School of Education - Year in Review - 2022

The Practice of Hope

The Dean’s Message

The practice of hope

Schools are spaces that touch every aspect of society. They maintain the safety, wellbeing, hurts, hopes, aspirations, and joys of the individuals with whom they are in community. Schools serve people from all walks of life who hold rich stories of strength and hope that only they can tell.

In this moment we are asking ourselves different questions about the stories we create for those who will come after we have left our mark, because we are existing in different times. The context we are living in does not include a template or playbook from which to work. Very rarely do new circumstances emerge that affect everyone on such a large scale and in so many new and unimagined ways. Throughout history, many generations never experienced what we are living through at present in the form of a global pandemic and all it has brought with it.

What are we doing at this moment in time of such uncertainty? It is said that our true character is shown throughout times of stress and difficulty; we can run toward what is occurring to help others, we can freeze on the spot and do nothing, or we can run away and hide. My beloved friend and mentor, author and teacher Dr. bell hooks, spoke often about the importance of being active participants in the act of learning. When reflecting on teaching and learning, she preached love and championed truth. I often wonder about how the way we move through the world reflects what she so passionately conveyed to all of us. We possess the ability to ask new questions and do innovative work around hoping and believing with and for one another. Doing so is a central part of our Jesuit tradition — we are not asked to do what is easy, we are asked to do what is right.

We can create a new language to speak with one another without hate or anger, but instead with love and compassion, allowing us to constructively engage with the world.

We cannot make climate change, systems of oppression, or pandemics go away in the blink of an eye, or wish them away by ignoring them. We can, however, ask tough questions and do the work of transforming the unimaginable to the good, to what is right, to what is hopeful and promising.

The School of Education engages in practices of hope every day, by working in schools and community agencies, and collaborating with our GU partners. We also generate hope by offering resources that do not carry a price tag because their worth cannot be measured. As an example, during the last academic year alone, students and faculty provided more than 95,000 hours of service to local schools and community agencies.

That translates to stronger academic and emotional support for the local community. The impact of hope, when working with and for one another in community, is multiplied in ways we may not see the entire scope of for many years to come. We are committed to planting seeds and doing the work of practicing with love for others so that we can always bear witness to the act of hope.

Yolanda Gallardo, Ph.D. Dean, School of Education

“Love is an action, a participatory emotion…This is why it is useful to see love as a practice.”

hooks, All About Love: New Visions

We Can Solve Homelessness

alumnus Rob McCann, Ph.D., (’06), CEO of Catholic Charities, spoke as part of the

Dialogue

the root issues

to

in

McCann referenced

metaphor that Catholic Charities

as lifeguard, saving people from drowning in the river. Catholic Charities would never walk away from somebody drowning, but why have so many people fallen into the water to begin with?

One of the key issues for McCann is how we talk about homelessness. Catholic Charities has a 93% success rate of moving homeless individuals back into housing, but the media tends to focus on the 7% that fail. The numbers show the program is undeniably successful but that is not enough for McCann. He questions why we continue to support systems of intergenerational poverty and homelessness. “We must choose to combat the systems that keep it going,” he said.

In Spokane, it can cost between $50,000 and $250,000 to police, jail, and hospitalize a homeless person or $7,000 to house them through Catholic Charities. McCann underscored that this is a solvable issue if we shift our focus to root causes instead of treating surface level symptoms. Many people suffering from homelessness have underlying mental health issues, substance abuse issues, or untreated childhood trauma. McCann suggested that building more mental health, substance abuse, and childcare facilities would be part of the solution.

When people encounter homelessness, it makes them uncomfortable. McCann explained how he deals with angry conversations surrounding homelessness. Often, these people simply need space to empty their tanks and he lets them. After deescalating the situation, he has a calm conversation with them about homelessness. He said, “You may not change their mind but at least you have a conversation.”

“When you fight on behalf of the poor and vulnerable, controversy hunts you like a pack of wolves.”

- Fr. Oscar Romero

Congratulations to our first graduates - School Psychology (’21)

The School of Education’s (SOE) first class of degreed school psychologists graduated in spring 2021 and will join the frontlines of K-12 schools at a time when the demand for their expertise is high, in Washington and nationwide. Graduates have invested three years in earning the degree –two years of academic work followed by a yearlong, 1,200-hour internship leading to national certification in the field.

“School psychologists work to address community needs, particularly the mental health needs of K-12 students,” said Joseph Engler, Ph.D., associate professor, and school psychology program director. As society has grown more complex there is greater awareness of how the social, emotional, and behavioral well-being of young people impacts their academic success, he explained. To combat these pressures, school psychologists work directly with students in counseling settings, run

small-group counseling sessions, conduct assessments for special education programs, and facilitate training for teachers and staff.

For Jenna Finnerty (’16, ’21), the degree was the perfect intersection between her interests in mental health and education. “There’s lots of self-reflection in a degree program focused on mental health and brain development, and we can’t advise others without it. I learned so much about myself over the course of this program.” School psychology facilitates one-on-one interactions which reminds Finnerty of why she is there: “I want to make a broader impact.”

Emily Smith, (’18, ’21), echoed praise for the distinctive and engaging approach she and her classmates received. Smith, who earned an undergraduate degree in sociology and psychology from Gonzaga – said the values of the program align with her own. Her own diagnosis of AttentionDeficit Hyperactivity Disorder (ADHD) in the fourth grade made her feel there was something wrong with her. “I want to work with families and change the perception of what a disability is. It’s a label, of course – everyone learns differently, and people adapt differently. I want to work in a system that changes the negative lens around a disability.”

“We are so proud to see this group of graduates complete their degree programs successfully and look forward to their meaningful service to students, families, and communities,” said Yolanda Gallardo, Ph.D., SOE dean.

Engler said he was proud of the graduates. “This class was thoroughly invested and engaged to help build strong community partnerships, and to embody the goals of the program. Each one is so committed to our kids. I couldn’t imagine a better first class of school psychologists!”

Editor’s Note: Centering the Hope

COVID-19 has launched a new era of hope into our stories.

As the events outside of the School of Education (SOE) become more influential, we are looking for new ways to better prepare our graduates for the classroom and to be compassionate about the injustices that have occurred.

This publication is a journey to the hopeful stories of the SOE and brings them into the center of conversation.

These stories are important because they apply outside of the SOE. I have learned that good teachers are adaptable, practice empathy, and are storytellers who encourage learning through the lens of identity. When I started to learn about the Pedagogy of Hope framework, I had no idea I would go on to use that framework in my first event as a resident assistant. My residents chalked the names of Black, unarmed victims of police brutality in efforts to foster dialogue to promote change and awareness. Now, in my last year as co-editor, I know these stories have changed me forever and I will always be looking for ways to find the hope in what I’m doing. The stories from the SOE publication have enriched all our lives by documenting powerful insights from across the School. Gaining knowledge with compassion, care, and commitment, the stories will continue the mission of centering the impact of hope.

Ángela George (’22)

Honors Program, Computer Science, Resident Assistant, and Co-Editor of the Practice of Hope

“This class was thoroughly invested and engaged in building strong community partnerships. Each one is so committed to our kids. I couldn’t imagine a better first class of school psychologists!” Joseph Engler, Ph.D.

Hope Dialogue: Disrupting Us vs. Them

In a lecture-style webinar, educator, author, speaker Erin Jones led School of Education (SOE) students and faculty through her life story. Over 26 years, she has taught in a variety of environments, and in some of the most diverse communities in the nation. She has received a multitude of awards and honors: the Most Innovative Foreign Language Teacher in 2007, and “Champion of Change” by President Barak Obama at the White House in March 2013. Adopted and raised by white, Scandinavian-American parents in Minnesota and the Netherlands, Jones’ family faced backlash for adopting a Black baby. Because of the discrimination she faced growing up, Jones felt called by her intersectional identity to be a bridge for understanding. She believes she was put on this earth to advocate for black and brown children in America while also facilitating dialogues for change.

Jones asked participants to do three things: 1) express gratitude, 2) be brave, and 3) push through the discomfort to ground themselves in the conversation.

“Safe spaces are never going to be safe for everyone,” she noted.

Furthermore, to make change meaningful

some people will feel uncomfortable. Jones advocated for “brave spaces” where meaningful work can be done with the understanding that participants are there to learn and continue the work into the future. Jones shared her experiences with racism, self- doubt, and finally finding community in her life. She made it clear that her path to educating others is not for everyone. It is hard work that should not be required of every black or brown person to facilitate.

Dean Yolanda Gallardo began the Q&A portion with a strong affirmation that, “We have to have these conversations; it is our moral imperative.” The conversations that Jones and Gallardo are calling for require active engagement and carrying forward the lessons learned. With gratitude, bravery, and commitment, we will continue the path toward community and healing.

A Word About the Office of a Pedagogy of Hope through Research and Practice

Unquestioned practices, within the classroom and society as a whole, contribute to issues that have been discussed for decades within the institution of education. Institutionalized practices such as the school-to-prison pipeline and the achievement/ opportunity gap, for example, affect minoritized students as early as the first day they enter school. In like manner, the classroom situated within the university is a space that is complicit in perpetuating the social reproduction of inequity for marginalized populations if it does not function as a principal actor in transforming the institution of education and the ways in which systems of oppression thrive and operate.

As with many K-12 classrooms, faculty within university classrooms (often with the best of intentions) can engage in practices that are a) unresponsive to the needs of marginalized students, b) lack a variety of perspectives or lenses through which their curriculum can be interpreted, and c) omit concepts or information, which further aids in the perpetuation of implicit bias in both theory and practice. Therefore, faculty within the university setting need to have a space in which they can engage with questions and conversations around how their professional practice can go beyond the surface and instead reflect a critical pedagogy where students are taught to read the world through particular conceptual lenses and apply their understanding in ways that interrogate systems of oppression.

The School of Education’s Office of a Pedagogy of Hope through Research and Practice provides an avenue where faculty, staff, and students can engage with critical questions that will change curriculum, practice, and relationships. The goal of the office is geared toward enhancing existing partnerships with organizations both on and off campus so that learning and acting with and for one another is a true community experience.

This newly created office within the School of Education is an extension of the Gonzaga University ethos that claims the importance of questioning systems of oppression, since it is founded upon values that are centered on and support the “commitment to the dignity of the human person, social justice, diversity, intercultural competence, global engagement, solidarity with the poor and vulnerable, and care for the planet.” Drawing from this mission, the office seeks to include community members as co-teachers, co-creators, and co-authors of transformation in a variety of settings – most importantly, the school.

New faculty

Four new faculty joined the School of Education in 2021. They are highly qualified, knowledgeable and energetic, and bring innovative ideas to our school and students. They answered these questions.

1. Why did you choose Gonzaga and how do you plan to incorporate the Gonzaga mission into your work?

2. Do you have any tough ways to engage your students with hope?

O’ BRIEN

NNISSISCO TAYLOR

3. What did you hope to be when you grew up?

ERIC PITMAN

Deborah O’Brien, Ed.D.

Assistant Professor, Educational Leadership

1. Gonzaga and the School of Education provide a place for me to connect my years of work in the field of education to an organization that is committed to developing the whole person. The opportunity to infuse Gonzaga’s mission into leadership programs means the leaders we educate today may in turn lead our K-12 world with this same set of values.

2. Although it can be uncomfortable, leading with inquiry helps our learners to develop provocative questions and dig deep for the answer concerning educating all students. Tough questions create environments where people build the capacity to listen for understanding, and the patience to allow answers to develop collaboratively instead of within a hierarchy.

3. I always hoped to be a teacher!

Dennis Sisco-Taylor, Ph.D.

Assistant Professor, School Psychology

1. I came to Gonzaga for the opportunity to be a part of the relatively new school psychology program. Taking part in developing a new training program in school psychology and helping train the school psychologists of the future is a tremendous honor for me.

2. I integrate real-world examples in my lessons where students are asked to identify potential solutions for the real-life problems’ children face in schools. I also challenge students to identify the positives in situations that seem overtly negative.

3. I wanted to be a sports journalist. I was always keeping track of sports news and statistics and would always find myself in lively sports debates.

Eric Pitman, M.S.

Lecturer, Kinesiology and Sport Management

1. I applied to Gonzaga with ambitions of a full-time lecturer career and to eventually guide undergraduate research. I incorporate the Jesuit/Humanistic values by reminding students that we are here to improve quality of life and provide social justice.

2. The students expect to learn technical content, but also apply the lessons to improve quality of life for themselves and others. Moreover, I engage hope this semester for student success.

3. When I was a kid I wanted to be a constable. Graduating with my bachelors, I wanted to be a full-time trainer with a townhouse rental on the beach. Finishing graduate school, my focus shifted to a lecturer and I am proud to be a full-time faculty member.

Jenna Rabe, M.A. Lecturer, Special Education

1. My background in training and teaching Applied Behavioral Analyst (ABA) clinicians created a passion for teaching, but also for ethics. I was inspired by Gonzaga’s mission and the focus on service across campus. I always had a strong sense of social justice and believed in advocacy.

2. Working in applied behavior analysis or with any vulnerable population can be stressful. Hope is a very powerful motivator. Sometimes the work we do can feel impossible or never ending. We work within imperfect systems amongst humanity. However, hope helps us find a common ground and pushes us to continue working towards that goal. Humor is my favorite medicine!

3. When I was young I wanted to be a comedian or lawyer.

95,000 hours in action

Across all programs in the School of Education, faculty and students spent more than 95,000 hours in field experiences, internships, clinical settings, and student teaching during the 2020-2021 academic year.

These hours are more than requirements for a degree. They demonstrate the breadth and depth of serving our partners in the Spokane community.

Joe Engler, Director

Ed.S. in School Psychology program.

The School Psychology program partners with several districts in Spokane County to support practicum and internship candidates as well as the delivery of psychoeducational and mental health services to local communities. One partner site, Medical Lake School District (MLSD), has hosted two practicum candidates and one fulltime intern to serve its 2,002-student district, inclusive of Fairchild Air Force Base (FAFB), in eastern Washington.

Practicum candidates and school psychology interns serve the district in a variety of capacities which span the ten domains of school psychology practice set forth by the National Association of School Psychologists.

The work of school psychology graduate candidates and full-time district psychologists varies between direct and indirect services. Direct services include individual/ group counseling, crisis intervention, psychoeducational evaluation, and direct behavioral or academic support; indirect services involve consultation/collaboration.

Interns spend four days serving in their schools; the other day is devoted to collaboration with other district psychologists, professional development, district-level committee work, and group consultation with other graduate candidates delivering services in the district (school psychologists, mental health therapists, and social workers).

Practicum candidates and interns from Gonzaga’s School Psychology program bring competence, leadership, and a heart for service to MLSD that is invaluable to the community and essential in supporting MLSD’s holistic wellness program. Meanwhile, graduate candidates receive opportunities, challenges, vast exposure, and professional growth to help shape their futures as socially responsive and discerning practitioners who indeed live out the mission of the School of Education - and the mission of a school psychologist - every day.

Nichole D. Barta, Ed.D., Director Director, Kinesiology Program

Kristen Kavon, M.A.,

Manager of Activity Programs at Gonzaga

During the last academic year, 110 Kinesiology, Sport Management, and Masters in Sport Athletic Administration students completed internships resulting in over 13,000 hours of field related to prospective career interest areas.

The experiences took place locally and across the nation in New York, Texas, Colorado, and Rhode Island, to name a few. Our students interned across a variety of careers within Kinesiology and Sport Management, from training rising Olympic athletes to working in NCAA athletic departments; major and minor league sports organizations in baseball, soccer and hockey; and grassroot and non-profit organizations that promote sports and activity within the community.

Organizations rely on our department interns to keep their operations running smoothly with best practices. Long-standing relationships with these organizations and agencies often result in jobs for students. The pandemic landscape offered our students many unique opportunities to adapt and adjust as well as apply what they have learned in the classroom to the real world, but also to wear many hats as organizations worked hard to navigate an ever-changing new normal.

In Spring 2021, students from Kinesiology & Sport Management in the Elementary Physical Education Methods course delivered 20 hours of physical education classes to students at Trinity Catholic School. Trinity does not have a physical education teacher, so the Gonzaga Kinesiology program has a unique opportunity to deliver a field experience and service project to the school that helps their students develop greater motor competence with the goal of engaging in regular physical activity. The professor and students collaborated in designing and teaching developmentally appropriate physical education lessons for the Trinity students.

Throughout the project, observations and assessment data are collected to plan the lesson for the next week over an eight-week period.

The Gonzaga Kinesiology students improved their teaching skills while the Trinity students improved their motor skills thus improving their overall wellness through this commitment to serve where we are needed. This relationship has been in place for over 20 years, with different iterations, and has impacted relationships as our GU students realize how important motor learning is to the Trinity students’ academic learning and enjoyment of movement throughout life.

Miranda Lewis, M.A., Director Clinical Placement Director, Counselor Education

Students in the Masters of Counselor Education programs complete their experiential hours at sites such as the Spokane Vet Center. Students provide mental counseling services to combat veterans, their spouses and children, and groups. Students complete an internship lasting 18 months.

The internship begins with students shadowing clinicians employed at the Vet Center as well as graduate student interns who are already a year into their experience.

Trainings are provided on various counseling theories, as well as issues specific to the veteran population. Weekly supervision is provided by a qualified clinician, who works with the student to determine when to begin building their caseload. Students see clients individually, as couples,

families, and in groups. Interns must complete 700 hours over their practicum and internship semesters, with 280 of those in direct service of individuals.

The Spokane Vet Center has an emphasis on service to the community and encourages interns to participate in various outreach events. These include providing mental health crisis services at events such as the Traveling Vietnam Wall or meeting more basic needs through work with the Second Harvest food bank. Interns reflect on how they may meet the needs of their clients, no matter where they are. Interns at the Spokane Vet Center report having found a great breadth and depth of experience.

A Feasible Plan for Student Health and Wellness

Kristen Kavon in the School of Education (SOE) is manager of activity courses at the university which serve approximately 1,700 students each term. In spring 2020, she designed and piloted a Pandemic Personal Wellness course offered to help students prioritize their health and wellness during the challenging time of COVID-19. In its first semester, the course was enrolled to its full 50seat capacity.

Kavon knew for those students who needed an extra credit, the only option would be an online class, but a typical online fitness class involved too many legal concerns to be feasible.

The course allowed students the freedom to design a health and wellness plan that best suited their

lifestyle. Additionally, students developed a routine of setting aside time for physical activity throughout their day.

“I wanted to offer a lot of flexibility so that students felt they could find an activity that related to the wellness area we were focusing on that felt relevant to their life right now,” Kavon said. The 12-week course required students to log 30 minutes of activity five times a week in addition to other assignments. Students learned about the six areas of wellness: physical, mental, social, financial, occupational, and spiritual. Kavon provided students with a variety of self-reflective assignments that they tailored to their own needs.

Sophomore Hanna Rasmussen enrolled in the course after the title caught her eye. “I am a firm believer in being proactive regarding one’s mental, emotional, and physical health. You can’t be your truest and healthiest self if one of the areas is lacking,” Rasmussen said. She is always striving to learn new ways to improve her health holistically and hoped to learn more about herself by taking this course.

In the future, Kavon hopes to implement more of a community aspect to the course where students share ideas and learn from each other.

“I want students to realize how good you can feel if you focus on some of these areas. It’s a whole big wheel and if you focus on one area more than the other, it can throw things off,” Kavon said.

“I am a f irm believer in being proactive regarding one’s mental, emotional and physical health. You can’t be your truest and healthiest self if one of the areas is lacking.”

- Hanna Rasmussen

Re-thinking Ourselves in a Time of Truth and Healing

“Without a sense of Identity there can be no struggle.” - Paulo Freire

The School of Education’s (SOE) Office of a Pedagogy of Hope Through Research and Practice (PoH), in partnership with the Office of Tribal Relations, presented a virtual conference “Re-thinking Ourselves in a Time of Truth and Healing.”

Part of the Father Van Christoph Lecture Series, guest speakers

Jeannine Hill Fletcher, Ph.D., and Samuel Torres, Ed.D., discussed “the Legacy of Christian Supremacy” and “Disrupting Constructions of Western Knowledge and Coloniality.”

Fletcher spoke of how Christianity has been weaponized to dehumanize and exploit others.

“Christian supremacy,” she explained, is using the religion to conquer indigenous land, justify slavery, and hurt immigrant communities. Through violence, assimilationist education, and theology, U.S. history primarily has been told through the lens of white, Christian culture.

Fletcher challenged educators to create curriculum that questions the white Christian, historical lens.

A number of Jesuits were present at the conference, including Father Ted Penton, from Ottawa, Canada, who participated in a panel addressing the Jesuits’ role in Native American boarding schools.

Much of the records from this time are missing or incomplete but Fr. Penton is hopeful that the Truth and Healing Commission on Indian Boarding School Policy Act (House of Representatives 8420) is one step

Torres further expanded on the history of, and damage caused by Native American boarding schools. Through personal anecdotes, he described the role of his grandmother in reconnecting with his heritage through Nahuatl, a native

In Minnesota, he said Native American dancers performed in honor of George Floyd, and

were met with riot gear, underscoring the need for respect of Native traditions.

Torres addressed how the trauma of Native American boarding schools is still impacting indigenous people today. Native children were stripped of language, family, and religion, which today would be considered acts of violence classified as genocide.

Torres emphasized the importance of naming things for what they are and preserving knowledge before it is lost. What the Native Americans suffered was an epistemicide: Knowledge, diversity, democracy, freedom, biculturalism, and indigenous methodologies were killed in efforts to colonize them. Torres said, “We can’t heal from something we don’t know about.” To decolonize indigenous education, educators must center indigenous voices and tell the truth about historical oppression to stop the epistemicide of Native American history.

Jeannine Hill Fletcher is a constructive theologian at Fordham University and author of The Sin of White Supremacy, Christianity, Racism & Religious Diversity in America.

Samuel Torres (Mexica/Nahual) director of research and programs at the National Native American Boarding School Healing Coalition and author of Beyond Colonizing Epistemicides: Toward a Decolonizing Framework for Indigenous Education [dissertation and forthcoming book].

Decolonizing Education’s Teacher Pipeline

The Doctor of Educational Leadership (Ed.D.) program, which began in 2018, was designed for leaders to make needed changes in an educational system that historically has not been inclusive. For example, with the support of Gonzaga’s Director of Tribal Relations, Wendy Thompson, and Dean Yolanda Gallardo, the doctoral research course includes opportunities to study indigenous research methods. Elaine Radmer, Ph.D., associate professor, designed the course to focus on how researchers’ backgrounds influence research choices. The program’s cohort model embraces opportunities for dialogue that create a space of reciprocal learning between faculty and candidates. Through their shared journeys, Gonzaga Ed.D. faculty and doctoral candidates are changing structures in education. Kim Lanoy-Sandoval is a secondyear doctoral candidate advised by Catherine Zeisner, Ph.D. LanoySandoval is a member of the Navajo Nation and works with Cooperative Educational Services as thier program director for Leading Educators through Alternative Pathways (LEAP), a licensure program for teachers. Lanoy-Sandoval has been grappling

with the problematic statistics about teachers of color and reflecting on why diverse representation is so low. For instance, although New Mexico is the state with the 2nd largest population of Native Americans, only 3% of New Mexico’s public-school teachers are Native American. LanoySandoval said, “It is uncomfortable to look critically at the profession I love; however, the more I pull back my colonized lens, the easier it becomes to challenge systems that intentionally screen diversity out.”

Some barriers to diversity in teacher recruitment include requirements, state exams, outdated teaching methods, and a lack of celebrating differences. Teachers of color may not have an interest in a profession that intentionally leaves their perspective out. Lanoy-Sandoval said, “It is becoming more and more challenging to find teachers that identify with diverse student populations, but it is imperative to rebuild the teacher pipeline with more educators that match the diversity and backgrounds of their students.”

With New Mexico stakeholder collaboration, Lanoy-Sandoval and the LEAP team have outlined a solution to recruit more diverse

“By preparing a more diverse teaching force to meet the needs of diverse students, we have found success in recruiting and retaining a larger, diverse pool of teacher candidates who contribute to the much-needed transformation and decolonization of outdated practices in our education system.”

teaching candidates by removing entrance barriers and aligning teacher preparation to a culturally and linguistically responsive framework. She said, “By preparing a more diverse teaching force to meet the needs of diverse students, we have found success in recruiting and retaining a larger, diverse pool of teacher candidates who contribute to the much-needed transformation and decolonization of outdated practices in our education system.”

Lanoy- Sandoval is bringing everything she is researching in the Ed.D. program directly back to students by creating the necessary dialogue to motivate change in how her state recruits, prepares, and retains diverse educators. According to Radmer, Lanoy-Sandoval embodies how a doctoral journey can promote reciprocal learning that leads to continuously improving systems to support everyone involved.

Kim Lanoy-Sandoval

Reading to Generate Conversation and Change

How can a group of individuals intentionally discuss and reflect upon important topics, such as racism, discrimination, and historical oppression? More than 20 members of the School of Education (SOE) answered that question through regular meetings via Zoom to discuss Beverly Daniel Tatum’s work, “Why Are All the Black Kids Sitting Together in The Cafeteria?” In her work, Tatum shows educators that conversations and a critical analysis centered around race and cultural considerations are essential and urgently needed to build communication that will allow us to better serve others. This sentiment is echoed in her book: “Learning how to have these conversations is a necessary art of moving forward as a healthy society. You can’t fix what you can’t talk about.”

Rob McKinney, Ph.D., assistant professor in counselor education facilitated the book review, and was proud that SOE members took up Tatum’s challenge. Individuals discussed Tatum’s work from the lens of their own personal lives and found points of application for who they are as people. Moments of personal transparency occurred in the book groups that semester, and they were as rich and as multifaceted as the landscape Tatum lays out in her book. As a result of reading this book and meeting in small groups, one group member reported, “I thrive to learn more. I spend evenings searching the web and trying to take in information that I was not aware of.” Another individual said, “I am noting how infused systemic racism is in my

environment.” Others remarked how they are more aware of their own biases, words, and actions.

Throughout this semester, individuals reflected on how this book has been transforming the work they are doing in the SOE.

“Because of this book, I have infused more critical pedagogy within my classroom.”

“I am more aware now of how trauma and identity of race impacts youth in the classroom.”

“I plan on utilizing the examples that Tatum supplies in her book in the classroom with students.”

Clearly, this book and the discussions around it have impacted SOE individuals in personal and professional ways. At the conclusion of these groups, and in reflection of these salient outcomes from individuals, McKinney said, “I believe it is safe to say that this book has also been an agent that has brought forth change for SOE faculty and staff who participated in the book club.” Who knows just how far-reaching this dialogue will be and how many people it will impact.

Supporting Undocumented Families

Gloria Anzaldúa, Borderlands / La Frontera

In November, Becky Clark doctoral candidate in the Educational Leadership program and graduate assistant for the Office of a Pedagogy of Hope through Research and Practice (PoH), organized a panel to present best practices to the School of Education to support inclusivity in the educational space. Attendees were challenged to rethink their prior understanding of what it means to support all families.

Conversation included what Gloria Anzaldúa, Chicana Feminist Scholar and teacher, writes about in her work Borderlands / La Frontera. She describes the experience of being caught in the struggle between the dominant culture and her own. She started teaching high school English in 1971 and worked to support her Chicano students by sharing literature from Chicano writers. When the school claimed this literature was not “American” or English literature, Anzaldúa defied school policy and continued to teach secretly Chicano writing. Anzaldúa challenged the status quo and advocated for her students’ culture to be included in their education.

“Students in this situation have always been in our schools, but they have not always been served appropriately.” As seen in Anzaldúa’s writing, students coming from cultures overshadowed by the dominant culture can feel isolated and invisible. Clark hopes attendees from the talk understand that, “Students who have undocumented status deserve to be treated with equity and respect and grow to be active global citizens.”

Often these students and families will be reserved or cautious, but educators must listen and provide support when needed. Incorporating Anzaldúa’s framework into the learning environment means highlighting cultures in the margins and honoring and respecting each individual and their lived experiences.

“Alienated from her mother culture, ‘alien’ in the dominant culture, the woman of color does not feel safe within the inner life of herself. Petrified, she can’t respond, her face caught between los intersticios, the spaces between the different worlds she inhabits.”

Alumni Spotlights

- St. Therese of Lisieux

A Heart for Students

Naomi Kerns (’06), who majored in English and holds secondary certification in English and German, is a fourth-grade teacher at Sacred Heart Catholic School in the Diocese of Boise. Her efforts and belief in Catholic education were recognized by the National Catholic Education Association (NCEA) with a “Lead. Learn. Proclaim. Award” in 2021. The award celebrates outstanding efforts, contributions, and achievements in Catholic education.

Kerns began teaching fourth grade at Sacred Heart in 2014, after seven years at a local public school. She explains that she inherited the fourth-grade job from a “talented and beloved veteran teacher.” While looking through that teacher’s files, Kerns was surprised to find a fourth-grade assignment belonging to her husband when he had been a student at Sacred Heart 30 years prior. “It was the sign I needed to know I had made the best professional decision of my life,” she says.

Among her greatest challenges, Kerns said, it is witnessing a student deal with real emotional hardship. “I pour myself into helping them feel their worth and the love we have and God has for them,” she explains. When the pain lingers for the student, Kerns can feel defeated. “I think about, pray for, and even cry over these students long after they leave my classroom.”

Kerns finds the most rewarding part of her job is when students get excited about learning. She explains, “I love the feeling when a student gets hooked on a book or finds renewed enthusiasm about school.” She said that is more important than any content she can teach.

“I have the best colleagues in the world.” I am so blessed to work alongside such strong teachers and wonderful people. They inspire me to be a better teacher and person. I learn from them every day.”

Kerns believes in St. Therese of Lisieux’s “Little Way” of trying to make small differences in the world. It reminds Kerns of the power of simple kindness: “Miss no single opportunity of making some small sacrifice, here by a smiling look, there by a kind word; always doing the smallest right and doing it all for love.”

“I love being a Catholic school educator. In the Catholic community, I am reminded daily to see each of my students in the likeness of God; it is a powerful and unique feeling to work at a place that helps me so clearly see them in that light. The work we do is bigger than ourselves and our school.”

The article can be found on the National Catholic Education Association website. www.ncea.org/NCEA/NCEA/How_We_ Serve/Awards/Lead._Learn._Proclaim._Awards_Winners.aspx

Meeting Students Where They Are

“Sometimes you just have to get out of bed a little earlier.” This quote from Dan Shay’s (’13) high school wrestling coach is what motivated him as he met students in the parking lot at 6 a.m. to escort them into lab. Shay graduated from the School of Education’s Masters of Initial Teaching program in 2013 and now serves as a as Biotechnology teacher at North Central High School.

During the COVID-19 pandemic, Shay adapted his curriculum to face the challenges students feel with

remote and hybrid learning. This dedication won him the Washington State Science and Engineering Fair’s Teacher of the Year award. “It’s a big trophy but honestly, for me it was the students who nominated me – that’s what means the most,” said Shay.

Shay delivered materials to his students’ homes for at-home experiments and advocated for small in-person lab sessions with face shields, masks, and gloves. Leading his students through the book, “Hacking Darwin,” by Jamie Metzl, which deals with genetic engineering, he carefully crafted a model that works both synchronously and asynchronously. Students were grateful for the commitment from Shay to meet them where they were and his support in their research endeavors.

Shay’s creativity during the pandemic reflects the resilience of teachers across the Spokane Public School District, and across the nation. Teachers like Shay are passionate about their students and will fight to give them the highest quality education even in the most dangerous times.

Article Adapted from “Meet the North Central High School science teacher whose dedication nabbed him a statewide award” by Jim Allen, The Spokesman-Review

Photo By: Tyler Tjomsland, The Spokesman-Review spokesman.com

“Miss no single opportunity of making some small sacrifice, here by a smiling look, there by a kind word; always doing the smallest right and doing it all for love.”

Special Education First: Teaching In-Person During a Pandemic

Spokane Public Schools was fully virtual for a time due to the COVID-19 pandemic, with the exception of the Autism Behavior Learning Environment (ABLE) program at Lewis and Clark High School (LC).

During the virtual course delivery in the Spokane Public Schools there was a limited number of in-person placements for Gonzaga teacher candidates, which is a critical step when preparing special education student teachers for successful careers.

Alyssa Burrus, a cooperating teacher for special education and director of the ABLE program, welcomed placements for School of Education (SOE) student teachers to LC so they could gain valuable experience in a physical classroom working with students with complex needs. Burrus said, “Teacher candidates worked with a team of staff to support one another through challenging behaviors, as well as learned how to make quick and lasting connections with the ABLE students who have many different backgrounds, interests, and ways of learning.” In return, the LC students gained a valuable role model and mentor who cared about their success as future educators.

Abigail Chen, (’21) B.A. Special Education, taught a number of job skills, social skills, self-confidence, and self-advocacy to help toward social justice. “If you give these children a good education they have knowledge, they have power,” she said. Chen was grateful for the opportunity to put to work her knowledge of Autism in a meaningful way. Furthermore, her observations of “learned helplessness” (co-dependency) in her students became the basis of her senior honors thesis paper.

Chen’s passion during such an unprecedented health crisis comes from her belief that “improving education improves health.” The risks the ABLE teachers and teacher candidates went through during the pandemic underscores how important it is for all students to have access to free and appropriate public education.

Burrus was grateful for the Gonzaga teacher candidates’ critical work. She said the Gonzaga students were invaluable to the ABLE program and exemplified “true Jesuit values helping to serve the common good and support students with special needs.”

Mirrors & Windows

A mirror is a story that reflects your own culture and helps you build your identity. A window is a resource that offers you a view into someone else’s experience. It is critical to understand that students cannot truly learn about themselves unless they learn about others as well.

-Emily Style, National SEED Project

As the School of Education (SOE) continues to prepare teachers to best support their students. Master’s in Teaching (MIT) student Noreen Duffy (they/them), asked the question, “How do we prepare teachers to make their classrooms affirming and safe for lesbian, gay, bisexual, transgender, and queer (LGBTQ+) K-12 students?” Duffy partnered with the SOE’s Office of a Pedagogy of Hope through Research and Practice (PoH) which seeks to provide a forum for students, faculty, staff, and community members to engage critical questions like this one.

As a result, a partnership was formed with the Spokane Odyssey Youth Movement and the PoH office to host an event for faculty and students to participate in a discussion on LGBTQ+ inclusivity in the classroom. In organizing diverse groups of panelists, Duffy used their networks to ensure there is diversity across age, race, gender, disability, and all intersecting identities. They explained their philosophy when organizing events is “to show not only the diversity that can be found in Spokane, but also to connect future teachers with diverse narratives they might not otherwise be exposed to.”

The staff from Odyssey presented survey data from local K-12 students in the Spokane area that focused on how homophobia and transphobia (discrimination against LGBTQ+ community) has been present in their schools and which individuals in the school provide a safe-haven for them. Queer teens are three to five times more likely to seriously think about or attempt suicide than their heterosexual peers. That number is even higher for trans youth. To assess, a K-12 student panel reflected on their experiences in the classroom and their hopes for the future of K-12 education.

Prior to the presentation, the Odyssey staff reviewed the common vocabulary of the LGBTQ+ community to ensure everyone in the audience felt comfortable asking questions. The students shared some hurtful encounters where they were ignored by the school administration. Their stories made it clear there is still work to be done locally and nationally.

An adult panel of LGBTQ+ members from Gonzaga community and Odyssey staff fielded questions from faculty about what to strive for in future classrooms. One of the panelists said it is important to approach people with empathy and not assume they have bad intentions. Questioning standard practices is how we can educate each other to create safe and welcoming classroom environments. Ultimately, systemic curricular change is driven by teachers who can recognize which voices are silenced and change that in their classroom.

Climate Change: Global Impact, Local Solutions

School of Education’s (SOE) John Traynor, Ph.D., associate professor in teacher education, collaborated with Brian Henning, Ph.D., professor of philosophy and environmental studies, and founder of the Center for Climate, Society, and the Environment. The center received a $100,000 ClimeTime grant from the Washington Office of the Superintendent of Public Instruction to support the efforts of Climate Literacy.

Gonzaga’s Climate Center has offered several professional development workshops to improve teacher climate literacy, which then helped K-12 students to achieve climate literacy. The Center’s approach to teaching climate change and climate science is to “make it local and keep it hopeful,” said Henning, director of the Center, referencing a curriculum which centers on regional climate issues and community solutions. The project will continue to offer professional development workshops for elementary and middle school teachers, both virtually and in-person, and involve undergraduate students in bringing climate literacy to classrooms.

Spokane Public Schools and Northeast Washington Educational Service District 101 are two historically underserved communities that will benefit from the grant work. “We are focusing on Northeast Washington because we believe that good climate pedagogy addresses global climate change first as a local issue. The issues confronting the Inland Northwest are different than those in Western Washington. Helping teachers connect climate change to projected regional climate impacts is a crucial component of our approach,” said Henning.

“We will remain in close contact and collaboration with our partners to ensure effective learning for adult leaders in our professional development workshops,” said Traynor. The partnerships represent a continuing effort of the ClimeTime grant to address climate change from a local level in a way that aligns with Washington State Science and Learning Standards and national Next Generation Science Standards.

Traynor has considerable experience leading partnership projects with local schools, most recently Holmes elementary, and Shaw and Garry middle schools. These efforts have included both in-school and out-of-school academic and social supports. Traynor hopes that this significant grant will be the beginning of a series of crossdisciplinary partnerships. “I believe there is an abundance of opportunity for the SOE to pursue grants that support partnership initiatives,” he said.

In keeping with Gonzaga’s mission, the Climate Center’s workshops invite reflection on the larger cultural, political, and ethical issues related to climate change and the challenge of engaging students on the topic.

Learn more: gonzaga.edu/climatecenter

Retirement Our Students

Congratulations to Cynthia Johnson, Ed.D., assistant professor in the Department of Educational Leadership & Administration (DELA) who received associate professor emerita upon her retirement in May 2021. Since 2010, she has contributed to the Gonzaga community through her service, teaching, advising, and governance, for which she has been recognized by internal award processes and external professional associations.

Chuck Salina, Ph.D., former chair in DELA, said Johnson is a visionary: “She resurrected the principal certification program, incorporating online technology offering a rich learning community through a hybrid approach.” Three times each year Johnson welcomes her principal interns and cooperating principals to the Gonzaga campus to create a community of learners. She is known by students for her support and dedication to her student’s success as they navigate their program.

Johnson’s administrative contributions include serving as department chair since 2017. During that time, she guided DELA through an array of program implementations and revisions for the recently developed master’s and doctoral programs in Educational Leadership and has taught numerous courses for the graduate programs in Washington state, British Columbia, and Alberta, Canada. Johnson has served on numerous University and SOE committees, and as an officer and board member for the Washington Council of Education Administration Programs, to name a few.

Gonzaga University School of Education awarded degrees to 53 undergraduates, 150 graduate degree students, and 100 students completed their teacher certification.

Across all programs in the SOE, over 95,000 hours were spent in field experiences, internships, clinical settings, and student teaching experiences during this academic year.

Chi Sigma Iota, the honor society for Counselor Education and the SOE donated 218 pounds of food to Second Harvest.

Thirteen students in the SOE received the Jeanne Foster Wardian Leadership in Education Award. These students demonstrate evidence of excellent scholastic achievement, disciplinary competence, commitment to education through service, and integrity of character.

Tyler Janzen, Master of Counselling; Jasmine McCarthy, M.A. in Clinical and Mental Health Counseling; Meghan Leary, M.A. in School Counseling; Kerry Jensen, M.A. in Marriage and Family Counseling; Pritpal Minhas, M.Ed. Educational Leadership; Darian Berger, Ed.S. in School Psychology; Dagny Albano, B.Ed. in Special Education; Joshua Reddy, M.A. in Sport & Athletic Administration; JJ Mitchell, B.Ed. in Sport Management; Alexis Lee, B.Ed. in Kinesiology & Physical Education; Sara HansonLynn, M.A. in Teaching English as a Second Language; Christine Lester, Master of Initial Teaching; and Karen Burrington, B.Ed. in Community, Culture and Language.

Recognition and Achievements

Dr. Vincent C. Alfonso received the Professional Contributions Award for Tenure Faculty.

Dr. Cynthia Johnson became Associate Professor Emeritus.

Dr. Melanie Person received the rank of Associate Professor and was granted tenure effective September 1, 2022.

Dr. Kathy Nitta received the Community Engaged Learning Faculty of the Year Award at the 2021 Academic Awards Convocation.

Dr. Joseph Engler received the Jeanne Foster Wardian Leadership in Education Award for faculty.

Shannan Palomba received the Jeanne Foster Wardian Leadership in Education Award for Staff.

Scholarship & Research

Vincent C. Alfonso, Ph.D.

Professor, School Psychology

Co-Authored with Bracken, B. A., & Nagle, R. J. (Eds.). (2020)

PSYCHOEDUCATIONAL ASSESSMENT OF PRESCHOOL CHILDREN (5TH ED.).

NEW YORK: ROUTLEDGE. This volume is in its fifth edition and addresses how to assess young children in various developmental domains. Leading scholars discuss theory, practice, and resources for seasoned practitioners as well as graduate students.

Nichole Barta (Calkins), Ed.D.

Assistant Professor, Kinesiology & Sport Management Co-Authored with C.S. Kreider (2020)

WINNING BACK A QUALITY ENDORSEMENT PROCESS FOR HEALTH AND PHYSICAL EDUCATION.

STRATEGIES: A JOURNAL FOR PHYSICAL AND SPORT EDUCATORS. A collaboration with SHAPE Washington and other stakeholders across the state to write a proposal to the Washington Professional Education Standards Board (PESB) to change the state Health and Fitness (H&F) Teacher Endorsement requirements from a test-only endorsement to a teacherpreparation program endorsement. As a result of this work, the state adopted more rigorous standards for Washington State Health & Fitness Teacher Certification so that health and physical education teachers must receive instruction that prepares them to be teachers in their field. The article explains the process to impact

state requirements and provides a guideline for how other states can advocate for high quality teacher certification standards.

Anny Case, Ph.D.

Associate Professor, Teacher Education

Author, Anny Case (2021)

COMPLEX AND CONNECTED LIVES:

VOICES OF “ENGLISH LANGUAGE LEARNERS” IN MIDDLE SCHOOL.

MIDDLE GRADES REVIEW 7(1).

While school systems tend to focus on linguistic and academic development, middle school English Language Learners (ELLs) exercise agency, creativity, judgment, and resilience as they navigate hybrid identities, complex and context-specific social and cultural expectations, and home/school connections and disconnections.

For a target audience of educators and educational researchers, this article reports on an interview study of a diverse group of middle school ELLs who discussed their in-and out-of-school lives, social networks, impressions of school, and goals for the future. Themes of navigating complexity and forging connection point to a portrait of middle school ELLs with initiative, purpose, and dimensionality that challenges the narrow focus on language often prominent in the professional discourse about ELLs.

Joseph Engler, Ph.D.

Associate Professor, School Psychology

Co-Authored with J. White (2021)

[TEST REVIEW OF CONTEXTUAL PROBES OF ARTICULATION COMPETENCE –SPANISH]. IN J.

F. CARLSON, K. F. GEISINGER, & J. L. JONSON (EDS.), THE TWENTYFIRST MENTAL MEASUREMENTS

YEARBOOK. LINCOLN, NE: BUROS

CENTER FOR TESTING.

This publication is a test review of the Contextual Probes of Articulation Competence - Spanish version. The test review involved evaluating the quantitative characteristics of the test to inform practitioners about its strengths and weaknesses so that it can be used appropriately. Included is one of our alumni Jenna Finnerty.

Curtis Garner, Ed.D.

Professor, Counselor Education

Co-Authored with Freeman, B., Stewart, R., & Coll, K. (2020)

ASSESSMENT OF DISPOSITIONS

IN PROGRAM ADMISSIONS: THE PROFESSIONAL DISPOSITIONS

COMPETENCY ASSESSMENT-REVISED ADMISSIONS (PDCA-RA). THE PROFESSIONAL COUNSELOR, 10(3), 337-350.

Disposition assessment is becoming increasingly important in counselor education. This article explored the interrater reliability of the PDCA-RA, a screening tool for assessing professional dispositions of counselors-in-training. Interrater reliability of the tool improved significantly after the application of a video-based training protocol.

James Hunter, Ph.D.

Associate Professor, Master of Arts on Teaching English to Speakers of Other Languages (MA/TESOL)

Co-Authored with Hanson-Lynn, S. (2021)

H5P AND WEEBLY: THE BEST THING

SINCE PEANUT BUTTER AND JELLY.

WAESOL EDUCATOR, 46(1), 37-8.

H5P is a free materials-authoring platform used in conjunction with Weebly, a free website design service, to generate interactive activities for learners, especially in the Gonzaga ESL Community Outreach program,

which was forced to go virtual like everyone else in 2020. Sara (a recent graduate of the MA/TESOL program) and James co-wrote this article and gave a conference presentation and a training session for the regional TESOL affiliate organization, to encourage teachers throughout the state to develop their technology skills and support learners in virtual learning contexts.

Robert McKinney, Ph.D.

Assistant Professor, Counselor Education

Co-Authored with Desposito, M., & Yoon, E. (2020)

PROMOTING IDENTITY WELLNESS IN LGBTGEQIAP+ ADOLESCENTS THROUGH AFFIRMATIVE THERAPY. JOURNAL OF LGBT ISSUES IN COUNSELING, 14(3), 176-190. Affirmative counseling is a strengthbased and non-pathological treatment approach that allows counselors to help LGBTGEQIAP+ adolescents meet important developmental milestones and achieve a positive selfidentity. The wellness model allows counselors to emphasize a client’s protective factors, self-identity, and address the intersectionality of various life roles promoting a holistic picture of health. The authors explored how affirmative counseling and the wellness model can be utilized together when working with LGBTGEQIAP+ adolescents.

Kathleen Nitta, Ph.D.

Assistant Professor, Teacher Education

Co-Authored with Baker, A., Gonzalez, M., Ward, J., & Jessup, N. (2020)

A COLLABORATIVE SELF-STUDY TO FOREFRONT ISSUES OF IDENTITY AND EQUITY IN MATHEMATICS

METHODS COURSES. (PP. 756-757). This co-authored paper was presented at an international conference of

scholars exchanging information in the psychology of mathematics education. The paper shares insights from a collaborative self-study of mathematics teacher educators investigating ways to collaborate across institutional contexts to support prospective teachers’ development of noticing and using K-12 students’ mathematical strengths in instructional practice.

Karen Rickel, Ph.D. & James Smith, Ph.D.

Associate Professors, Kinesiology & Sport Management

Co-authored with Jacek, A., Elliot, K., & Millar, P. (2021)

EXPLORING CONSUMER MOTIVATION AT SMALL-SCALE SKI RESORTS. INTERNATIONAL JOURNAL OF RESEARCH AND TOURISM AND HOSPITALITY, 7(1).

Through a case study model, this research set out to understand the motivational factors of ski tourists and conditions of small-scale ski resorts. The results of this study will equip resort managers to provide an improved resort experience and develop targeted marketing strategies and build guest loyalty.

Ryan Turcott, Ph.D.

Assistant Professor, Kinesiology and Sport Management Co-Authored with E. Ariyo & O. Faniyi (2021)

“UTTERLY ASHAMED OF THEIR BEHAVIOR”: EXAMINING THE MEDIA COVERAGE OF CAMEROON VERSUS ENGLAND IN THE 2019 FIFA WOMEN’S WORLD CUP. (EDS.) (PP. 27-51). LONDON, UK: PALGRAVE MACMILLAN.

This frame analysis examines mainstream media coverage following the Cameroon-England 2019 Women’s World Cup match and Phil Neville’s post-match comments as it

appeared in international print media (newspapers) and football-specific news (FSN) sites. The events of this one match Cameroon versus England will serve as an opportunity to raise awareness of the unequal global sporting system and create a platform to educate the sporting community about gender, racial, and national discourses embedded in sport.

Addy Wissel, Ph.D.

Associate Professor, Counselor Education

Co-Authored with H. Brinser (2020)

SERVING STUDENTS IN FOSTER CARE: IMPLICATIONS AND INTERVENTIONS FOR SCHOOL COUNSELORS.

THE PROFESSIONAL COUNSELOR, 10(2), 170-180.

Students in foster care frequently experience barriers that influence their personal, social, and academic success. These challenges may include trauma, abuse, neglect, and loss, all of which influence a student’s ability to be successful in school. Combined with these experiences, students in foster care also lack the same access to resources and support as their peers. To this end, school counselors have the opportunity to utilize their unique position within the school community to effectively serve and address the complex needs of students in foster care. This paper addresses current research, presenting problems, implications, and interventions school counselors can utilize when working with this population.

DEGREE PROGRAMS

B.Ed. in Community, Culture, and Language Education B.Ed. in Kinesiology

B.Ed. in Special Education B.Ed. in Sport Management

M.A. in Clinical Mental Health Counseling M.A. in Marriage and Family Counseling M.A. in School Counseling

M.A. in Teaching English to Speakers of Other Languages M.A. in Sport and Athletic Administration (campus) M.A. in Sport and Athletic administration (online)

Master of Counselling (British Columbia site-based)

Master of Counselling (Alberta site-based)

Master in Teaching, (Elementary and Secondary Education) M.Ed. in Educational Leadership (online)

Doctor of Education in Educational Leadership Education Specialist in School Psychology

Elementary and Secondary Education Certificate in Behavior Analysis

Principal Certification

CONTRIBUTORS

Co-Editors: Carol Bradshaw and Ángela George (’22)

Additional Writers: Rob McKinney, Mary Joan Hahn, Alyssa Burrus, Elaine Radmer

Article content: The Spokesman-Review

Photography: Zack Berlat (’11) and Danny Palomba (’17)

Graphic Design: Henry Ortega

Project Manager: Erika Whittaker

gonzaga.edu/school-of-education