Fall 2008 College of Education Blackboard by Debra Beck

Fall 2008

NCATE reaccredits UW school personnel programs

Professor of educational studies Francisco Rios discusses the college’s English as a Second Language endorsement program with members of the NCATE site review team.

he National Council for Accreditation of Teacher Education (NCATE) has granted continuing accreditation to the academic programs offered by the University of Wyoming to prepare teachers and other school personnel, marking 54 years of continuous NCATE accreditation for the UW College of Educatoin NCATE accredited UW’s programs for the maximum seven-year period based on the national organization’s onsite visit in spring 2008. The UW College of Education’s last review was in fall 2000. Several of the areas evaluated were given “outstanding” ratings by NCATE evaluators. NCATE is the teaching profession’s standards-based system that helps establish high-quality teacher, school personnel, and administrator preparation. Through the process of professional accreditation of schools, colleges, and departments of education, NCATE’s purpose is to make a difference in the quality of the teaching profession.

NCATE’s Board of Examiners had high praise for the collaboration between the UW College of Education and its school partners in placing student teachers in Wyoming partner school districts. “Interviews with UW faculty, mentor teachers, principals, a superintendent, facilitators, students and recent graduates from UW and the partner school districts confirm the strength in collaboratively designing placements for initial candidates,” NCATE evaluators noted. “UW faculty are an integral part of the collaboration by the very fact that they are supervisors of their student teachers, meeting regularly with school personnel for supervision and the other collaborative partnerships that have evolved from their being in the schools.” The evaluators added that collaboration is critical to the success of College of Education students and the school district partnerships. UW’s initial and advanced education programs met all six NCATE criteria: candidate knowledge, skills and dispositions; assessment system and unit evaluation; ﬁeld experiences and clinical practice; diversity; faculty qualiﬁcations, performance and development; and unit governance and resources. The process began with a written self-study. The site visit required extensive documentation of candidate performance across professional knowledge, skills, and dispositions, as well as observation and interviews of dozens of internal and external constituents. The national team reviewing UW’s programs consisted of nine individuals representing higher education, K-12 schools and state departments of education. NCATE’s review team also praised the College of Education faculty’s dedication to collaborative learning experiences and the professional development and leadership in individuals’ discipline areas. Other areas that received “outstanding” ratings were: ◆ High-quality faculty in the UW College of Education. NCATE evaluators documented “exceptional expertise, contemporary professional experiences in school settings and scholarly productivity.” continued on p. 17

Fall brings ﬂurry of college activities, accomplishments By Kay Persichitte, Dean, UW College of Education

erhaps this is typical for a new dean, but it sure seems that this semester has been especially full of activities! We hosted College of Ed students, faculty, and staff for the annual Welcome Back BBQ in the newly renovated Ed Annex space, as the fall weather surprised us in August. Family Weekend was well attended and we enjoyed meeting family members of current students. The inaugural Literacy Education Conference in September was a great success. Three of our graduates—ﬁrst-year teachers—joined us for Newcomb Day as part of the activities associated with the Lola B. Newcomb Beginning Teacher Support Grant endowment. Our Development Board also convened in September to help us focus efforts for expanding connections with our alumni and friends of the college. Homecoming activities brought us together with 50year alumni. UW distinguished alumni awards included two former College of Education graduates whom we honor here, as well: Dr. Emma Jo Spiegelberg and Kenny Sailors. Dr. Jonathan Kozol was our keynote speaker for the second annual John P. “Jack” Ellbogen Symposium for Teaching and Learning in October and he was phenomenal! Followup discussions of his latest work, Letters to a Young Teacher, are planned throughout the state. The Partnership facilitated the latest gathering of nearly 70 K-12 teachers, UW faculty, and community college faculty for activities associated with the 2008 Fall Forum on Learning and Assessment in October.

Award-winning author Jonathan Kozol delivers the Ellbogen Symposium keynote.

We have so many reasons to celebrate in the College! Our National Council for Teacher Education re-accreditation is in place through spring 2015. We have approval for a new graduate certificate program, Teachers of American Indian Children. The Science-Mathematics Teaching Center has been successful in securing two significant grants in partnership with regional universities. We have two Wyoming Excellence Endowed Chairs on board now: Jim Baumann (literacy education) and Tim Slater (science education). The Partnership continues to bring strong leadership to the P-16 Council efforts and to serve as a primary vehicle for us to engage in simultaneous renewal on many levels. We are making good progress on many levels of strategic planning as part of the UW process to launch our work for the period 2009-2014—a period that many forecast to be a “new era” for UW. Our students and faculty have garnered awards, participated in international activities, influenced state education policy, reached out to strengthen collaborative partnerships, and engaged in research and professional development activities that enhance the PK-20 academic enterprise—and we are just getting started this year! In this Blackboard, you’ll read about these highlights and many more. I hope that you will stop and visit if you are on campus!

Jesse Knoll and Michaela Uhling take a break during UW’s literacy conference.

Debra Beck, editor College of Education, Dept. 3374, 1000 E. University Ave., Laramie, WY. 82071 e-mail: DEBBECK@UWYO.EDU Persons seeking admission, employment, or access to programs of the University of Wyoming shall be considered without regard to race, color, religion, sex, national origin, disability, age, veteran status, sexual orientation, or political belief.

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New certiﬁcate program prepares teachers of American Indian children

Pilot versions of the five he UW College of Education has launched a distancedelivered graduate certificateprogram for Teachers of core courses successfully drew 39 teacher/students American Indian Children. Delivered through a combination of face-to-face in 2007-08. All classes will meetings and distance technologies, this is the first in-depth be cross-listed as American graduate program intended to certify that graduates possess Indian Studies courses. The the attitudes, knowledge, and competence to teach Native regular delivery schedule of the five courses began children and youth. Christine Rogers and Marty Conrad, both of Lander, in summer 2008. Jaime and are the first two educators to complete the program. Rogers Rush serve as the primary M a r t y C o n r a d w a s o n e the first two graduates to is a full-time doctoral student in the College of Education; instructors. The courses will be complete the new certificate Conrad is an instructional facilitator for Fremont County delivered using distance program. School District 1. Angela Jaime, assistant professor of educational studies, and technologies, including R. Timothy Rush, professor of elementary and early childhood online platforms and videoconferencing, to allow access for a nationwide audience and to education, developed the increase impact, Jaime says. program curriculum in “Turning it into an online, consultation with Wind River nationwide-access, distance tribal leaders and educators. learning experience will be Jaime and Rush will share key to the success of the coordination of the program, program,” she says. “We are which recently received exploring this as a model that official UW administrative other institutions can adopt approval. and adapt in new ways.” U W ’s c e r t i f i c a t e Replication and adaptation program is the first of the UW model will be comprehensive learning encouraged in the spirit of opportunity for individuals working together to have a interested in meeting the lasting impact on teachers of unique learning needs of American Indian children. American Indian children. Support for the new Consisting of five threeprogram has been strong. semester-hour graduate Faculty members Angela Jaime (left) and Tim Rush congratulate Christine Rush and Jaime say former courses, the program’s Rogers (center), one of the first two graduates of UW’s new Graduate and present College of target audience is certified Certificate Program for Teachers of American Indian Children. Education Deans Patricia teachers who lack the specialized preparation to reach and teach American Indian McClurg and Kay Persichitte, the UW Office of Academic Affairs, Director of American Indian Studies Judith Antell, children. “On one hand, we are blazing a trail with a program of and Deans Oliver Walter (College of Arts and Sciences) and this scope and depth,” Rush says. “But on the other hand, Don Roth (UW Graduate School) were supportive of the we’re 80 years behind the first national call for teacher program as it developed. The program has also received support from the education programs to specially prepare educators to serve Northern Arapaho Business Council, the Eastern Shoshone Native children.” Jaime and Rush are quick to acknowledge that the Business Council, and public school officials of the Wind new program reflects what they learned as they examined River Indian Reservation. For more information about the program, contact scholarly recommendations and the few programs of other Rush (307-766-5705 or timrush@uwyo.edu) or Jaime (307institutions. “While we now have this comprehensive program, that 766-3991 or jamiea@uwyo.edu). Individuals can request has come together through strong collaboration, we have application guidelines and details of program requirements learned from other colleges and universities,” Jaime says. by e-mailing cip@uwyo.edu. “They’re just taking a different path.”

Fall 2008 — 3

SMTC launches math ed leadership partnership

he University of Wyoming Science & Mathematics Teaching Center (SMTC), UW Department of Mathematics, and the University of Northern Colorado have launched a partnership designed to offer distance-delivered professional development opportunities for mathematics educators. A ﬁve-year, $5 million grant from the National Science Foundation’s Math-Science Partnership Program (MSP) will fund a jointly-sponsored Mathematics Teacher Leadership Center. The center has two major goals: to create a virtual master’s degree program targeting teachers already in the classroom, and to establish a program to train and support mathematics educators who wish to become professional development providers. “It targets specifically leaders in mathematics education,” SMTC Director and project co-investigator Robert Mayes says of the latter program. “It will look at how you create good professional development: what is sustainable, how do you become a leader in mathematics education, and how do you conduct workshops? It will focus more on how to actually become a provider of professional development in mathematics education.” The master’s degree program will be offered via synchronous and asynchronous online technologies. Each institution will deliver approximately 15 hours of coursework. “Students can take courses from either institution and have them accepted at in-state tuition, from the university that offers it, accepted by either university,” according to Mayes. The ﬁrst cohort will begin the program in the summer of 2009. Courses taught on-site at UW and UNC and video-

streamed to the other site will be part of the inaugural semester. Web-based courses will be offered by both universities during the academic year. Initially, the program will be open only to Wyoming and Colorado residents. However, as the program matures, Mayes says that expanding to regional and even national delivery will become options. The SMTC already offers a graduate-level mathematics program for teachers. However, it focuses on middle-level math instruction and requires participants to travel to Laramie to take summer school classes. The new master’s program will expand graduate-level options to high school teachers; the online format will extend its reach to individuals who cannot leave their communities and jobs to take classes. “More and more, people are expecting to not have to leave their homes to take courses,” Mayes says. “It’s becoming more of an on-demand world. There is a demand to have these courses in place.” The UW/UNC collaboration makes the most of each institution’s resources and provides a model for distancedelivered programming in other science, technology, engineering, and mathematics (STEM) content areas. “Could Wyoming do this by itself in multiple areas? It’s doubtful,” Mayes says. “But if we are partnering with other institutions, like the University of Northern Colorado, then that doubles our capacity.” For more information about the Mathematics Teacher Leadership Center and the new programs under its umbrella, contact the UW Science & Mathematics Teaching Center: smtc.uwyo.edu, smtc@uwyo.edu, 307-766-6381.

KATE WELSH, associate professor of elementary and early childhood education, takes advantage of technology and extra space to interact during a recent class. The third ﬂoor of the Education Annex underwent a major renovation through the summer that resulted in new laboratory and classroom spaces for the college.

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SMTC joins multi-state ecology research project

he University of Wyoming Science & Mathematics Teaching Center (SMTC) will partner with four other universities in a multi-state research project funded by a $12 million grant from the National Science Foundation (NSF). “Culturally Relevant Ecology, Learning Progressions, and Environmental Literacy” will engage researchers, educators and school children in research designed to explore ways to help teachers translate to their classrooms what they learn at professional development programs hosted by the nation’s Long Term Ecological Research Sites (LTERS). Particular attention will be paid to processes that improve students’ ability to build upon what they learn in school to understand increasingly complex scientific concepts. The NSF’s Mathematics-Science Partnership Program funds the five-year project. “There already exists a partnership of universities, LTERs, and school districts,” SMTC Director Robert Mayes says. “But there is some concern about how to bring the teachers to these sites, have them do fieldbased science with the scientists, and then translate that into the K-12 curriculum so that you have a meaningful impact. How do you actually go about creating a systemic change in these schools?” Attention will be focused on the intersection of

the role of fostering an educated citizenry on three ecological areas (carbon, water and biodiversity), quantitative reasoning, and place-based learning. A hallmark component of these field-based efforts is the emphasis on local research by school children. “It’s not just field based, it’s the field outside your door,” Mayes says. “It’s not just being outside, it is engaging in science that impacts communities.” Mayes, affiliate faculty member Mark Lyford, and SMTC Coodinator Sylvia Parker will play lead roles in UW’s involvement. Other faculty and graduate students are expected to join in as the project progresses. “I envision that our piece is going to be the quantitative reasoning aspect and the place-based aspect,” Mayes says. The SMTC will collaborate on studying learning trajectories in the study of the carbon cycle, water cycle, and biodiversity, focusing on the impact of quantitative reasoning and place-based learning on these trajectories. UW’s team will work closely with faculty at Colorado State University, which has a longstanding relationship with the Short Steppe Grass LTER site, and partner school districts. Other participants are partnerships led by Michigan State University, the University of California-Santa Barbara, and Towson State University.

Merkin wins National Education Association scholarship

life-changing detour, a move west and an academic environment that invited active participation has led to the awarding of a prestigious National Education Association (NEA) scholarship to a University of Wyoming student. Elementary education major Aaron Merkin is one of two national recipients of the 2008 Jack Kinnaman Scholarship. He received the award during the NEA’s annual meeting and representative assembly in Washington, D.C. earlier this month. The Kinnaman Scholarship’s namesake served as NEA-retired vice president. He also represented the retiree branch on the NEA’s Fund for Children and Public Education. Merkin originally enrolled at Northern Illinois University with dual majors in finance and political science. As he neared graduation, Aaron landed jobs on the ﬂoor of the Chicago Mercantile Exchange and with such organizations as Smith Barney and UBS. A prosperous future loomed, but Merkin developed a different vision for his life. “All of those experiences were amazing,” he says, “but I realized I didn’t want to do that for the rest of my life. The paycheck wasn’t enough for me to deal with that stress, just dealing with numbers all day.”

Aaron Merkin, right, greets Wyoming Sen. Mike Enzi during a campus visit.

Merkin answered a “help wanted” ad posted by the Clare Woods Academy in Bartlett, Ill., for a four-hour lunchtime supervisor position. He walked away with an offer to work one-on-one with students with special needs in a primary classroom, a position he held for two years. The work was hard, but far more fulﬁlling – and life-changing. continued on p. 19

Fall 2008 — 5

UW Newcomb Grant supports three Wyoming school teachers

ree recent University of Wy o m i n g C o l l e g e o f Education graduates returned to campus this fall to share their experiences as elementary school teachers and their professional development activities funded by the Lola B. Newcomb Beginning Teacher Support Grant endowment. The professional development grants are funded by a gift from the estate of Mrs. Newcomb, who attended summer school at the College of Education in the 1930s. 2008 grant recipients Tiffany Recipients of the 2008 Lola B. Newcomb Beginning Teacher Support Grant visited Jackson (Pinedale), Tanya Kienlen the college in September to share their classroom experiences with students and faculty. Shown during a break in presentations are Cortney Sutcliffe, Cheyenne; (Worland), and Cortney Sutcliffe Tiffany Jackson, Pinedale; and Tanya Kienlen, Worland. (Cheyenne) met with several undergraduate classes during their Newcomb Day thinking. visit. They also delivered presentations on their Tanya Kienlen teaches first grade at South Side experiences and grant activities during a lunchtime Elementary School in Worland. Tanya used her forum hosted by the college. Newcomb grant to purchase a Smart Board™ to The Newcomb Grant provides $1,000 in enhance her capacity to engage students, stimulate professional development funds to first-year teachers learning, and take advantage of a wide range of online in Wyoming who are graduates of UW. Grants may educational resources. be used for a range of activities including: mentoring, Cortney Sutcliffe teaches first grade at Hobbs conferences and workshops, travel related to those Elementary in Cheyenne, in an environment that is activities, substitute time to allow the recipient to adapting to a Professional Learning Community (PLC) participate in mentoring and professional development model. She used her Newcomb grant to expand her opportunities, or purchase of materials for the understanding of, and capacity to participate in, a PLC classroom. Tiffany Jackson is a second grade teacher at For more information on the Newcomb Grant Pinedale Elementary School, in Sublette County program, or to receive a 2009 grant application, District 1. She used her Newcomb grant to purchase contact Debra Beck at debbeck@uwyo.edu, Leap Frogs™ to provide portable technology to aid 307-766-2066. student learning in reading, math , spelling and critical

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The Blackboard

Engineering concepts expand teachers’ innovation capacity

ntroducing K-12 teachers to innovative activity modules teachers. Grant funding also provides follow-up support for that explore engineering concepts is the focus of a new applying what they learned in their instructional setting. summer workshop offered by the University of Wyoming Faculty, graduate and undergraduate students will be Science and Mathematics Teaching Center (SMTC). available to respond via phone to questions and challenges “An Engineering Based Approach to Science and Math that arise throughout the school year. Teachers also will Instruction” is a collaboration between the SMTC and the receive support locating and scheduling local resources for UW Electrical and Computer Engineering Department. The either in-class talks or site-based field trips. two-week workshop brings teachers from school districts in Teachers reflected on a range of reasons for participating Wyoming and Idaho to campus to try out innovative lesson in the program. plans and in-class activities that can be adapted to different Connie Klements, a teacher at Laramie Junior High grade levels. School, sees the potential for engaging her special education The project is funded by a Title II grant from the students in richer ways. Wyoming Department of Education. Participating teachers “It’s a lot of hands-on work,” Klements says. “Special receive on-site and telephone support from engineering ed kids need hands-on activities so that they can understand faculty and graduate students during the 2008-09 academic better what is going on.” year, to ensure successful implementation in the classroom. Lisa Vail of Blackfoot, Idaho, who coordinates a districtWhile many learner-friendly lesson plans and other wide program for gifted students in grades 3-6, saw the resources for innovative teaching exist, teachers often have workshop as an opportunity to strengthen her own knowledge trouble locating them. base to help students. “They are at the National Science Foundation, the “I was very interested in coming, to get a wider base for U.S. Department of Education, the Department of Energy, engineering possibilities,” Vail explained, “to guide them professional societies, even some large corporations,” Sadrul toward whatever they would like to do, and get them to the Ula, professor of electrical and computer engineering and right sources.” workshop coordinator, says. “They have a lot of science and Jim Moore, science teacher at Starrett Junior High School mathematics lesson plans, it’s just that teachers don’t have in Riverton, saw the experience as a resource for helping the time to go and find those.” students create broader visions of their future. Engineering graduate and undergraduate students “These are enrichment activities that will, hopefully, located and tested lesson plans and activity modules on a get them interested in something that will at least get them variety of topics ranging from solar and hydrogen energy thinking about college – what they want to do, where they to electromagnetics to bioengineering in preparation for wan to go,” Moore says. “If they are interested in engineering the summer workshop. The team then led workshop or science, we’d be glad for them to do that.” participants through hands-on trials of several selected experiments while they were on Gillette teachers Amber Larsen, left, and Heather Burrow examine a hydrogen-powered campus. The teachers will provide input model car in a University on which units offer the greatest impact on of Wyoming laboratory. learning in the classroom to help determine Both participated in the which activities will be marked for further UW Science and Mathematics development and broader implementation Teaching Center workshop that introduced teachers across Wyoming. to innovative engineering Interwoven among the hands-on classroom activities. assignments were a series of lectures featuring faculty experts from the Colleges of Engineering and Applied Science and Education, as well as field trips to a wind farm near Arlington, Wyo.; the Missouri Basin Power Project near Wheatland, Wyo.; and the National Renewable Energy Laboratory in Golden, Colo. Tours highlighted the types of resources available in or near teachers’ home communities. Participating in the Laramie-based Fall 2008 — 7 summer workshop is the first step for the

Persichitte named new dean

or College of Education Dean Kay Persichitte, the move to the executive office after more than 30 years in education was a natural next step and an extension of her impact on generations of students. “When I thought about the deanship as an opportunity for leadership and an opportunity to have an impact on literally thousands of learners – because of the effect that this faculty has on graduate and undergraduate students and the impact that they will have on thousands of students in their careers – my decision was clear,” she says. Persichitte was already a familiar face in the college, on campus, and across the state when she assumed the deanship in July. Kay joined the faculty in 2003, as director of teacher education. In that role, she administered the Wyoming Teacher Education Program (WTEP), oversaw the Office of Teacher Education and led the college through its 2008 National Council for Accreditation of Teacher Education (NCATE) reaccreditation process. As director of teacher education, she played a leadership role in facilitating the redesign of the residency program for preservice teachers, collaborating not only with campus faculty but also with school district administrators, mentor teachers and other partners involved in the process. The resulting program “has transformed the residency experience for the students who are in those partner school districts,” she says. “The difference in the feedback that we’re getting – from mentor teachers, from our students, from district personnel, and from the principals who are hiring graduates coming from these programs is amazingly positive.” Building and maintaining strong ties to partners in the schools, the Wyoming Department of Education, colleagues in our community colleges, and on campus is a critical leadership responsibility, according to Persichitte. “We have a responsibility to stay connected, for the benefit of our students and to be accountable for the quality of teachers who will become the next generation of teachers in this state and others,” she says. “We also have a responsibility to model the kinds of leadership that we expect our graduates to demonstrate.” Representing the only public, four-year institution providing teacher preparation programs heightens both the potential to make a significant impact and the responsibilities for comprehensive service. “Being singular means that we have a lot of control of our own destiny,” Persichitte says. “It minimizes, to a large extent, our internal collaborations related to programs. But on the other hand, it maximizes our responsibility for collaboration with those other state partners and stakeholders in the P-16 system.” “The ultimate responsibility and accountability for the quality of our graduates is our own,” she adds. “We have a major commitment to quality control, as well as a major commitment to partnering and sharing.” 8 — UW College of Education

Dean Kay Persichitte

Persichitte acknowledges the college’s lead role in providing programs that meet Wyoming’s professional development needs and the challenges of doing so, particularly these associated with stafﬁng. “That is our greatest constraint at this point in our history,” she says. “Certainly, we have had amazing support at this institution and in this college from the state legislature and from our president and academic affairs to help us address these opportunities and challenges as best we can. But human resources are still a ﬁnite construct.” “This work is never done,” she adds. “As technologies change, as needs change, and as the demographics change in this state, these will always be issues for the College of Education and for the University of Wyoming. We continue to do our best to meet those challenges.” With the successful NCATE reaccreditation behind the college, our focus will shift toward a comprehensive assessment and review of our graduate programs. “All of our graduate programs offer opportunities for supporting and impacting learners and/or the learning environment in positive ways,” she says. “Many of our graduate programs hold tremendous potential to have critical impact on the leadership of public school settings.” The Blackboard

Wyoming team explores Bolivian geography, culture

ine Wyoming educators traveled to Bolivia this summer Travel was also a significant part of the group’s to explore the nation’s geography while building itinerary. Gribb provided background on the geography relationships with an international peer group. of Bolivia and South America. He also accompanied the The group included Bill Gribb of the UW Geography group as they toured the country. Stops at local landmarks, Department; Travis Duncan, social studies teacher at including the Jungas, a tropical ecoregion, and Lake Cody Middle School; Janet Ditto, kindergarten teacher Titicaca, provided context for the educator team as they at Jessup Elementary in Cheyenne; Adam Gericke, a prepared to meet and discuss local issues with their master’s degree candidate in history at the University of Bolivian counterparts. A visit to the American Embassy Wyoming; Erin Edwards, social studies teacher; Sonya also helped participants gain a wider perspective of the Wheeler, paraprofessional; Soledad Rost, librarian at Desert country. Middle School in Wamsutter; Sandy Leota, interdisciplinary “When we added the geographic component, and teacher at Star Lane Center in Casper; Mark Stansbury, we began to think about the impact of geography on civic Albany County School District science coordinator; David decision making, that really expanded all of our thinking,” Hardesty, ﬁfth grade teacher at Conestoga Carol Bryant, associate professor of Elementary in Gillette; Amelia Medina; secondary education, says. and Carol Bryant, Carolyn Taylor, and Experiencing the geographic William Medina-Jerez, faculty in the realities helped to enrich discussions, College of Education. particularly those leading to The trip was part of an ongoing peer development of Project Citizen educator exchange sponsored by the projects. Wyoming Partnership for Civic Education, “Understanding the impacts Wyoming Geographic Alliance, Wyomingof location and distribution on Bolivia Partnership and the University community-based problems expands of Wyoming College of Education. In how you think about a problem and addition, the Ruth Ellbogen Foundation its possible solutions,” Bryant says. provided stipends to support participant “You become focused not just on the travel and expenses. actions that you might take in regard Wyoming Project Citizen with to public policy, but what, from a c o o p e r a t i o n f r o m t h e Wy o m i n g geographic stance, might create the Department of Education provided Top: Travis Duncan, social studies problem initially.” training for the participants before they teacher at Cody Middle School, works Members of Educadores with a Bolivian educator on a Project departed Wyoming. Michael Fischer, para Democracia arranged tours and national director of Project Citizen at Citizen activity. conducted sessions on Project Citizen the Center for Civic Education, led Bottom: Three Bolivian educators in La Paz. Interpreters included the group through the basics of Project dressed in native apparel for a William Medina-Jerez and Amelia cultural performance that they shared Citizen, a portfolio-based civic education with their Wyoming partners. Medina, as well as students from curriculum that engages students and Simon Escuela Normal Superior, adults in projects that promote “competent and responsible undergraduates who are studying to teach English as participation in local and state government.” Participants a second language in Bolivia. Two of those students collaborate to research a public policy-based community had visited Laramie as part of an exchange during the challenge and develop a solution. spring of 2008. Two additional students will travel Once in La Paz, Bolivia, the Wyoming team partnered to Laramie in March to co-present a paper at the 13th with colleagues from Educadores para Democracia (Educators Shepard Symposium on Social Justice. Faculty in the UW for Democracy) to develop Project Citizen projects focusing on Department of Secondary Education are excited about community concerns impacting their Bolivian communities. continuing the work of the Wyoming-Bolivia Partnership For example, one project explored issues related to underage as one element of their focus on expanding international drinking. One of the challenges they needed to address: opportunities for College of Education students. the location of neighborhood schools near bars and other establishments that allow easy access to alcohol. Fall 2008 — 9

College of Education recognizes

EDITOR’S NOTE: A listing of award recipients for the 2008-09 aca

Undergraduate Scholarships Glennie Bacon Scholarship Makenzie Marshall Grace Thorson Brown Diane Cook Jennifer Jang Hanna Jennings Alyssa Ludemann Dyani Morris Veronica Zamora Mark Carson Trust Scholarship Brianna Carroll Krista Edwards Theresa Fernau Lindsay Grott Paul Schabron Edna Pendleton Cash Scholarship Josie Voight Erica Willoughby Tamika Wilson Mary M. & David H. Crum Scholarship Rebecca Renison Megan Salvador Virginia Davis Scholarship Caitlin Bohnenblust Christen Schumacher Delta Kappa Gamma Upsilon Chapter Recruitment Grant Tiffany Brutsman Sarah Honstein Katherine Moran Nicole Tottingham James Durkee Scholarship Jessie Atkinson Andrea Driskill John Masters Leah & Ken Grifﬁn Scholarship Kelly Carlson Johnna Jeffries Jessie Mae Halsted Scholarship Stacey Gray Suzanne P. Hoffman Memorial Scholarship Matthew Buchhammer Honor a Teacher Scholarship Tracey Hill Tiffany Lange Sean McGrath Jennifer Propp Misti Shepard James & Dorothy Hook Scholarship Rose Dunivent Wendy C. Jacobson Scholarship Catrina Bettencourt Orla V. Lamb Scholarship Evan Helenbolt

Aaron Merkin Everett Lantz Scholarship Aimee Stinson Robert & Jacqueline Malonek Scholarship in Education Trenton Agee Kadria Talbot Josephine J. McCue Scholarship Adrienne Easum Jennica Jones Sara McIntosh Jennifer Shelton Aubrey Thompson Keiji G. & Shirley S. Okano Memorial Scholarship RaeAnn Purdy Harriet Knight Orr Scholarship Ryan Gunderson Mildred Petrie Scholarship Brandon Bailey Chelsey Barkley Travis Hounshell Amanda Imig Sara Lyttle Erin McNamee Roxane Robbins Heather Robinson Emily Sorensen Jennifer Taufa Margaret Smith Powell Scholarship

Jamie McTee Mary Mead Steinhour Scholarship Karl Heimbuck Paul Stock Foundation Scholarship in Education Amber Baltes Naomi Couch Jenna Eklund Malinda Garcia Angela Lake Christopher Livingston Timothy Raymond Barbara Smetana-Spier Gordon & Reta Mae Tate Scholarship Keri Braunberger Lisa Gifford Caroline Sell George & Grace Shively Tupper Scholarship Kaelee Aegerter Rachel Feagley Brittany Poitra Haleh Torbaghan Nicole Walker Lura O. Wirick Scholarship Adrian Gross

Doctoral candidate Devin Harvey accepted the Clarence Jayne Scholarship at the annual College of Education scholarsip banquet in spring 2008. Dean Pat McClurg congratulated Harvey, a student in the Department of Adult Learning and Technology.

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s 2007-08 scholarship recipients

ademic year will be featured in the next edition of the Blackboard. Altamae Wynecoop Van Sant Merit Scholarship Ishmael Campbell Lacy Grott Jacob Sylte Laurence & Mathilda Walker Scholarship Maurisa Jensen James Zancanella Scholarship Jessie Atkinson

Graduate Scholarships & Awards Clarence Jayne Scholarship Devin Harvey Ione Gibbs Scholarship Janelle Kietzmann Johnna Nuñez Patricia B. Ferris-Hawley Scholarship Kimberlee Glassner Jerri Ann Jensen Katharine Schneider Lyle Miller Scholarship Vilma “Betty” Cardona Katharine Schneider William Shutts Arden White Scholarship Janelle Kietzmann Jody Mickelson Russell I. Hammond Scholarship Jayne Moehr Maurice Wear Scholarship Jayne Moehr Heather O’Neal-Morrison Tracy Ragland Ivan Willey Scholarship Donald Clucas Tracy Ragland Elizabeth Horsch Endowment Scholarship Carol Carlsen Paul Crips Selena Fabricius Sarah Larson Shawn McDougald Kirk Norman Andrew Pannell Tracey Sorenson Kathryn Stutheit Charles Woolwinne Sigrid See Endowment Scholarship Bree Arzy-Mitchell Stephen Bailey Carol Carlsen Clarissa Cole Paul Crips Michael Duffy

Julie Eakin Mary Eaton Darcy Eickhoff Selena Fabricius Sara Hiser Holly Hoffman Judy Kinney Patricia Kuberra Sarah Larson Cynthia Lindmeir Shawn McDougald Lori Nielson Kirk Norman Andrew Pannell Kerri Peil Charity Penn Charles Pollart Joe Price Tracey Sorenson Teresa Strube Kathryn Stutheit Carla Tarnecki Charlie Williams Virginia Wright Elnora Brooks Memorial Scholarship Misty Seyfang Kimberly Dolezal John K. Corbett Memorial Scholarship Kimberly Dolezal

Graduate/ Undergraduate Scholarships Leona & Jeanette Heptner Scholarship Jodi Bills Kimberly Dolezal Krista Edwards Cynthia Gruwell Randall Heiner Jerri Jensen Shawn Johnson Leann Kaiser Paul Schabron Katharine Schneider Shelly Shepherd William Shutts Shawna Smith Jessica Spehar Jason Tomich Josie Voight Bonda Zeller Benefactor Altamae Van Sant (seated) joined Dean Pat McClurg and two recipients of the scholarship named in her honor at the annual banquet. Joining Mrs. Van Sant for the evening were Lacy Grott and Jacob Sylte.

Fall 2008 — 11

ormer Associate Dean Michael Day greets College of Education staff members Michelle Hansen and Dorie Gallegos at a reception held in his honor. Day returned to the Department of Adult Learning and Technology faculty this fall after serving in the Dean’s Ofﬁce for several years.

enowned author Jonathan Kozol signed books for fans following delivery of the 2008 John P. “Jack” Ellbogen Symposium for Teaching and Learning. Kozol spoke for more than an hour to a near-capacity crowd in the Education Auditorium.

athy Collins Block, right, led two keynote presentations during the first University of Wyoming Literacy Education Conference, held in Laramie in September. Jim Baumann, Wyoming Endowed Literacy Chair, coordinated the event, which targeted K-12 educators across Wyoming. 12 — U W C o l l e g e o f E d u c a t i o n

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Recent WTEP grads working in education, Wyoming

ecent graduates of the University of Wyoming Teacher Education Program (WTEP) not only found jobs in their field, many ended up in an in-state classroom, according to a summer 2007 survey. Among respondents, who represented the classes of 2005 and 2006, 82.3 percent reported employment as teachers – up from 72.7 percent reported in a 2005 version of the survey. Of those teaching in 2007, 84 percent were working in Wyoming school districts. Another 8 percent found jobs in nearby Colorado. This is great news for both UW College of Education graduates and the state’s PK-12 schools, according to current Dean and former Director of Teacher Education Kay Persichitte. “Not only are we keeping more of them in teaching to begin their careers, but we’re keeping a significantly higher percentage in Wyoming as teachers,” she says. “They’re leaving our program and they’re taking jobs as teachers, at least for those who responded to our survey.” Graduates’ overall satisfaction with their preparation remains high: 81.9 percent report feeling adequately, well- or very well-prepared for their first teaching jobs. “We are always interested in making sure that we are adequately preparing our graduates to be effective teachers in the classroom,” Persichitte says. “We certainly expect that the large majority of our graduates will be adequately or better prepared, across the board. We’re meeting that expectation, in every one of the items that we’re addressing in this survey and identifying some areas where we can improve.” Most of the graduates’ employers report that WTEP graduates are at least as competent in the classroom as peers who completed other teacher preparation programs – 85.7 percent of their principals reported that UW graduates’ performance was “as able,” “more able,” or “significantly more able” than others with similar lengths of experience.

Graduates continue to note two perennial concerns about their perceived preparation for a teaching job: classroom management and special education. All WTEP preparation programs address these professional areas, Persichitte says, but first classroom experiences usually raise anxiety as new teachers face a wide range of student needs. “There is a novice perception that every classroom has average students and that extremes on either end don’t exist,” she says. “Extremes on either end do exist, across the board, in every classroom. Your ability to deal with those special needs and circumstances, both at a content level and from the classroom management side, is critical.” Recent program revisions made to strengthen teacher preparation included the addition of a required special education course—EDEX 2484, “Introduction to Special Education”– to supplement an integrated approach that addresses special needs issues across multiple courses. An emerging concern identified by principals, one that Persichitte says is growing nationally, relates to novice teachers’ ability to use student data to drive instructional decisions. Anticipating an increased need for enhancing graduates’ skills in this area, WTEP faculty and administrators replaced a course on quantitative reasoning with a new required course (EDST 3550, “Educational Assessment”) in the fall of 2005. The new course emphasizes the analytical and decision-making skills that teachers need in today’s educational settings. Two common themes emerged in an openended question about strengths of the WTEP. “There is a continued reporting from our graduates about the strength of the field experiences throughout the program and about the quality of the faculty,” Persichitte says. The Wyoming Survey & Analysis Center conducts the biennial survey for the College of Education. The next survey of graduates and their principals is scheduled for summer 2009.

Fall 2008 — 13

Photovoice Project combines photography, advocacy

elping young people and parents tell their stories Being able to tell those stories without someone else’s through the camera lens, and using those stories to raise interpretation is critical, according to Karen Robertson, a public awareness of children’s mental health issues, are the doctoral candidate who is completing a dissertation based on dual goals of an innovative University of Wyoming research a portion of the SAGE project. project. “So often, we The Wyoming are prescribing SAGE Photovoice how others should Project, led by perceive/feel/think Associate Professor of about something,” Counselor Education s h e s a y s . “ We K e n t B e c k e r, i s don’t really allow an initiative of the the creative, Wy o m i n g S A G E powerful part of (Support, Access, each individual to Growth, and emerge. Photovoice Empowerment) allows that to System of Care, occur.” funded by a six-year Living with the system of care grant labels assigned to from the United them by others is States Substance a major challenge A b u s e M e n t a l Counselor education faculty member Kent Becker (right) shares insights into one for many of the H e a l t h S e r v i c e s of the student-created Photovoice displays with College of Education colleague youth participants, Jeasik Cho during the project’s recent exhibition on campus. Administration. according to The project uses Photovoice, a technique that “combines Becker. equal parts photography, research, group process, storytelling, “They tend to be stereotyped and stigmatized – often social action, and development of awareness of personal and in school – as troublemakers or loners,” he says. “Some have community issues,” according to Becker. been in the system for awhile, and some cannot succeed based Participants in the Wyoming SAGE Photovoice Project on those external rules.” work through a multi-week process that begins with basic Participation in the Photovoice Project provides these photography lessons and concludes with personalized young people with alternative roles, mostly unfamiliar to displays featuring photos and narratives that describe their them: photographers and storytellers, team members and experiences. researchers, and social activists and leaders. The Wyoming SAGE project is grounded on the premise For some of the young adults who participated in that the young people who have lived at the edges of what the project, the “social activist” role comes to life as they schools and society deem normal are best able to explain their participate in public presentations and forums, where they experiences. Some have lived in foster care. Some have been have opportunities to share their stories with community placed in institutions designed to serve troubled youth. Many members and policy makers. Some will join Becker have struggled in school. for presentations at national conferences. One of those “Many of these youths have had more than their share of conferences includes youths and parents interested in public experiences living in a box, or being put within a box – what’s education and policy change. Introducing Photovoice as expected, what are the norms, what does society say is okay a powerful advocacy tool, and helping to bring it to other and not okay,” Becker says. “Many have been the recipients communities, is a potential outcome of this national outreach of a fair amount of trauma, and they have safety and trust by Wyoming project participants. challenges. For them to really do well in life, to fully meet continued on p. 19 their potential, the boxes are too conﬁning.” 14 — U W C o l l e g e o f E d u c a t i o n

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NEH grant explores West’s role in women’s suffrage

early 80 teachers and librarians from four nations traveled to Wyoming this summer to explore why women’s suffrage took root first in the West during two sessions funded by the National Endowment for the Humanities Landmarks of American History Workshop for Teachers grant. The workshop also considered contemporary issues related to Wyoming women. “Women’s Suffrage on the Western Frontier” drew educators from 25 states, Kyrgyzstan, Tajikistan, and Kenya. Teacher participants in this summer’s “Women’s Suffrage on the Western The Wyoming Humanities Council Frontier” workshop gain experience analyzing primary sources during a visit and University of Wyoming College to South Pass City, Wyo. of Education co-hosted the weeklong workshops. driver involved in the relocation of the Carissa Mine. Participants kept one research question in mind as they “It was an important case study, in relation to women’s toured historic sites, listened to lectures, and used primary suffrage, because this was a woman who could make a much documents, according to workshop co-project director and better living by doing ‘man’s work’ than doing some of the associate professor of secondary education Carol Bryant. more traditional kinds of things,” Bryant explains. “The question that we were attempting to answer is Additional stops in Medicine Bow, along the Oregon why women’s suffrage took place in the West before it took Trail, and the Wyoming State Capitol expanded teachers’ place in the East,” she says, noting, “Wyoming was the appreciation for the American West and the impact on our first territory and then the first state to grant full women’s nation’s development, roles that frequently have been suffrage.” invisible. Participants traveled to central Wyoming to tour the “As people from urban areas travel across Wyoming, South Pass City Historic Site. The bus trip was narrated they get a sense of history as a living thing,” Bryant says. by Phil Roberts of the UW History Department and Frieda “They begin to understand what it meant to establish a Knobloch of the UW American Studies Department. While life – at least for European Americans – in this part of the there, they learned about the history of the town, former world. That sense of expansiveness and landscape is one resident Esther Hobart Morris, and their respective roles of the most powerful sorts of things that comes out of this in granting women the right to vote. Site superintendent program. Participants made an emotional connection that Joe Ellis, curator Jon Lane, General Store manager Smith they may not have made otherwise.” Sherlock, and staff member Susan Layman also discussed After returning to Laramie, UW American Heritage historic preservation and shared primary sources available at Center staff members Carol Bowers and Rick Ewig led the site, including a collection of photos documenting the workshop participants in an exploration of the facility’s lives of former residents. extensive archives of women in the 19th century West. David Wrobel, chair of the History Department at Master teacher David Peterson from Sheridan Junior University of Nevada Las Vegas, shared perspectives on High assisted teachers with lesson plans and strategies for travel in the 19th Century American West, based on his integrating this experience in their teaching. book, Promised Lands: Promotion, Memory, and the Creation of During a reception hosted by Weldon Tuck at the the American West. Wyoming House for Historic Women, the group learned Participants also accessed a case study of a woman truck continued on p. 19 Fall 2008 — 15

Seven join College of Education faculty

he College of Education welcomed five new tenure-track and in-service teachers. Craig holds a Ph.D. in instructional faculty members and two new academic professional technology from the University of Georgia. lecturers this fall. Stephanie Slater is a secondary Cliff Harbour joins the College education faculty member and an of Education faculty this fall as an outreach affiliate faculty member in associate professor in the Department the UW Science and Mathematics of Adult Learning and Technology. Teaching Center (SMTC). She is Cliff’s early teaching assignments completing her doctorate in teaching include three courses: “Planning and and teacher education, science Evaluation of Instructional Systems,” education, from the University “Community College,” and “Issues of Arizona. Stephanie’s initial in Higher Education.” He holds an teaching assignments include Ed.D. in adult and community college “Science Methods I,” “Astronomy education from North Carolina State for Teachers,” and “Geology as Stephanie Slater University. Cliff’s research interests Cliff Harbour Inquiry.” Research interests include include community college education, spatial reasoning as it applies to learning science content and to the process of conducting institutional accountability, and inquiry and preparation of pre-service teachers in both institutional ethics. education and content-area courses. Don McGinnis joins the Tim Slater joined the College of Education faculty Department of Educational Studies in August, as the first University this fall as an academic professional of Wyoming Excellence in Higher lecturer. He holds a master of arts Education Endowed Chair of Science degree in education administration Education. He is the first faculty member from Colorado State University. Don’s to hold this legislatively funded position. teaching responsibilities include Slater is collaborating with curriculum sections of “Teacher as Practitioner” and instruction faculty to develop a and “Residency in Teaching.” Research unique Ph.D. program that will provide interests focus on effective teaching opportunities for graduate students to and accountability in education. conduct research on the teaching of earth Kevin Roxas joins the College and space sciences education. He holds of Education faculty this fall as an Tim Slater Don McGinnis a Ph.D. in geological sciences from the assistant professor in the Department of University of South Carolina. Research interests include Educational Studies. He holds a Ph.D. in curriculum, teaching, and educational challenges in teaching and learning astronomy and earth policy from Michigan State University. science, and effective models in preparing high school science Roxas’ classroom responsibilities teachers. Jim Verley joins the Department of Elementary and include teaching sections of EDST 2480, “Diversity and the Politics of Early Childhood Education as an Schooling.” Kevin’s research interests academic professional lecturer. Jim include: education of immigrant and holds a Ph.D. in curriculum and refugee children, urban education, the instruction from UW. His teaching social contexts of education, and the responsibilities include sections of “Elementary Math and Science sociology of education. Craig Shepherd joins the College Methods” as well as math seminars. Kevin Roxas Jim’s research interests focus on of Education cross-disciplinary education, the faculty this fall as value of education at the postan assistant professor in the Department secondary level, and astronomy of Adult Learning and Technology. Craig’s Jim Verley education. initial teaching responsibilities will focus on a core class in the Wyoming Teacher Education Program, “Teaching with Technology.” Research interests include the use of Internet tools to facilitate Craig Shepherd personal inquiry and reflection among pre16 — U W C o l l e g e o f E d u c a t i o n

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NCATE continued from p. 1 ◆

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Providing experiences for the UW College of Education students to work with diverse faculty, an area that was cited for improvement during the 2000 review. Active engagement in professional service across international, national, state and local levels. Evaluators commended the number of editorships held by UW faculty members and the number that hold elected ofﬁces in their ﬁeld. Collaboration throughout the university and state. The College of Education was cited for its work with Wyoming community colleges, the Professional Teaching Standards Board and cross-college collaborations including concurrent majors.

Effective use of ﬁscal resources, including an innovative funding model for student teaching in partner school districts. ◆ Renovations to college facilities. Classroom upgrades, videoconferencing capabilities and the latest in digital clinical technology used in the Counselor Education Training Clinic received high marks. ◆ Access to exemplary instructional technologies. Support for students and faculty and also for the college-funded digital database for managing assessment was noted. The next NCATE reaccreditation review is scheduled for spring 2015. ◆

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College of Education Quick Facts ◆

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As of fall 2007, the College of Education had a total of 301 master's students and 158 doctoral students enrolled in our six graduate programs. At the same time, we had 60 full time faculty, for a ratio of about 7.7 graduate students per faculty member. In fall 2008, 271 students are enrolled in pre-service methods classes and planning to do their residency experience in the spring. Of this number, 160 students are in elementary education (including 47 elementary education students enrolled at the University of Wyoming/Casper College Center), and 111 are in secondary education. Secondary students are in the following content areas: Agriculture (4), Art (11),

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English (22), Mathematics (24), Modern Languages (5), Science (16), and Social Studies (29). There are also eight students who will be doing residency in other states and two who will be going to Guatemala. 42 percent of Wyoming school districts (total equals 48) belong to the Wyoming School-University Partnership, Partnership districts represent 17 of 23 counties. Total PK-12 student population served by the Partnership = 74 percent. The Wyoming School-University Partnership supported 2007 Wyoming Reads My Antonia projects in 10 county libraries. Fall 2008 — 17

Investing in education through charitable gift planning

here are several ways you can invest in your own ﬁnancial future while supporting the UW College of Education. Charitable gift options such as charitable remainder trusts and charitable gift annuities generate income for you and your spouse during your lifetime(s), and upon your passing or a term of years, generate income for the program you designate at UW. With both of these gift options, state matching funds can be secured when the gift to establish the trust or annuity is at least $50,000 and the UW Foundation is named as the irrevocable trustee. A charitable remainder trust, for example, allows you to donate assets to establish a trust with the UW Foundation. The assets in the trust are invested and you (or your designee) receive annual payments based on the term of the trust agreement for your life or for a term of years. You may also receive tax beneﬁts including income tax savings

and capital gains tax avoidance. Upon your death or at the end of a term of years, the trust supports the program or department you designate in the College of Education. Traditionally, the impact of a planned gift such as a trust or annuity is not realized until well in the future. However, in Wyoming, the state match makes it possible for your gift to go to work right now for the College of Education and its many worthwhile programs. Charitable remainder trusts and gift annuities are just two ways you can help our students, faculty, and programs while you also invest for your own future. To learn more about planned gifts and the State Matching Gifts program, contact Sarah Mathews in the College of Education at smathews@uwyo.edu or (307) 766-2088 or visit the UW Foundation planned giving website at uwyo.giftlegacy.com. As with all charitable gift planning, you should also speak with your personal ﬁnancial adviser.

Agran edits major special education journal

artin Agran, professor and head of the University of Wyoming Department of Special Education, recently was appointed editor-in-chief of the scholarly journal, Research and Practice for Persons with Severe Disabilities. His three-year term begins with the fall 2008 issue. TASH (formerly the Association for Persons with Severe Handicaps) publishes the quarterly journal. Agran’s affiliation with TASH spans more than a quarter century. As a graduate student, he says, he dreamed of publication in its journal. That dream has been fulfilled many times over the years, with multiple article credits to his name. Assuming the editorship is a natural extension of his service to TASH and to the special education discipline, he says. Bringing this highly respected, refereed journal to UW is expected to increase the visibility of both the department and the UW College of Education. It provides “a presence that we just didn’t have before,” Agran says, increasing the College of Education’s visibility with potential students and faculty. Moving the journal to UW also brings an additional position, managing editor, which will be filled by either a graduate student or publications professional. Agran will manage a team that also includes six appointed associate 18 — U W C o l l e g e o f E d u c a t i o n

editors and 65 editorial board members. Research and Practice for Persons with Severe Disabilities addresses a broad range of educational, service, and quality-of-life issues impacting individuals with severe disabilities of all ages. Articles cover three major categories – experimental studies (quantitative research), qualitative/interpretive studies, and position papers. The journal is known for its rigorous article selection process – only 30 percent of submissions see print. However, Agran takes pride in the quality and usefulness of feedback provided to everyone, including those rejected for publication. Agran says that, as an organization, TASH has been very progressive in advancing social justice, inclusion, and equity initiatives, and Research and Practice for Persons with Severe Disabilities has had an integral role in validating practices that support these initiatives. These are all initiatives that he intends to continue. The Blackboard

Photovoice continued from p. 14

“Member presentations to professional and community groups are part of a broader secondary goal of the SAGE Photovoice Project: raising public awareness, increasing community participation, and effecting change in public policy impacting children’s mental health services,” Becker says. For example, representative proﬁles were displayed during the 2008 Wyoming legislative session, offering rich opportunities to provide policymakers with different ways to view children’s mental health challenges. Participants experience the transformative power of being able to ﬁnd and use new ways to share what they have

experienced, giving them new tools for coping and succeeding in life. “If you can teach a child to reach out in some way, and communicate what they’ve been through, you’ve taught them a healthy way of dealing with life’s hard issues,” Robertson says. “Hopefully, they will learn that that is how you can deal with a lot of hard stuff, rather than through addiction or violence.” For more information on the Wyoming SAGE Photovoice Project, or to view sample projects, visit the project website at: www.photovoicewyoming.com.

NEH grant continued from p. 15

about several figures who helped to advance women’s status in the country, including Eliza Swain, the first woman to cast a vote. Participants also attended a reception in Cheyenne, hosted by Wyoming State Auditor Rita Meyer, and a reception on campus, hosted by the UW Office of Academic Affairs. The workshop was co-directed by Marcia Wolter Britton, director of the Wyoming Humanities Council, and coordinated by Sheila Bricher-Wade. Visiting scholars included Kathy Jensen, UW professor emeritus, and

University of New Mexico history professor Virginia Scharf. Reception speakers included Mike Massie, Wyoming Senate; Milward Simpson, Wyoming State Parks and Cultural Resources; Kay Persichitte, College of Education; and Sara Axelson, UW Ofﬁce of Student Affairs. Significant program support was provided by the South Pass City State Historic Site, Wyoming State Parks & Cultural Resources Ofﬁce, the UW American Heritage Center, and the UW Departments of American Studies and History.

Merkin continued from p. 5

“It was so rewarding,” he says. “Every day, I woke up and actually wanted to go to work. Every day was different, every child was different.” Aaron moved to Laramie in the summer of 2006 and enrolled in the elementary education program. Student Wyoming Education Association (SWEA) adviser Deb Parkinson played a pivotal role in helping him get acquainted with his new program and his peers. “She was the one who encouraged me, when I first moved here from Chicago, to not only get involved with the program (SWEA), but to run for an office,” Merkin says of Parkinson. Merkin joined UW’s SWEA chapter and took on increasingly responsible positions. He expanded his leadership to the state organization. He was first elected state student president in May 2007 and was recently re-elected to a second term. As student WEA president, Merkin sits on the Wyoming Education Association (WEA) board of directors.

“You learn all about the educational issues of Wyoming, good and bad,” he says of the WEA board. “It’s so informative, and the people you meet there are from all around the state.” Merkin’s service extends to the national level as well. Last year, he was appointed to the nine-member Student NEA Advisory Committee, a group charged with addressing a range of needs impacting the NEA’s 60,000 student members and the chapters that serve them. Merkin acknowledges strong support from many different sources -- including former College of Education Dean Pat McClurg, WEA student program coordinator Jason Mincer, and WEA President Kathryn Valido – as critically important to his preparation for a classroom teaching career. After graduating in spring of 2009, Merkin plans to enroll in the college’s master’s program in special education.

Fall 2008 — 19

College of Education Dept. 3374 1000 E. University Ave. Laramie, WY 82071

Non-Proﬁt Organization U.S.Postage PAID University of Wyoming

Change service requested

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