong> Early Childhood Outreach<br />
Network – WYECON<br />
Develop new approaches to elevate quality practices<br />
and model early childhood programs in the state.<br />
18 • <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 19
INQUIRIES INTO EDUCATION:<br />
A SPOTLIGHT ON FACULTY RESEARCH<br />
By Jason Harper<br />
Many UW <strong>College</strong> <strong>of</strong> <strong>Education</strong> faculty members conduct<br />
research to learn more about student learning, teaching<br />
methods, teacher training and classroom dynamics. Their<br />
work is <strong>of</strong>ten completed with little fanfare or recognition,<br />
even though the research they conduct has the potential to<br />
affect the lives <strong>of</strong> a great number <strong>of</strong> people.<br />
The work <strong>of</strong> Assistant Pr<strong>of</strong>essor Richard Carter and<br />
Academic Pr<strong>of</strong>essional Lecturer Tiffany Hunt is spotlighted<br />
in this article to bring to the surface some <strong>of</strong> the amazing<br />
research being conducted by college faculty to improve<br />
education in <strong>Wyoming</strong> and beyond.<br />
Carter works with a team to analyze how the concepts <strong>of</strong><br />
Universal Design for Learning (UDL), blended learning and<br />
technology-enabled personal learning can be used to develop<br />
learning environments and curricula to meet the requirements<br />
established by the Every Student Succeeds Act (ESSA).<br />
The Every Student Succeeds Act was passed in 2015 and<br />
replaced the No Child Left Behind Act (NCLB). Much like<br />
NCLB, the new law requires that students with disabilities<br />
take the same standardized tests and are assessed to the same<br />
standards as other students. However, ESSA contains new<br />
language that necessitates the development <strong>of</strong> flexible learning<br />
environments and curricula that meets the needs <strong>of</strong> all learners.<br />
UDL, blended learning and technology-enabled personal<br />
learning are all concepts that can lead to new ways <strong>of</strong><br />
designing learning environments that meet these diverse<br />
needs. They share the same overarching concept that curricula<br />
should be designed to be adaptable to accommodate each<br />
student. Within these frameworks, technology is seen as a<br />
tool that students can use, in addition to traditional teaching<br />
methods, to learn and discover at their own pace.<br />
Through the use <strong>of</strong> these concepts, students’ needs and<br />
interests guide their path to learning rather than following<br />
the same linear pathway as the entire class. Curricula created<br />
using this ideology will help ensure that all students learn the<br />
same content, albeit in different ways or at a different pace.<br />
Hunt specializes in the field <strong>of</strong> special education and<br />
researches how districts respond to and work to prevent<br />
bullying <strong>of</strong> and by students with disabilities. The ESSA<br />
recognizes that bullying and harassment in schools affect<br />
students with disabilities disproportionately and requires<br />
states to develop and implement plans to combat and reduce<br />
bullying incidents in their schools. Hunt’s work may inform<br />
<strong>Wyoming</strong> and other states in the creation <strong>of</strong> these plans and<br />
in putting them into action.<br />
She also investigates the difference between bullying and<br />
conflict. Conflicts are natural disagreements that occur in<br />
equal relationships where both sides express their opposing<br />
views. Bullying is a reoccurring negative behavior in which<br />
one party with a perceived power over another attempts to<br />
exert that power to control and hurt the other party.<br />
Through this work, Hunt aims to support teachers<br />
and students in understanding the complex nature <strong>of</strong> this<br />
phenomenon so they can intervene in bullying situations and<br />
allow healthy conflict resolution to occur.<br />
Both faculty members are working together to better<br />
understand the challenges faced when presenting pr<strong>of</strong>essional<br />
development to educators in <strong>Wyoming</strong> and in the field <strong>of</strong><br />
education at large. This initiative has led them to investigate<br />
the effectiveness <strong>of</strong> pr<strong>of</strong>essional development that is<br />
competency based – allowing participants to progress when<br />
they demonstrate mastery at each level no matter when, where<br />
or at what pace.<br />
Carter says,<br />
“<br />
Pr<strong>of</strong>essional development has historically<br />
been provided as ‘sit and get.’ Teachers attend<br />
workshops, conferences and district events where<br />
they receive information largely through lecture and<br />
presentation. After the workshops, there is little<br />
follow-up to ensure that the teacher has learned<br />
and maintained skills attained through<br />
this pr<strong>of</strong>essional development.<br />
As a result <strong>of</strong> this research and with the support <strong>of</strong> the<br />
Ellbogen Dean’s Excellence Fund Outreach and Engagement<br />
Project Award, in 2018 Carter and Hunt introduced the<br />
first micro-credential accepted by the Pr<strong>of</strong>essional Teaching<br />
Standards Board for pr<strong>of</strong>essional development relicensure<br />
credit. Micro-credentials are <strong>of</strong>ten earned through online<br />
platforms that provide lessons and assessments that can be<br />
completed at one’s leisure.<br />
“Micro-credentials are an effective means to continuing<br />
education because they are skill specific, flexible and<br />
personalized. Because micro-credential earners are required to<br />
demonstrate mastery <strong>of</strong> the content, micro-credentials provide<br />
a way for educators not only to grow their skills, but also to<br />
market their abilities to potential employers,” says Hunt.<br />
Carter and Hunt will use what they have learned to<br />
investigate how competency-based learning may affect the<br />
new dual major in elementary and special education in the<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong>. The team aims to break the program<br />
into competencies and identify where micro-credentials<br />
can be embedded in curriculum and support the ongoing<br />
development and iterations <strong>of</strong> the program.<br />
“<br />
<strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong> • 21
Carnegie<br />
Project<br />
Membership<br />
Sets Standards<br />
for Ed.D.<br />
Programs<br />
By Jason Harper<br />
The UW <strong>College</strong> <strong>of</strong> <strong>Education</strong>’s<br />
Doctor <strong>of</strong> <strong>Education</strong> (Ed.D.) programs<br />
have recently been accepted to join<br />
the Carnegie Project on the <strong>Education</strong><br />
Doctorate (CPED). The CPED cohort<br />
includes over 100 colleges and schools<br />
<strong>of</strong> education that are committed<br />
to reclaiming and enhancing the<br />
pr<strong>of</strong>essional doctorate in education to<br />
better suit the needs <strong>of</strong> practitioners<br />
throughout the country.<br />
“We’re very excited to welcome<br />
these new institution members to<br />
CPED’s growing consortium and to<br />
see the contributions they will make<br />
in transforming the Ed.D. to meet the<br />
educational needs <strong>of</strong> the 21st century,”<br />
says CPED Executive Director Jill A.<br />
Perry, PhD.<br />
Member institutions use CPED<br />
resources to enhance and continuously<br />
improve their programs to ensure they<br />
are positioned as a way for practitioners<br />
to gain knowledge that allows them<br />
to advance in their careers, meet<br />
contemporary educational challenges<br />
and become stewards <strong>of</strong> the pr<strong>of</strong>ession<br />
to help lead innovation in the future.<br />
“We are extremely fortunate and<br />
honored that we have been invited<br />
to become a member <strong>of</strong> the Carnegie<br />
Project,” says Suzanne Young, associate<br />
dean <strong>of</strong> graduate students, pr<strong>of</strong>essor<br />
and leader <strong>of</strong> the UW task force. “We<br />
are fully committed to evaluating and<br />
redesigning our Ed.D. to align with the<br />
Carnegie project mission and goals. We<br />
intend to raise the stature, reputation,<br />
and quality <strong>of</strong> our program to the level<br />
<strong>of</strong> preeminence and beyond.”<br />
Through its membership in CPED,<br />
the <strong>College</strong> <strong>of</strong> <strong>Education</strong> will gain access<br />
to a number <strong>of</strong> resources that will aid<br />
in the process <strong>of</strong> continually improving<br />
Ed.D. programs. Representatives <strong>of</strong><br />
the college will attend collaborative<br />
“convenings” twice each year to discuss<br />
ideas that challenge traditional doctoral<br />
preparation with representatives <strong>of</strong><br />
other member institutions. Members<br />
also gain access to an online pr<strong>of</strong>essional<br />
community that includes publications,<br />
tools for program redesign, presentations<br />
and discussion forums that extend<br />
discussion <strong>of</strong> novel concepts outside <strong>of</strong><br />
the regular convenings.<br />
CPED has also launched Impacting<br />
<strong>Education</strong>: Journal on Transforming<br />
Pr<strong>of</strong>essional Practice, an open source,<br />
peer-reviewed journal, to help member<br />
institutions generate knowledge<br />
about Ed.D. programs. The journal<br />
will not only disseminate current<br />
research to members, but also provide<br />
additional opportunities for members<br />
to have their work published on an<br />
international stage.<br />
The initiative was motivated by a task<br />
force <strong>of</strong> <strong>College</strong> <strong>of</strong> <strong>Education</strong> faculty<br />
members who recommended joining<br />
the project to the dean <strong>of</strong> the <strong>College</strong> <strong>of</strong><br />
<strong>Education</strong>, D. Ray Reutzel in fall 2018.<br />
With the dean’s enthusiasm and support<br />
behind the initiative, the task force<br />
began working to ensure the CPED<br />
mission and vision fit with the college’s<br />
goals and examined the feasibility <strong>of</strong><br />
redesigning the college’s Ed.D. programs<br />
under the new framework.<br />
After an in-depth analysis, the<br />
taskforce strongly felt that CPED’s<br />
approach to designing Ed.D. degrees<br />
was very much in line with ideals <strong>of</strong> the<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong>. The group then<br />
worked to ensure that the college was<br />
able to meet CPED’s requirements for<br />
membership and complete the rigorous<br />
application process that included a<br />
30-minute personal interview.<br />
In late March <strong>2019</strong>, the taskforce<br />
received word that the college had been<br />
accepted into the program along with<br />
eight additional institutions. In June,<br />
<strong>College</strong> <strong>of</strong> <strong>Education</strong> representatives<br />
will attend a meeting with the Carnegie<br />
cohort that will serve as an orientation<br />
into the program. During the meeting<br />
UW representatives will initiate<br />
conversations with CPED partners on<br />
how to begin implementing the CPED<br />
framework into the college’s Ed.D<br />
programs.<br />
St udENt SpotLigHt<br />
Elementary education senior Evan Tucker explores Monte de Castelo in the<br />
village <strong>of</strong> Allariz, Spain. Provided photo.<br />
Curiosity Leads to<br />
a World <strong>of</strong> Wonder<br />
Elementary education senior Evan Tucker <strong>of</strong> San Diego,<br />
Calif., was one <strong>of</strong> several students who were members <strong>of</strong> the<br />
initial cohort <strong>of</strong> Consortium <strong>of</strong> Overseas Student Teaching<br />
(COST) from UW. Students who participated in COST<br />
spent a portion <strong>of</strong> their student teaching this spring gaining<br />
experience in classrooms outside the United States. Tucker<br />
Determined to Break Barriers and Help Others<br />
“You can do anything you want—anything you set your mind<br />
to, no matter your circumstances. You just have to persevere<br />
and take things one at a time. In the end, you get to say that<br />
you did it and no one handed it to you,” says Spanish secondary<br />
education sophomore Daniela Palma-Ramos <strong>of</strong> Riverton, Wyo.<br />
As a first-generation Mexican-American, Palma-Ramos had<br />
to overcome many obstacles on her journey to UW. Although<br />
her parents did not attend school, they always taught her to<br />
be independent, and she fearlessly blazed new trails as she<br />
continued her education. She was the first <strong>of</strong> her sisters to<br />
graduate high school and go to college. She first attended<br />
Central <strong>Wyoming</strong> <strong>College</strong>, and then transferred to UW in<br />
continued pursuit <strong>of</strong> her dreams.<br />
At UW, she was at first overwhelmed with the unknown.<br />
“In all honesty, I didn’t have anyone to help me. I didn’t<br />
know about financial aid, scholarships and programs for<br />
first-generation students,” Palma-Ramos says. “Luckily the<br />
faculty and staff were very willing to answer questions and<br />
By Jason Harper<br />
spent a month in Spain working with students who are<br />
learning English at the elementary level.<br />
“It’s a really good opportunity to send some students<br />
oversees and have them travel and have an overseas experience.<br />
I think that’s very valuable, especially for local kids who may<br />
have never been outside <strong>Wyoming</strong>,” says Tucker.<br />
Tucker transferred to UW from Sheridan <strong>College</strong> after<br />
earning his associate degree because <strong>of</strong> the affordability the<br />
university provided. A previous stint living overseas led him to<br />
explore options to student teach abroad while he attended UW.<br />
The COST program seemed like a perfect way to complete his<br />
student teaching and experience a different country.<br />
The same curiosity that drives his interest in other cultures<br />
is key to his pursuit <strong>of</strong> a career in education. “If you’re a<br />
curious intelligent individual, then you should use that ability<br />
as much as you can, because it benefits you and it benefits our<br />
country to have an educated populous capable <strong>of</strong> complex<br />
tasks,” says Tucker.<br />
After participating in COST, Tucker’s curiosity was not<br />
satiated; in fact, he was inspired to search for a teaching<br />
position abroad. “Once I get my degree, the plan is to find<br />
a teaching job overseas. My girlfriend and I are shopping<br />
around the world. We’re specifically looking at Korea, Japan<br />
or Hong Kong for me to teach English as a second language.<br />
We’re excited about that.”<br />
guide me through the process.”<br />
Palma-Ramos is determined<br />
to succeed and has found caring<br />
pr<strong>of</strong>essors and helpful advisers at<br />
UW to help her achieve her goals.<br />
She has also found a community<br />
<strong>of</strong> like-minded individuals<br />
in MEChA (Movimiento<br />
Estudiantil Chicano de Aztlan)<br />
and joined the group this<br />
spring for an Alternative <strong>Spring</strong><br />
Break opportunity to work on<br />
immigration issues in Las Cruces, NM.<br />
Spanish secondary education<br />
sophomore Daniela Palma-Ramos<br />
in the <strong>Wyoming</strong> Union.<br />
After graduation, Palma-Ramos hopes to teach with Job<br />
Corps or at a correctional facility. “I am going to make my<br />
family proud. I am going to get a good career where I can help<br />
underprivileged youth and help them achieve their dreams<br />
and goals. I am going to succeed,” she says.<br />
22 • <strong>Education</strong>@UWYO <strong>Spring</strong> <strong>2019</strong>
<strong>College</strong> <strong>of</strong> <strong>Education</strong><br />
Department 3374<br />
1000 E. <strong>University</strong> Avenue<br />
Laramie, WY 82071<br />
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