School of Education - Year in Review - 2019 by Gonzaga University

2018/19 YEAR IN REVIEW

Our History 1928

School of Education is Established Gonzaga’s teaching programs can be traced back to the 1920s, well before the SOE was formally established in 1928. The Mother Superior of various orders in the Northwest advocated for a teaching certificate for their sisters and community members. Gonzaga’s first formal session for women was held at Holy Names Academy, east of the University (Gonzaga was still an all-male university).

1928

First Dean in the School of Education Maurice Flaherty, was named the first dean in the SOE. In addition to his work at Gonzaga, after completing seminary training and serving as a chaplain in WWII, Fr. Maurice Flaherty, S.J. returned to Gonzaga further strengthening his effectiveness in the context of Catholic education.

1947

Teacher’s Reference Library The education library was located in an Annex of the SOE department’s office. The library was made available for students in the educational courses. It contained approximately 2,000 volumes, besides the current periodicals.

1948

Gonzaga University Will Become Co-Educational! On July 21, 1948, Gonzaga University ends 61 years of male-only tradition. Prior to this date, women were allowed to study in the fields of education and nursing, or to attend summer sessions at Holy Names Academy. In September 1948, for the first time, 70 women registered for enrollment at Gonzaga, causing some of the male students to grumble and others to exult.

1955-1957

Academic Programs on KXLY-TV Academic programs were televised every other week on KXLY TV. The physical education department offered a program on “economic aid to college athletes”, and Fr. John P. Leary presented a program on “Gonzaga trained teachers in action.” Fr. Leary said, “Last year Gonzaga placed 44 teachers in the public schools – to say nothing of 34 in the private schools.” He calculated that almost 4000 [students] were served, 7 to 8 hours a day, shaping and informing.

1956

Accelerated Teacher Training Program Fr. John P. Leary created the program, which was designed to prepare adults with bachelor’s degree, other than in education, for a career in teaching. The accelerated program courses were concentrated in a single semester and one summer school session. The proposal was timely, since it coincided with sagging statistics in schools of education and soaring numbers in the nation’s schoolrooms.

1963

Counselor Education Offers Child Guidance class In 1963, eight students entered the first Master’s counseling class, and fifty-five years later, the program is still thriving. In addition, the department has delivered a site-based Master of Counselling program in Canada since 1977, serving working adults in remote communities.

1975

Educational Leadership and Administration The department has offered master’s programs since 1975, but most of its work has been carried into communities and delivered on-site throughout the state of Washington and in the provinces of Alberta and British Columbia, Canada.

1976

Special Education In 1976, the Department of Special Education was started with the purpose of providing the opportunity for Gonzaga students to serve children with disabilities in the Spokane area schools. The department has a Special Education preschool (1995) and a Behavioral Assessment Lab (1998)

1977

Sport and Physical Education The department was started in 1977 to provide a B.Ed. degree for students either seeking k-12 teaching certification in Physical Education, or a degree qualifying them to take the national exam in Athletic Training. In 1972, when Title IX was enacted into law, a master’s degree program for women was developed, with curriculum specifically related to women’s sports and administrative styles.

1977

Master of Anesthesiology Education The degree program was developed in conjunction with Sacred Heart Medical Center. Due to a change of degree requirements in the field of anesthesiology education, the program was discontinued in 2016.

1987-1993

Native Indian Leadership The Canim Lake Band of the Shuswap Indian Tribe in British Columbia wanted to take control of their school, but had no qualified teachers. The SOE developed a seven-year degree program for 28 adults from ages 20-60. In 1991, twenty students graduated with a B.Ed. in Native Indian Leadership. The program was offered collaboratively by the SOE, College of Arts and Sciences, and the School of Business.

1993

The Dedication of the Rosauer Center for Education Through the generosity of J.M. and Jesse Rosauer, the Rosauer Center for Education was dedicated in 1994. For many years, the faculty and staff were scattered across campus in separate buildings. The new building offered classrooms, offices, a lounge, computer lab, and most importantly, a home for the SOE.

1999

Day in Motion Twenty years ago, sport and physical education began working with Trinity Catholic School on their annual “Day in Motion”. Physical education majors helped coordinate the activities, contacted local sponsors, and presented a mini health fair to discuss personal hygiene, food safety, and environmental issues to the Pre-K through 8th grade children.

2003

Saturday Literacy Program Provides one-on-one tutoring to K-8 students in Spokane Public schools who are 1-2 years below grade level and/or as English Language Learners. Over the past 17 years, over 800 students have been served and supported by nearly 800 teacher certification candidates and GU volunteers.

2007

Mukogawa Women’s University (MWU) The SOE and MWU have a mutual interest in promoting development of scholarly and cultural cooperation between their respective institutions through exchange opportunities. Joint research projects have resulted in presentations at the Japan-U.S. Teacher Education Consortium (JUSTEC).

2007

Charles Lwanga College of Education SOE formed a partnership with Charles Lwanga College of Education (CLCE), a Jesuit teacher training institution in Zambia to create a study-abroad program, and also resulted in the development of a master’s program for the CLCE teachers.

2008

Gonzaga Exceptional Bulldogs hockey team The team is for boys and girls (ages 3-21) with special needs and is funded under a grant from the U.S. Hockey Association. The project is community-based that enhances the lives of persons with developmental disabilities, and allows GU students to practice what they are learning.

2009-2014

2011-2018

Collaborative Schools for Innovation and Success (CSIS) Funded through grant money, Teacher Education and Educational Leadership formed a partnership with Holmes Elementary School, Whitworth University, and Spokane Public Schools to develop relational trust and align systems for social behavior and academic support, to prepare teachers working in low-performing, high-need schools, while also providing support for the community.

2014-2018

Hillyard Youth Collaborative The SOE, Center for Community Engagement, Spokane Public schools, Communities in Schools, and the Boys and Girls Club created the Hillyard Youth Collaborative with the goal of improving attendance, behavior, and/or course grades in Garry and Shaw Middle schools.

2015

Teacher Education Pipeline A scholarship is available for undergraduate or MIT students who agree to student teach in Catholic schools and continue for three years following graduation, pending availability of positions and performance by the student.

2016

MA/TESOL Program moves to School of Education In 2016, the Master of Arts in Teaching English as a Second Language program joined the Department of Teacher Education. The program opens up new opportunities for creative collaboration and builds a multi-cultural/multi-lingual education program.

2017

Sport Ministry Program—Mind, Body, and Spirit This project serves students at Trinity Catholic School who do not have regular physical education. Students in the sport management program provide a sport ministry program with the objective to provide students with physical education activities to strengthen the mind, body, and spirit.

Gonzaga University School of Education/ Sunnyside School District

2018

Gonzaga and the Sunnyside School District formed a partnership to improve graduation rates at Sunnyside High School (SHS) through a $6 million grant. The 2011 graduating class had 327 graduates, and the overall percentage of students passing all of their classes rose from 56% in 2009-2010 to 76%, and average daily attendance was over 94%.

The degree program is in response to the critical shortages of school psychologists, across the country. An emphasis on service projects and volunteering distinguishes the program, and creates a hands-on approach and helps students better grasp the material and apply new skills in real life scenarios

Ed.S. in School Psychology

2018

Ed.D. in Educational Leadership The program will respond to the demands of the profession; specific needs of educational leaders; enhance leadership skills; and prepare them to become more effective teachers and administrators.

TABLE OF CONTENTS Dean’s Perspective__________________________________________________________________ 1 The Beginning________________________________________________________________________ 2 Rosauer Rededication_______________________________________________________________ 3 Bringing in a Personal Perspective__________________________________________________ 4 Graduate Students on a Global Stage_______________________________________________ 5 New Faculty_________________________________________________________________________ 6 Methods Toward School Safety are a Shared Responsibility______________________ 8 MA/TESOL Students Building a Learning Community for Immigrants & Refugees___________________________________________________________________________ 9 Generating Momentum in School Psychology_____________________________________ 10 Sharing Culture Through Service___________________________________________________ 11 A Legacy that Will Last Forever_____________________________________________________ 12 Sport and Physical Education’s Evolution___________________________________________ 13 90/25 Speaker Series: Lifelong Commitment to the Mission / Serving with Dignity___________________ 14 Creativity As Survival____________________________________________________________ 15 Saying Goodbye to Vinny____________________________________________________________ 16 Justice for ELL Students_____________________________________________________________ 17 Improving the Lives of the People They Serve______________________________________ 18 Rethinking Native American Education____________________________________________ 19 The Class of 2030____________________________________________________________________ 20 The River of Belonging ______________________________________________________________ 21 Connecting with Faith ______________________________________________________________ 22 90/25 Alumni Awards _______________________________________________________________ 23 Spring Retreat at Bozarth___________________________________________________________ 24 Celebrations, Possibilities, and Community________________________________________ 25 Portrait of an Alum__________________________________________________________________ 26 Local media and Gonzaga Grad Students Team Up_________________________________ 26 New Degree Program B.Ed. in Community, Culture, and Language in Education__________________________________________________________ 27 Deans in the School of Education___________________________________________________ 28 Yolanda Gallardo, Ph.D., Dean, School of Education________________________________ 29

EDITORS: CAROL BRADSHAW AND ANGELA GEORGE (’22) PROJECT MANAGER: CARA HOAG DESIGNERS: HENRY ORTEGA AND REANNE HOBLIN PHOTOGRAPHY: ZACK BERLAT (’11), DANIEL PALOMBA (’17) REVIEWERS: MCKENZIE HEMP, DEBORAH RAMIREZ, DALE GOODWIN

HISTORICAL CONTRIBUTIONS: KELLY ROVEGNO, FOLEY LIBRARY, AND EXCERPTS FROM THE BOOK GONZAGA UNIVERSITY SEVENTY-FIVE YEARS 1887-1962, WRITTEN BY THE LATE FATHER WILFRED P. SCHOENBERG, S.J.

THE DEAN’S PERSPECTIVE Dr. Vincent C. Alfonso Professor and Dean, School of Education

s I ride in an Uber to Newark Liberty International Airport to return to Spokane and the School of Education (SOE) for the first time in many weeks, I am filled with many thoughts and feelings about last year when we celebrated the 90th anniversary of the SOE and 25th anniversary of the Rosauer Center for Education. Wow, what a year it was and as you peruse this commemorative issue of the Year in Review (YIR) you, too, shall say “Wow!” So much happened last year and in the past six years that it is very difficult to recall everything. But the photos and stories herein tell the story of a school, its people, and its mission better than anyone can verbalize. I want to express my sincere and deepest gratitude to all my colleagues in the SOE, at Gonzaga, and in the greater community for working with me through good times and bad to raise up the SOE at home, in the region, and in the nation. Together, by being loyal to our mission rather than to a person or institution, we created a tapestry of academic programs, teaching excellence, and unprecedented service

to myriad members of our communities. I know I am blessed to have had this opportunity and know that the SOE shall continue its work in the years and decades ahead. On July 1, Dr. Yolanda (Yoli) Gallardo took the reins as the new dean of the SOE. I could not have asked for anyone more capable, committed, and motivated to lead the way into the next decade. I would be remiss not to mention by name, the three people who stood by me every day no matter what was happening: Cynthia Smutny, whose budget acumen helped us not only to survive, but to thrive; Diane Tunnell, who was my right hand, confidant, and loyal partner all day, every day; and Carol Bradshaw, who is responsible for this publication and its evolution the past five years, as well as supporting me and the SOE with her heart. May the SOE continue to have fair winds and following seas! Thank you and God speed.

School of Education – The Beginning

onzaga University’s teaching programs can be traced back to the early 1920s. Its origins began well before the School of Education (SOE) was formally established in 1928. Seeking to address the need for college educated teachers, the Mother Superior of various orders in the Northwest advocated for a teaching certificate program for their sisters and community members. Gonzaga’s first formal summer session for women was held at Holy Names Academy, east of the University (since Gonzaga was not yet a co-ed campus). By 1926, the Gonzaga Catalogue listed the school as a distinct entity, and two years later the SOE was formally established by an act of the Board of Trustees. This development was noted at the time by California Province News: “Another department at Gonzaga has been advanced to the standing of university faculties…The SOE will offer to the undergraduate students all the work required by the State for teachers’ certificates [including] training in educational psychology, administration, and secondary education.” Key to its formation was Maurice Flaherty, the first Dean of the SOE at Gonzaga University. In Fr. Wilfred P. Schoenberg, S.J.’s book “Gonzaga University, Seventy-Five Years 18871962”, he describes Flaherty as an “aggressive and articulate administrator [who] skillfully and vigorously reorganized the whole of education structure.” Throughout his nearly 25 years of service, Flaherty maintained the University’s

mission of service to others as his central focus. In addition to his work at Gonzaga, after completing seminary training and serving as a chaplain in WWII, Fr. Maurice Flaherty, S.J., returned to Gonzaga further strengthening his effectiveness in the context of Catholic education. His primary mission, however, was always to the SOE. According to Fr. Schoenberg, Fr. Flaherty “built up his School during these years with such rugged strength that Gonzaga’s influence was felt in educational circles throughout the area and in districts where school boards have been traditionally hostile to Catholics.” Today, the legacy of Fr. Flaherty comes to life in the educational experiences of our students and the spiritual tradition that grounds our educational model. We are committed to servant leadership, which is exemplified from our high-quality academic programs, to University service, to community service, to service to each other. The SOE believes that the “mission” is akin to a compass that directs our goals and is the ultimate “why” we do what we do. THE SCHOOL OF EDUCATION VISION: Shaped by the Jesuit, Catholic, humanistic tradition, the School of Education aspires to prepare transformational leaders who are committed to excellence, and serve others in a diverse and global society.

Mrs. Rosauer believed that educating the whole person “is the kind of education that is crucial to our children and therefore, to the future of our nation. For our children are the stewards of this world.”

Rosauer Rededication

hrough the generosity of J. M. and Jesse Rosauer, the Rosauer Center for Education was dedicated in 1994, and on that day, the School of Education found its home. At that dedication, Jesse said to President Bernard J. Coughlin, S.J., and more than 200 guests, “What better place (than Gonzaga) and what better use of our philanthropy than a gift in the field of education.” Jesse and her late husband J.M. “Mert” Rosauer were longtime supporters of Gonzaga University. Mrs. Rosauer believed that educating the whole person “is the kind of education that is crucial to our children and therefore, to the future of our nation. For our children are the stewards of this world.” Twenty-five years later we celebrated their gift with a rededication of Rosauer Center for Education, and just as her family was on hand for the dedication in 1994, the Rosauer family was also present for the 25th anniversary. Son Robin Rosauer (’65) shared the compelling story of his parents’ journey and connection with Gonzaga, explained, “that although neither attended college, they always believed in Catholic values and principles.” Mr. Rosauer said, “A lot of people from the Catholic community came to Mert over the years asking for money, or as it is referred to these days,

advancement, but the most admirable advancement was Gonzaga University. There used to be Fr. Dussalt and Barney Coughlin and they knew how to get things going.” President McCulloh noted, “that Fr. Coughlin, and the University leadership of that era had a special bond with the Rosauer family. [Fr. Couglin’s] relationship with them is emblematic of what makes this university special.” They understood that education is a game changer. Jesse Rosauer passed away in 2014 at the age of 99, and at the ceremony, Dean Vincent C. Alfonso read a letter he had received shortly before her death. She wrote, “I’ve always believed that education is the most important part of a person’s life.” Today, the Rosauer family continues the legacy of their parents, and we will always be grateful for their generosity and commitment to education. Dean Alfonso included the Rosauer family in his address, saying, “This is the home that your parents built, but it will always be your home, too.” Robin was joined by his sisters, other relatives, and members of the extended Rosauer business family that his parents founded in Spokane. Fr. Steve Hess, S.J., blessed the building.

Bringing in a Personal Perspective

n 2017, the department of Special Education “welcomed back” Nichole “Nikki” Lustig, who received her B.Ed. and M.Ed. in Special Education from Gonzaga, and her Ph.D. from the University of Iowa. Dr. Lustig hopes to grow the Special Education master’s program but also diversify it as a person living with a disability. What is special about Dr. Lustig’s classes are the opportunities students have to engage with experts in the field of special education. In her Psychology of the Child course, her goal is to “discuss the complexities of labeling, inclusion, and disproportionality” to provoke students to analyze their role as educators and advocates for their students. To help achieve this, Dr. Lustig brings in speakers throughout the semester who can speak to specific aspects of special education either from personal experience with a disability or from professional experience in the field.

She said, “As a new teacher … there is always some content throughout the semester that I’m not an expert at or I don’t feel like an expert at, so I try to pull in someone who has expertise on the topic.” Speakers have included Jon Kinley, a high school student who was adopted from Guatemala and is living with scoliosis; Daniel Lyon, a burn survivor dealing with PTSD; and Angela Maccarrone, a woman living with muscular dystrophy. She also invited Jon Lane to speak, a teacher who disarmed the school shooter in Moses Lake in 1996. Dr. Lustig is from Moses Lake and the mass shooting at Frontier Middle School affected her community and some of her friends, so this speaker, in particular, is very meaningful to her. Lane will be returning to Dr. Lustig’s class in 2019-2020 to share his story of resilience and reclaiming the classroom with a new group of GU students. Dr. Lustig’s speakers give her students a break from the typical lecture style by allowing for “exposure to a different way of talking about [special education].” These speakers provide powerful stories for students to engage with what it means to work in the field of special education.

In her Psychology of the Child course, her goal is to “discuss the complexities of labeling, inclusion, and disproportionality” to provoke students to analyze their role as educators and advocates for their students.

The quality of work by the Gonzaga students more closely matched a doctoral level.

Graduate Students on a Global Stage

he International Family Therapy Association’s conference was held in Aberdeen, Scotland in March 2019. Counselor Education’s Assistant Professor Robert McKinney, Ph.D., and Professor Elizabeth Bennett, Ph.D., took eight graduate students to present their work at this event. The group presented its research proposals and two collaborative presentations entitled “Attachment: Family Therapists Partnering with Schools and Communities” and “Creative Approaches to Difficult Situations: Speed Dating Style.” McKinney affirmed that the chance to see “the field of mental health, specifically the field of counseling, through different cultural lenses will put [the graduate] students in a great position whether they pursue higher education or enter the profession as counselors.”

While the graduate students participated in each of the presentations, their largest contribution was to help facilitate a “speed dating” exercise during the conference. This fun activity helped participants think outside the box as they sought to find creative approaches to family counseling. The graduate students were also able to present their research proposals individually as posters to this international audience. Brennan Champagne, a master’s student in the program for clinical mental health counseling, shared his research into the experience of gay male couples who seek couples counseling. He saw a high interest in his research from people who he would consider his seniors in the field. They were impressed by the quality of his presentation and by the conduct of the

Gonzaga group as a whole. “It was nice to be recognized by the international counseling community as a program that is standing out,” he said. Some attendees even said the quality of work was on a different level from other master’s programs and the rigor more closely matched a Ph.D. level of work. In 2018, Bennett and a group of graduate students presented at another international conference in Bangkok, Thailand, with global engagement as the key theme. She hopes these international connections will provide students of each country with cultural experiences as well as access to research that will shape the profession in a positive manner.

Welcoming our New Faculty

What are some reasons you applied for a position at Gonzaga?

How will you incorporate the mission into your work?

What is #1 on your bucket list?

Curtis Garner

Ph.D., Professor and Chair, Counselor Education

1. I applied for a position at Gonzaga because I am committed to the ideals of Christian Higher Education. I was seeking a university that intentionally balances commitment to quality educational and pedagogical practices with encouragement to reflect on personal and collective spiritual development. Working in a nearby northwest institution of higher education, I was already familiar with the excellent academic reputation of Gonzaga. Luckily, I had the opportunity to engage in conversations with Gonzaga faculty. Through my interaction with my soon-to-be colleagues, I became convinced that the Gonzaga mission, which I understand to include a commitment to community service, healthy relationships, and valuing of diversity, represented the type of educational community I wanted to join. 2. Consistent with the Gonzaga mission and Jesuit education tradition, counselors have long championed â&#x20AC;&#x153;wellnessâ&#x20AC;? which includes a commitment to the concept of the whole personâ&#x20AC;&#x201D;physical, mental, and spiritual. In my work with the counselor education department, I intend to maintain a commitment to holistic health in my research, service, and teaching. For instance, I have already had the opportunity to talk with my incoming

graduate students about the importance of purposefully managing physical, mental and spiritual facets of their personal life and family relationships. Embracing and modeling holistic health is important both for the effectiveness of the student counselors as well as for their modeling healthy living for clients. I feel proud to work for an educational institution that values and promotes holistic health, and I intend to do my part to continue the tradition. 3. #1 on my bucket list: Fishing the local lakes and exploring the local wilderness.

Richard Bailey

Ph.D., Assistant Professor, Sport and Physical Education

1. I was initially drawn to Gonzaga because of its academic and athletic reputation. I also heard great things about Spokane and thought it would be a great place to live. As I further researched the University, I found many other qualities that made my decision to apply very easy. Specifically, the alignment of the University’s values and mission statement paralleled my own, and the clear focus on the development of a collaborative community with a united focus on student development was precisely what I was looking for. 2. My work, and philosophy, centers around holistic development in teaching. I truly enjoy working with students to help them gain perspective and understanding of others and find their own place in society and help develop their personal philosophical and moral code. Through teaching law and diversity courses and engaging in scholarly discussion on justice and equity (in sport, societal, and legal contexts) I am afforded the opportunity to engage students in a variety of ways that hopefully enables the ethical, spiritual, and emotional growth of both my students and myself. 3. Coming up with the number one item on my bucket list is difficult because there is so much I want to experience and see! One of my goals is to travel to and see a sporting event on every continent.

Ryan Turcott

Ph.D. Assistant Professor, Sport and Physical Education

1. I grew up in nearby Montana and always admired Gonzaga for both its academic rigor and athletic programs. I attended Mark Few’s basketball camp for several summers and loved nothing more than pretending I was a real college student at Gonzaga when I would live on campus for a week. 2. As a scholar, nothing has been more important to me than shedding a light on the social issues in sports across the world. This goes hand in hand with GU’s mission in terms of social justice, intercultural competence, global engagement, and solidarity with the poor and vulnerable. While sport is a microcosm of society, it also brings new perspectives and ideas that connect us and help us better understand our world. Dissecting these processes in sport with students can shed light on important societal issues such as racism, sexism, and violence in and outside the sporting arena. 3. When I hear “bucket list” I always think of travel. Traveling and exploring other regions and cultures is something that has been profoundly important to me. A life goal of mine is to create short travel documentaries that focus on sport and local cultures in diverse parts of the world. This past summer I visited Iceland which was on my list. Next I am looking at Morocco, Lebanon, or Vietnam.

Methods Toward School Safety are a Shared Responsibility

chool of Education (SOE) Dean Vincent Alfonso said, “It seems that each day we read, hear, or learn about some type of violence that has taken place in our nation’s K-12 schools, colleges, and universities. Sometimes it is mass shootings—Freeman High School in 2017, and Frontier Middle School in Moses Lake in 1996; or the increasing rates of suicide, or bullying and mean spiritedness. No matter its expression, violence in all educational settings affects everyone.” This was the theme for Gonzaga’s Forum, “School Safety: Shared Responsibility for a Safer Future.” Keynote speaker Kristina Anderson is a survivor of the 2007 shooting at Virginia Tech University. She was an undergraduate student when an armed gunman entered the classroom, injuring Anderson and taking the lives of 32 people. As founder of the Seattle-based Koshka Foundation, she is dedicated to impacting school safety and student education initiatives, and passionate about trying to help prevent other similar incidents. The Foundation partners with law enforcement agencies and first responders to provide educational presentations on surviving an active shooter from a survivor’s perspective, as well as best practices in incorporating lessons learned. A panel of cross-disciplinary experts was led by Anderson, and the wide-ranging discussion, with

more than 250 educators and community members, revealed there are no simple solutions to the complex issue. “School safety is much more than locks and doors and lockdown drills,” said Anderson. “It’s about culture: creating safe spaces, creating emotionally balanced approaches, and being attuned to children’s needs because we all have trauma that we bring into the educational system.” The Forum was a partnership of four colleges and schools led by the SOE and the School of Law. Dean Alfonso said, “The quality of instruction our educators provide is diminished when they and their students experience significant fear and anxiety in the classroom, and there are many factors that permit expressions of violence in all educational settings to continue unabated.” School of Law Dean Jacob Rooksby added, “This kind of conversation is really important because it affects so many people, and especially when you hear it from someone like Kristina, who has this rich perspective born out of her own personal experience.” Dean Alfonso said, “Ours is the nation that has the dubious distinction of leading the world in acts of violence in educational settings. Few societal problems seem simultaneously so simple to solve and yet so difficult to accomplish.”

MA/TESOL Students Building a Learning Community for Immigrants & Refugees

ome of the most valuable experiences in a classroom come from the personal connections made between students and teachers. Fostering these connections is what the Gonzaga ESL Community Outreach (GECO) strives to do for the English as a Second Language (ESL) students in the Spokane area. GECO is organized and taught for free by graduate students in GU’s Master of Arts in Teaching English to Speakers of Other Languages (MA/TESOL) program. GECO gives these adult refugees and immigrants an opportunity to learn the English necessary for daily living in America, while also creating a community that is engaged in their lived experiences and stories. Though the majority of the MA/TESOL students are from the United States, the immigrant and refugee adults participating represent more than 20 other countries. This diversity creates a space to hold meaningful conversations about culture and immigration. Where these topics once offered hope, now feelings of fear, discrimination, and uncertainty are more often voiced. Though some educators may recommend leaving such divisive issues at the door, the GECO format creates an environment of intercultural exchange, allowing graduate students to hear and learn about immigration from the perspective of immigrants. In 2018, eight immigrants and refugees, along with two MA/TESOL students, participated as speakers on a panel at Gonzaga University’s Student Research Leadership symposium. They shared stories about how they are leaders in their new-found communities in the U.S., and how learning English propels them to make changes for their communities. Voices from the MA/TESOL Graduate Students What have you learned from refugee and immigrants in GECO? “I have witnessed their determination. I have also learned that each one has a unique life experience, and they have a lot to teach and contribute. They have a wealth of knowledge, and we are only there to give them the tools to share that knowledge in English.” Voices from the GECO Students What have GECO teachers learned from you? “How we enjoy life and have fun. How we have fun is different. We dance, and our birthdays and celebrations are very big. Family is very important to us.”

Generating Momentum in School Psychology

oday, the role of the school psychologist has evolved to meet the increasing demands for social, emotional, and behavioral support in schools. The School of Education (SOE) is committed to creating and delivering programs central to advancing PK-12 education across the country by providing graduates with the expertise, passion, and commitment to transform the lives of the children they serve. In 2018, the SOE added an additional layer to the already robust expertise, passion, and commitment that exists by offering an Ed.S. in School Psychology. In part, this is a response to the critical shortages of school psychologists at the local, state, and national level. Despite having four other school psychology programs in Washington State, approximately 80 school psychology positions remain unfilled on a yearly basis in Washington alone. Joseph Engler, associate professor, and director of the program said, “I feel like the values of a school psychologist

align so much with the larger vision and mission of Gonzaga and the SOE. Having a program like school psychology at Gonzaga is a perfect fit for mission.” The program also is on a path towards accreditation with a projected achievement in February 2022, which will make it more competitive with other schools. However, Dr. Engler said that the emphasis on service projects and volunteering in the community is what really distinguishes it from the competition. The hands-on approach helps students better grasp the material and apply new skills in real life scenarios. Some of the 2018-19 projects included volunteering for the Northwest Autism Center, providing afterschool reading intervention programming at local schools, and participating in the SOE’s Day of Giving. Dr. Engler said the high turnout for these volunteer opportunities has “sparked an interest in our program to continue these efforts.” Dr. Engler plans to use the momentum from the past academic year to create a monthly day of service which started in Fall 2019. According to Dr. Engler, graduates of this program are going to be prepared in data-based decision making, consultation and collaboration, direct and indirect services, amongst a host of other areas of competency. It is through this preparation that students graduating from the school psychology program will feel equipped to not only solve the educational problems that exist today, but also shape the future of the profession.

The emphasis on service projects and volunteering in the community is really what distinguishes the Gonzaga Ed.S. in School Psychology program from the competition.

Sharing Culture through Service

ission Possible is an annual program that allows students to travel across the country on a variety of service-learning projects sponsored by the Center for Community Engagement (CCE). This year’s trip to Neah Bay, Washington was appealing to one Teacher Education student because of its focus on the reservation’s elementary school.

the elementary kids about the Makah language and culture. The Gonzaga students even got to be part of the lessons, performing in plays using Makah vocabulary words with the students. The kids were excited to have Mission Possible guests, even going up to Basco and other students to teach them words in Makah. “It was so heartwarming that they wanted me to learn about their culture,” she said.

Dr. Kathy Nitta, Ph.D., assistant professor of teacher education, served as the Mission Possible trip adviser in Neah Bay for a second time. She felt both experiences were unique in and of themselves, but what made both special was the welcoming nature of the Makah tribe toward the 12 Gonzaga students. “They open themselves up to sharing who they are, and that invitation allows you to experience them and to learn not only about their community, but about yourself,” said Dr. Nitta.

While the Gonzaga students were there, the group stayed on the reservation in a newly constructed youth center. Their daily tasks involved setting up dinners, volunteering at the museum, and visiting the only elementary school. While Basco describes the group as awkward at first, they quickly grew close as they shared their daily reflections and realized the power of their service. Basco said, “We’re learning from them by volunteering and giving our time to be in that classroom” and “the little moments ... make the biggest difference.”

Samantha Basco, a junior majoring in elementary education and psychology, chose the trip to Neah Bay because of the education focus, but found so much more while she was there. Basco was able to compare her experience being a student teacher at Logan Elementary in Spokane to how the elementary school functioned in Neah Bay. Samantha said a Native American culture teacher came in every day to teach

This trip was special for everyone. According to Basco, “No one else is going to understand what we experienced together.” She plans to bring her experiences from the Makah community into her future classrooms to be more responsive to students’ needs.

“Uk-leh-kah” is the Makah word for “I wish you well.” This was the sendoff the Gonzaga Mission Possible volunteers received on their last day in Neah Bay, and is just one example of the welcoming nature of the Makah tribe. 11

A Legacy that Will Last Forever

s the School of Education (SOE) starts a new chapter with Dean Yolanda Gallardo, this is a chance for us to reflect on the first woman Dean, Dr. Jeanne Wardian, who served from 1975 until she retired in 1989. She was known for the lives she touched, as well as her aggressive expansion of the SOE. Janet Brougher, Ed.D., a former SOE associate professor, shared in her 2007 eulogy for Dr. Wardian, “The Dean was responsible for creating numerous degree and non-degree programs. Her accomplishments were many, ranging from the master’s degree programs in Canada, and the Educational Leadership or “Leadership Studies” doctoral program, to the masters of anesthesiology program in cooperation with Sacred Heart Medical Center. Dr. Wardian also established an off-campus bachelor’s degree program in Native Indian Leadership that was offered collaboratively with the College of Arts and Sciences, School of Business, and the SOE at Canim Lake in British Columbia.” What Dr. Wardian created for the Canim Lake Band of the Shuswap Indian tribe will impact their community for generations to come. Many of the problems on the reserve such as poverty, alcoholism, and high dropout rates were attributed to a lack of accessibility to education, and the Band wanted to take control of their school but had no qualified teachers. Through the Band’s vision and Dr. Wardian’s pioneering spirit, the program came to full fruition in 1985. The SOE was able to circumvent any obstacles of delivery of the program by bringing education directly to the reserve. The program consisted of four weekend classes per semester

taught by Gonzaga faculty who traveled to and from Canim Lake, culminating in a six-week summer session where the students would come to Gonzaga’s campus. The seven-year program was developed for 28 adult students, from the ages of 20 to 60, to earn a Bachelor of Education degree in Native Indian Leadership. Of the 28 who started the program, 20 graduated in 1991. Charlotte Christopher, one of the Canim Lake graduates, said the degree meant a lot to her because she was helping to set an example. “Our children see us going to school, and they learn how important education is,” Christopher said. Dr. Wardian retired before the Canim Lake students graduated, but her dedication lives on in the continued focus on Native American education in the SOE today. In memory of Dr. Wardian, the Jeanne Foster Wardian Leadership in Education Award is bestowed each year to students who demonstrate evidence of excellent scholastic achievement, disciplinary competence, commitment to education through service, and integrity of character. The 2018-19 recipients are: - Rachel Frickleton, M.A. Marriage & Family Counseling - Stephanie Aguilar, M.A. Clinical Mental Health Counseling - Brooklyn Beeler, M.A. School Counseling - Yanell Magana, M.Ed. Special Education - Lauren Wilkins, B.Ed. Special Education - Leah Thompson, Ed.S, School Psychology - John Fox Krauel, B.Ed. Sport Management - Kendra Kritsonis, B.Ed. Kinesiology and Physical Education - Jennifer O’Neill, M.A. Sport and Athletic Administration - Kristie Slattengren, M.I.T. Secondary Education: Biology - Savannah Hornung, B.A. Music, Elementary Education

Sport and Physical Education’s Evolution

rom the beginning, the Department of Sport and Physical Education was created to help educators learn how to properly train students and clients in health and fitness. Jon Sunderland, Ph.D., associate professor emeritus, served as Dean of the School of Education (SOE) from 2007 to 2013 and previously served as associate professor and chair in the department. It is his work and historical knowledge of the programs that made him the obvious choice to “look back” as new developments in the department continue to push forward. The department was started in 1977 by Marjorie Anderson under Dean Jeanne Wardian. The students entering the B.Ed. in Education program were either seeking k-12 teaching certification in physical education, or a degree qualifying them to take the national exam in athletic training, an emphasis of the program. As state certifications and national requirements were introduced, the department created programing to match. When the Title IX policy was introduced, Dr. Sunderland developed a master’s degree program in Physical Education and Athletic Administration for women, which contained curriculum specifically related to women’s sports and administrative styles. Later, when Physical Education requirements began to emphasize science, the department created a pre-physical therapy/ exercise science track, and new faculty were hired to teach these concentrated courses. In the mid 1980s, sport management began to emerge as a popular degree in the nation, and the B.Ed. in Sport Management was developed and immediately attracted students. Over time, the interest in Physical Education

Administration decreased and led to the development of an online M.A. in Sport and Athletic Administration program. Dr. Sunderland said, “The department has been highly progressive in the SOE in developing new curriculum and programs to meet the shifts in academic needs and student interest.” Looking toward the future, the department continues to be highly progressive in meeting student’s needs and interests. The “old” lab was redesigned and a new 2,200-square-foot Kinesiology Suite was developed in time for the 2019-2020 academic year. The new suite includes a Kinesiology Lab, an Anatomy and Physiology Lab, updated classroom and created space for a graduate assistant office. Each lab can accommodate 16 students that will engage students in a more hands-on approach that was not previously possible. Along with the labs, the new classroom space will make the suite even more flexible in the teaching approaches. With the ability to accommodate 30 students, the proximity of the classroom to lab spaces will allow students to easily transition from discussing theory in the classroom to participating in practical experiences in the labs. The department anticipates that the new lab will also become a space dedicated to health and fitness assessments along with providing research opportunities for Gonzaga and the greater Spokane communities. In addition to serving our students, the new state-of-the-art facility will attract potential students who are interested in careers geared toward exercise science, strength and conditioning, physical education, athletic training, and the health and fitness industry.

90/25 Speaker Series

his speaker series was launched in 2018-2019 in celebration of the 90th anniversary of the School of Education at Gonzaga University and the 25th anniversary of the Rosauer Center for Education. It is only fitting that we recognize our alumni for continuing the Jesuit tradition of a humanistic, Catholic, Jesuit university for others, and share with you the impact they are making in the world.

LIFELONG COMMITMENT TO THE MISSION / SERVING WITH DIGNITY Rob McCann, Ph.D., (’06), and SOE Advisory Board

“While I give this speech, someone in Spokane is becoming homeless.” This powerful statement, made by Catholic Charities CEO Rob McCann, highlighted the importance of dealing with the issue of homelessness and how best to solve it here in Spokane. The key word is “solve” not “end” according to McCann: “We are never going to end homelessness, but we can solve it by making sure that every human being is sleeping, eating, and bathing indoors.” House of Charity, a 24/7 emergency shelter operated by Catholic Charities, provides these necessities to the 400500 homeless people they serve every night. According to McCann, 85% of the individuals seeking service are dualdiagnosed: they suffer from a mental illness and substance abuse.

“While I give this speech, someone in Spokane is becoming homeless.” Catholic Charities takes a unique model when it comes to solving homelessness. Its housing-first mode, which has been proven to keep people more stable, provides each facility with psychiatrists, substance abuse counselors, social workers, and retired nuns, who go door-to-door and checking on residents. McCann is no stranger to Jesuit education. He spent his entire academic career, from kindergarten through his Ph.D., at Jesuit schools. He is very grateful to the Gonzaga students, who comprise a large portion of the volunteers at House of Charity, and is constantly impressed with the compassion Zags show. “Something about the Jesuit education informs these students of how to behave in this environment,” he says.

McCann said, “Neighbors of House of Charity complain that it bothers them to see all the homeless people loitering around outside the building. I understand that, but I tell them that it hurts those people a lot more to be homeless.” McCann believes talking – truly talking – about homelessness is the best way to solve it. “Homelessness is so big,” he said. “We want to be sensitive, but don’t know how to talk about it, and assuming the issue is too big is starting the process with a negative. We have to listen to each other and listen to the people we are trying to serve to tackle the problem, but with a little upstream thinking, contemplation can turn to action.”

CREATIVITY AS SURVIVAL Brooke Matson received her B.A. in English (’05), and a M.A. in Education Administration (’08) Brooke Matson, executive-director of Spark Central, aims to circumvent the modern day constraints of the education system. This non-profit in Kendall Yards was originally conceptualized as a “living library” to support the education needs in the West Central community, which is below poverty level. The aim was to bring together the new and the old in a creative way that is accessible at all levels of income and learning. Matson described the programming at Sparks Central as “breaking barriers to creativity” through “transformative educational programming” in a safe and welcoming space. Matson’s critique of the public education system is that creativity as a survival skill is not being utilized or taught. Through her experiences, she found that students in the biggest crises were, in fact, the ones who were most creative, using their creativity as a tool for survival. Matson also urged educators to intervene by modeling a creative resilient approach to learning. This resilience is how educators should be responsive and focused on the needs of their students. Matson’s path to Spark Central was not a direct one. After graduating from Gonzaga, she worked as a teacher in multiple schools at once. Many times she would improvise a lesson plan for her students after accidentally leaving her curriculum at the other school. She discovered that these lesson plans were more engaging for her students because she was paying more attention to them and being more creative with her resources. This off-the-cuff teaching method is what drew her to Mead Alternative high school, and later, Spark Central. She feels that the only way for students to be prepared for the jobs and problems of the future is if education evolves to teach them how to be creative. The traditional role of the school has moved to become a social agency for the students. Matson highlighted the importance of getting students to think bigger than right or wrong, centering around a creative approach that pushes students to ask, “What is the most creative answer? What is the better answer?”

Saying Goodbye to Vinny

he School of Education (SOE) would like to express its sincere appreciation to Dr. Vincent (Vinny) C. Alfonso, who served as Dean in the SOE from 2013-2019. Vinny began his service as dean with a vision and a plan. The foundation of his work centered on collaboration, scholarship and professional development, service, teaching, and resource stewardship—and this foundation is embedded in the SOE’s Strategic Plan and Vision. The Plan that developed reaches into the core of the SOE to encourage us to live the mission every day, examine and name our values, and serve others. Vinny was a very energetic dean, and this energy garnered interest for initiatives at Gonzaga, in Spokane, the state, regionally, nationally, and internationally. His efforts have resulted in the formation of collaborations and partnerships; welcomed old and new stakeholders to the table; promoted early childhood education with the eastern Washington colleges and universities, state representatives, and the professional community; spearheaded the “transformation” in the Rosauer Center of Education; supported program development with the approval of three new degree programs during his tenure; and encouraged initiatives that impact our faculty, staff, and Gonzaga students, and most importantly, those we serve.

... and this foundation is embedded in the SOE’s Strategic Plan and Vision. The Plan that developed reaches into the core of the SOE.

Justice for ELL Students

s schools become more diverse, school psychologists are adapting their methods so that every child’s needs are met. The School of Education’s Fourth Annual Assessment Conference was held on March 22, 2019, with talks given by Dr. Elaine Fletcher-Janzen, Dr. Monica Oganes, and Steve Gill. The theme of this year’s conference — the Assessment of Diverse Individuals — revolved around how school psychologists can better address the challenges English Language Learners (ELL) face in the classroom. Dr. Fletcher-Janzen focused her keynote presentation, “Translating Cultural Neuroscience into Assessment Practice,” on how early childhood development is impacted by culture. As Dr. Fletcher-Janzen explained the intricacies of brain development, it became clear how important the people surrounding a child are to that child’s growth. Dr. Fletcher-Janzen went more indepth on how ethnicity and culture have an impact on interaction with others, as well as on individual growth. Even processes as simple as how one understands the objects in a picture can differ based on where

that individual grew up. What children from other cultures bring with them should be honored and valued— their lived realities matter as they learn and grow. Dr. Fletcher-Janzen left the audience with a call to action: “they are not going to suit us, we will have to suit them,” imploring attendees to use tools that are as fair as possible and to have social justice in mind when attending to the needs of kids from other cultures. Dr. Oganes’s presentation, “Nondiscriminatory Assessment of English Language Learners Through the Lens of Neuropsychology,” opened with a personal story about when she first started elementary school in the states after moving from Perú. She was not accustomed to the culture, and her teacher did not speak Spanish, which meant she could not even ask to use the bathroom. Dr. Oganes’s confrontation with the lack of understanding around varied facets of education for ELL spoke strongly to the importance of developing better approaches to help this student population. There are thousands of adults and children, who have crossed physical barriers to migrate to the U.S., only to be met with a language barrier. Dr.

Oganes used her story to show how important bridging and understanding language and cultural barriers are in the classroom. Especially in Spokane: a city that takes in immigrants and refugees, educators need to have access to tools to support immigrants who are often coming in with lower socioeconomic status and lower literacy levels due to the hardships they have confronted. Bringing an awareness of and value for other languages and cultures into the classroom and in the assessments that are used to evaluate students, will ultimately make it easier to support the children who need it the most. To conclude the event, Steve Gill’s presentation, “The English Language Learner Critical Data Process,” explained a newer process that is being utilized to identify language learners who might also have a disability and to offer ELL students with the education they need to thrive. Without evolving practices, ELL students can be underserved. This evolving method is one way that school psychologists are bringing justice to students in the classroom and fighting to work against how ELLs are so often understood.

Improving the Lives of the People They Serve Cody Edwards, Principal, Medicine Hat, Alberta, Canada

The Ed.D. has challenged me in my leadership decisionmaking, planning, and actions. I have a greater sense of purpose and clarity in terms of the values and principles that guide my leadership actions. This self-awareness and understanding of my organization will support the collective efficacy of our staff. My mission is to provide service for our community stakeholders and to develop a school culture that engages students and adult learners for improved student achievement.

Martine Romero, Principal, St. Madeline Sophie School, Seattle, Washington (GU Special Education grad)

he Department of Educational Leadership and Administration (DELA) shared that for years their master’s program graduates wanted a Gonzaga doctoral program in educational leadership that would help them advance their professional practice through a transformational and servant leadership approach. In order to meet these needs, DELA developed a doctoral program, and a model of delivery in order to reach beyond their traditional clientele and locations. Dr. Dan Mahoney, professor and director of the Ed.D. in Educational Leadership program, said, “Our department’s motivation for making the program a reality was, and continues to be, to respond to the demands of the profession; the specific needs of educational leaders; to help educators enhance their leadership skills; and to prepare them to become more effective teachers and administrators—all for the purpose of improving the lives of the people they serve.” In July 2018, the department welcomed the first cohort to campus for three weeks of face-to face instruction followed by online courses and guided studies throughout the academic year. The cohort returned to Gonzaga in July 2019 for its second summer semester and classmates shared their perspectives on the doctoral program.

I hope to increase the awareness and knowledge of other Catholic schools in the Archdiocese of Seattle through my doctoral work. School leaders need to understand the importance of welcoming and embracing ALL students into their communities. My most important role as a leader is to advocate for those who are most vulnerable and underserved by Catholic schools.

Deidre Jenson, Principal and Special Education Teacher, Deering, Alaska

I would love to be able to help future teachers and students be successful in difficult and remote educational settings. I would also like to impact the way education is taught to indigenous students and be a part of a breakthrough in the achievement gap for them. My capstone focuses on belonging to the school community for English Language students. Using critical participatory action research, I hope to develop a model of instruction of the research process to English Language students as a standard practice.

Kathryn Strobeck-Meseberg, Teacher, Mt. Spokane High School, Mead, Washington

I chose the doctoral program at Gonzaga because I am an undergraduate and master’ degree alumni of Gonzaga’s School of Education. It was a natural fit to further my progress and professional learning as an educational leader. I view education as a vocation, and I value the Jesuit philosophy of cura personalis. On the practical side, Gonzaga’s Ed.D. program allows me to work and pursue my degree at the same time. The Ed.D. program provides the opportunity to improve my setting in a meaningful way.

Native American Education

n 2014-15, Vincent Alfonso, Dean of the School of Education (SOE), and Wendy Thompson, Director of Tribal Relations at Gonzaga, visited with several area tribal communities to better understand the learning needs of Native American students in K-12 schools. These visits led to the creation of a series of symposia in 2015 and was intended to explore the complex relationships between Native American students, K-12 teachers, and the contemporary educational system. The series, Rethinking Native American Education, has provided opportunities for our faculty, students, and community individuals to meet together in a spirit of community, engage in critical dialogue, and gain multiple perspectives around this crucial topic.

Building Bridges provided participants with a better understanding of Native American culture and the history between Native students and education.

Why Race Matters explored the issue of race in schools, how it impacts our education system, and how teachers can better understand the role that race plays in their classrooms.

If Only They Would Change: Seeing the Hidden Context exposed the relationship between cultural expectations and education and aimed to help teachers work cross-culturally through relationship, communication, and curriculum.

Race and Decolonization was a two-day event cofacilitated by Thompson and Ali Michael, Ph.D., from the University of Pennsylvania, to help participants recognize how colonization is represented in the classroom through curriculum, pedagogy, teacher belief, and socialization. Participants learned that decolonization is a process that begins with the self. Participants included members from GU SOE, GU English Language Center, the Spokane Tribe’s Language Program, several other area tribal programs, and the greater Gonzaga and Spokane community. The symposia have all included Native American student panels, comprised primarily of GU Native students and alumni, but also of local Native American high school students. Students have shared personal experiences concerning their cultural identity and how this identity has intersected with the predominant way education is delivered. Students have also shared ideas on how teachers and school employees can better meet the educational needs of Native students. We are grateful to the SOE Social Justice Committee and our faculty who continue their work on “Rethinking Native American Education.”

The Class of 2030 The three technologies that will lead the way for these learners are; artificial intelligence, augmented and virtual realities, along with collaborative platforms.

hanks to a serendipitous meeting on an airplane with Aria Azizi, education marketing lead for Microsoft Canada, Catherine Zeisner, Ph.D., assistant professor in Educational Leadership, spent 2019 travelling throughout the provinces of Canada delivering five keynote addresses entitled: The class of 2030 and life ready learning: The technology imperative. Speaking at events such as CANeLearn, CONNECTed, and DisruptED, Dr. Zeisner was able to reach audiences of teachers, school and system leaders, superintendents, and technology companies. The research associated with Dr. Zeisner’s keynotes were a collaboration between Microsoft and McKinsey & Company’s Education Practice. As an elementary school principal prior to joining Gonzaga’s School of Education in 2018, she was able to weave humorous and poignant stories of student success, learning enhanced through technology, and links to her doctoral research on school leadership adversity and resiliency. Along with her keynotes, Dr. Zeisner was honored to be a guest blogger and Twitter chat host for Microsoft, which engaged educators from around the world. “My favorite part about this whole thing is that I was able to take the paper and share it with all of my students…and they have incorporated it into their research”, Dr. Zeisner said. They are making sure that they are looking at the kind of student that they need to be able to support moving forward.” The class of 2030 (students sitting in grade 1 today) will graduate into a world that will be vastly different from today. The research presented wants educators and schools to ensure their learning environments are rich in providing students opportunities to develop global competencies, learner agency, social emotional skills, and allow for personalized learning. The three technologies that will lead the way for these learners are; artificial intelligence, augmented and virtual realities, along with collaborative platforms. Dr. Zeisner truly exemplifies the qualities of a servant leader. She said, “I want to be out there representing Gonzaga as someone who serves and doesn’t just serve our students but is serving education.” She continued her speaker series with Microsoft, presenting in Quebec City in October.

The River of Belonging

arly in his career, Mikel Brogan was appointed principal at a small public school located in a remote First Nations community in rural British Columbia. Brogan said,” Many of the students and their families distrusted the education system, in large part because for years—and only a generation ago—community youth had been forced to attend a residential school. Many of the grandparents and guardians of my students had been forcibly taken away from their families and required to abandon their traditional culture and language.” Brogan shared, “The idea of feeling connected to the local school was foreign to many of these families. Not surprisingly, nothing in the school’s public spaces or displays symbolically connected the school with the surrounding community. I knew something was needed to bridge the cultural gap between the school and the community.” During Brogan’s graduate program, he used art to grow each student’s sense of belonging. He said, “Art can help solidify feelings of belonging because it helps youth make sense of the world and express their feelings.” Seeking to link the backgrounds and cultures of all our students and create a sense of belonging for everyone, he worked with Marina Papais, a Canadian mosaic artist, to create a school-wide mosaic project that would become a part of the building’s entryway. To build the mosaic, each participant—students, teachers, parents, and community members—were given a small piece of stone to create one thing that was important to them. Once their stones were completed, the student

could place the stone into the mosaic wherever they wanted, finding their way in the community art project just as they might in a real community. Older students filled in the areas around each person’s glass stone to create the overall picture, integrating ideas such as the colors from the First Nations medicine wheel. The result was a 4’ x 12’ foot mosaic of more than 550 stones named “A River of Belonging.” At the celebration of the unveiling of the mosaic, Brogan shared that “it helped to recognize our coming together as a community and remind all participants that their ideas were valued, and students seemed to understand how their small stone helped to create a larger whole.” His mission as an educational leader is to help guide students toward becoming industrious, confident and creative builders of their futures. Mikel approaches child development from a holistic view so that students can learn to be well-balanced and healthy individuals who will contribute positively both inside and outside of their school walls. Brogan (’16), is a graduate of the M.A. in Leadership and Administration program, and as an administrator at the elementary and high school levels, he believes strongly that the graduate program at Gonzaga made him a better educational leader in many facets of his approach to leading schools and learners. Elaine Radmer, Ph.D., associate professor of Educational Leadership in the SOE, contributed to this article.

Connecting with Faith

his year marks the second year of the Catholic school teacher pipeline program in the School of Education (SOE). This undergraduate and graduate opportunity gives candidates the option to student teach in a Catholic school. This three-year commitment to teach in the Catholic Diocese of Spokane or in the Archdiocese of Seattle, was made possible through a partnership with the diocese and archdiocese, Nazareth Guild, Fulcrum Foundation, and Gonzaga University to provide more teachers in Catholic schools. Dr. Deborah Nieding, Associate Professor, has taken on the responsibilities for the program and secured a teaching position for a graduate in the Diocese of Spokane for 20192020. Part of the process of applying for the scholarship is a letter of intent explaining why they want to teach in a Catholic school. Dr. Nieding said, “It is a unique opportunity for students who “believe that there is another element through spirituality that can help transform these young children into the best that they can be.” Those selected to student teach in the Catholic schools will find that they “are more involved with the community, the church community, the parents, [and] the teachers.” This program was made for candidates who are part of the Catholic faith and want to include their faith in their teaching. The SOE faculty support Catholic education in a variety of ways to provide resources and services that may not otherwise be available to the Catholic schools. As an example, Adriana Wissel, Ph.D., associate professor and director of the M.A. in School Counseling program continues to work with St. John Vianney Catholic schools on emotional regulation, teamwork, and respect. She and her graduate candidates work at the school once a month covering topics with K-8 grades on emotional regulation, teamwork, and respect using activities that are geared toward the grade level. This opportunity is so beneficial, not only to the students and teachers at the school, but also to the GU candidates. They learned how to overcome obstacles, while still giving their best to the children they were helping. By observing the candidates’ interaction with students, teachers from the school receive insight into ways they can work with students.

90/25 Alumni Awards

or the first time in the School of Education’s history, we recognized alumni who have contributed to their field and to society. Marcy Ray Dodd received the Early Career Alumni Award; and Delitha Spears received the Distinguished Career Alumni Award.

Marcy Ray Dodd, B.A. (’07), MIT (‘16) The award was presented by Anny Case, Ph.D., associate professor, Teacher Education The Early Career Award was presented to Marcy Ray Dodd, a Gonzaga alum who teaches English Language Development at Shaw Middle School in Spokane. During her short time at Shaw, she has established herself as a strong advocate for English language learners and their families. She plays a crucial role in helping the students develop deep pride in their identity as multilingual students and providing necessary resources to support their English literacy. Her calm conviction that her students are capable, precious, resilient human beings is commendable—and her students internalize this message after spending time under her influence. Dodd embodies Gonzaga’s mission by embracing teaching as service, respecting difference, and exercising care, competence, and commitment. She puts the well-being of her students first, and walks by faith, not fear.

Delitha Spear, Ph.D., (’96) The award was presented by Jerri Shepard, Ed.D., associate professor, Educational Leadership Delitha Spear received the Distinguished Career Alumni award for her lifelong pursuit of learning and her service to others. After serving as a librarian and an assistant principal, Delitha began working toward her credentials to become a superintendent. However, she did not find the doctoral program she had begun at another university to be a good fit. She received an invitation to finish her Ph.D. at Gonzaga, and Spear jumped at the opportunity to transfer. “It was the best experience of my life,” Dr. Spear said of her time at Gonzaga, “educationally, spiritually, and personally.” She used her Gonzaga education and passion for learning throughout her career as a superintendent at Deer Park School District and superintendent liaison for Educational Service District 101. There, she worked to connect teachers, parents, and the school board in ways that had never been done before. Dr. Spear leaves a legacy of leadership, educational innovation, and a path that was walked with grace and excellence.

Spring Retreat at Bozarth

Honor Society Inductions

Wardian Award for Leadership

Kappa Delta Pi, the international Honor Society for Education, and Chi Sigma Iota, the Counseling Academic & Professional Honor Society, inducted 55 initiates in 20182019

• Cynthia Smutny, budget director in the School of Education – Staff Award

Kappa Delta Pi – International Honor Society for Education: Dela Bartol, Sarah Bundy, Alyssa Drinkwine, Hilary Hibbein, Rachel Kuhn, Makenna Morris, Kailee Price, Abby Stolp, Meghan Suda, and Katelyn Weber.

• James Hunter, Ph.D., associate professor in Teacher Education – Faculty Award

• Deborah Nieding, Ph.D., was recognized for her term as department chair in Teacher Education – 2013-2019

Student Recognition At the Honors Convocation, Excellence Awards were presented to: • Jamie Osborne, Elementary Education • Megan Schultz, Secondary Education

Chi Sigma Iota – Counseling Academic & Professional Honor Society International Clinical Mental Health Counseling: Stephanie Aguilar, Lydia Buchanan, Brennan Champagne, Alla Chekulayeva, Jordan Ellinwood, Ginger Grey, Yi-En (Jill) Hsieh, Angel Knoles, Donnavan Leavitt, Angela Maccarrone, Jamie Matous, Danielle Parks, Margaret Peterson, Claire Seeger, Drisana Spratt, Kristin Standish, David Tyree, Kara Winder, Tiffani Whisenhunt Marriage and Family Counseling: Rebecca Bradley, Natalie Clayton, Jessica Halliday, Katrina Knizek, Karin Mahugh, Ciera Min, McKenna Paulsen, Alexis Roberts, Tobey Roos, Kathryn Stefano, Lindsay Stockton, Sarah Swanson School Counseling: Skye Allen, Hannah Brinser, Alicia Castro, Srae Christensen Arianne Delos Reyes, Amy Harrison, McKenzie Harsin, Taylor Kirschenmann, Rachel Lutz, Pahoran Marquez, Hailey Pitts, Natalie Sword, Kimberlee Villarreal, Desiree Westphal

Celebrations, Possibilities, and Community Graduate Reception More than 600 master’s degree graduates and their family and friends, and SOE faculty attended the annual graduate reception following the Graduate Commencement.

Fairchild Airforce Base Addy Wissel, Ph.D., associate professor in Counselor Education has connected with Fairchild Air Force Base (AFB) to learn about the military culture and the lived experience as it specifically relates to school counselors understanding how to most effectively support military students and families. The expectation is to continue annual visits, as the SOE and the AFB find it worthwhile and meaningful. Dr. Wissel is hopeful that she will be able to place an internship student in the Medical Lake school district where they will be in direct service to these students and families.

JUSTEC On The Horizon The Japan-U.S. Teacher Education Consortium (JUSTEC) conference will be hosted by Gonzaga University’s School of Education (SOE) and the Modern Languages Department (MLD) in May 2020. It is a huge honor for the University to host the 31st annual conference, joining Stanford University, the University of Hawaii, and other prestigious schools who have hosted in the past, on the global stage. According to Mary Jeannot, Ph.D., associate professor of Teacher Education, the mission of JUSTEC is to engage the academic community in intellectual conversations that spark cultural exchanges, reflects SOE’s mission to “foster inquiry, intellectual creativity, and evidence-based decision making” in the face of challenges to our global society. In hosting the JUSTEC conference, the SOE is providing an opportunity for the Spokane community to learn about Japan’s approach to teaching and to engage academic peers from around the globe. With a focus on multilingualism, Jeannot hopes that the ESL teaching community and the MLD will have a strong presence. The conference will be held May 28-30 on Gonzaga’s campus.

Christmas Celebration

Portrait of an Alum Zach Lombardo (’17), Master of Initial Teaching, Elementary Certification SCHOOL: Fairmount Elementary DISTRICT: Mukilteo School District TENURE: 3rd Year At Fairmount GRADE: Teaching 3rd Grade This Year (Previously 5th Grade) What was your first job after graduation? I started at Fairmont Elementary in the Mukilteo School District but it is located in southern Everett and many of our students live in Everett. It’s a diverse school both academically and culturally. About 60% of our students qualify for free or reduced lunch. Our school serves first through fifth grade students. We share a campus with a kindergarten center that accommodates about 500 kindergarteners throughout the district. Many of them come to us in first grade.

What are some of your memories from Gonzaga? While student teaching I was facilitating a fifth grade math lesson that required manipulatives that represented place values. I had never seen this model before and frankly didn’t understand exactly the logic behind it. Knowing that my GU professor, Suzann Girtz, Ph.D., associate professor in Teacher Education, had office hours in the morning, and I needed to teach this lesson in the afternoon, I visited her. Together we made sense of it, and that afternoon I was able to confidently enter the classroom and teach the lesson. I don’t believe I would have been able to do this without the help and generous time commitment of my professor. My cohort mates and I relied on each other and were always there to help when needed. I have many fond memories working in Foley Library or the Hemmingson Center as we provided critical analysis of

each other’s assignments, and as the program neared the end, edTPA materials. These are memories that I’ll always appreciate. Furthermore, I felt a strong connection to my advisor, Dr. Girtz, to the point where I felt comfortable paying a visit, even if there was nothing specific to report, but simply to provide an update on my overall well-being while acclimating to the rigors of graduate level study. The sense of investment among all parties and a unique camaraderie built a deep connection to Gonzaga. These examples, among others, have provided me with a philosophical foundation about how to be of service to others and seek to forge relationships when those opportunities arise. A humanistic approach to education and those around you cultivates a healthy environment for all involved. Gonzaga’s School of Education has been an unwavering example of this.

Local Media and Gonzaga Grad Students Team Up When local public news television station KSPS-TV was recognized for great work in Instructional Media, Gonzaga students were in the spotlight, as well. At the 2018 awards ceremony for the National Educational Telecommunications Association (NETA), KSPS showcased 16 segmented regional documentaries with accompanying classroom materials that had been developed by School of Education’s Rosemary Colón and Ali Asiri, who are students in the Master of Arts in Teaching English As A Second Language. The lesson plans include student-centered activities focused on research, discussion, and debate, suggestions for local field trips connected to the content of the documentaries, and digital resources educators can use to supplement their instruction, says KSPS Education Director Bukola Breczinski. NETA judges complimented the materials, saying they were “full of useful references, engaging activities, and 26

comprehensive learning objectives.” The content is regionspecific, including topics such as local Native Americans and Japanese-American incarceration, and are now available to educators outside of Washington. Their project was completed without any outside funding. Breczinski thinks it is important for KSPS to partner with local students. “University students are immersed in current educational best practices, and working closely with students helps ensure that the resources we develop are meeting educational needs and standards. Additionally, university students who collaborate with KSPS have the opportunity to apply what they are learning in their programs in a real-world context.” KSPS finds community input valuable in developing content, and is eager to work with Gonzaga students to support their ideas with future projects.

New Degree Program B.Ed. in Community, Culture, and Language in Education The Department of Teacher Education developed its first undergraduate major, B.Ed. in Community, Culture, and Language Education.

he degree is intended to provide students with a sophisticated, practical understanding of the ways in which cultures, languages, and literacies support or undermine educational contexts. The guiding philosophy of the degree program is that in order for us to be people for and with others, we must understand how our cultural and linguistic behaviors shape and are shaped by our worldviews and those of

the communities we belong to. By developing a stance of cultural humility, we are better able to grow with and learn from individuals coming from diverse linguistic and cultural background. James Hunter, Ph.D., associate professor and director of the MA/TESOL, spearheaded the development of the new program. â&#x20AC;&#x153;We are anticipating many exciting developments as a result of this new program: deeper and more productive community connections, a new level of student engagement in the social and cultural fabric of our community and region, and opportunities for applied researchâ&#x20AC;?, Dr. Hunter said.

Deans in the School of Education

1928-1930

Mr. Maurice Flaherty

1930-1935

Fr. James Linden, S.J.

1935-1953

Fr. Maurice Flaherty, S.J. While retaining his position as dean, Fr. Flaherty was given a leave of absence, 1942-1946, to serve as a chaplain in the armed forces.

1953-1955

Fr. Anthony Corrigan, S.J.

1955-1958

Fr. John P. Leary, S.J.

1958-1960

William Osborne, Ph.D.

1960-1961

Fr. Neil McCluskey, S.J.

1961-1962

Fr. Theodore Wolf, S.J.

1963-1968

William H. Barber, Ph.D.

1969-1974

Kenneth A. Ames, Ph.D.

1975-1989

Jeanne Foster Wardian

1990-1993

Daniel J. Burke, Ph.D.

1993-1999

Corine McGuigan, Ph.D.

2001-2002

Corine McGuigan, Ph.D.

2002-2003

Deborah Nieding, Acting Dean, Ph.D.

2003-2006

Shirley J. Williams, Ed.D.

2007-2013

Jon D. Sunderland, Ph.D.

2013-2019

Vincent C. Alfonso, Ph.D.

here are few privileges in life that one is allowed to experience like the one afforded to me as the new Dean of the School of Education (SOE) at Gonzaga University. I stand on the shoulders of the leaders who have come before me and who have done tremendous work to facilitate growth, community partnerships, and to strengthen all that the SOE has to offer on GUâ&#x20AC;&#x2122;s campus and beyond. As I begin my first year as dean of the SOE, I am focused on learning from and building relationships with students, faculty, staff, and community members. It is my sincere belief that as we engage with one another to address issues that exist globally, nationally, regionally, and locally, we strengthen our ability to affect real change. Education, as an institution that is ever-changing, is also the place where we often see societal issues play out - it is the place where both challenge and promise lie. It is our moral imperative as a school of education to be bold and name existing challenges through honest and genuine dialogue and to seek promise through a practice of hope, compassion, and kindness. The quality of the work done to prepare teacher educators, counselors, school psychologists, leaders, and those who serve in sports management, reflects an ethos of excellence and care. This type of ethos, which is built from asking tough questions and engaging in meaningful action, leads to a strong practice of hope as we teach and learn in community. So many individuals at GU and within the SOE work tirelessly to ensure that the genuine work done in service of others considers the dignity and life of each person. My role as dean is to thoughtfully facilitate this good work and to dream with faculty, staff, and students about what we can accomplish together in the future.

Yolanda

GALLARDO, PH.D. Dean, School of Education

B.Ed. in Kinesiology and Physical Education B.Ed. in Special Education B.Ed. in Sport Management B.Ed. in Community, Culture, and Language Education

M.A. in Clinical Mental Health Counseling M.A. in Marriage and Family Counseling M.A. in School Counseling M.A. in Teaching English as a Second Language M.A. in Sport and Athletic Administration M.A. in Sport and Athletic Administration (online) Master of Counselling (Alberta site-based) Master of Counselling (British Columbia site-based) M.Ed. in in Educational Leadership (Alberta site based) M.Ed. in Educational Leadership (British Columbia site based)

SOE EVENTS IN 2019-2020

M.Ed. in Educational Leadership (Washington site-based) M.Ed. in Educational Leadership (online)

FEBRUARY 21 Native American Symposium

Master of Initial Teaching (Elementary and Secondary Certification)

MARCH 12 Celebration of Catholic Schools

Doctor of Educational Leadership

MARCH 19 School Safety Forum

Elementary and Secondary Certification

Education Specialist in School Psychology

Principal / Program Administrator Certification School Counseling Professional Certification

MARCH 20 Assessment Conference

MAY 28-31 Japan-U.S. Teacher Education Consortium (JUSTEC)