UWM School of Education EdLine 2016

2 016 MAJOR GIFT HELPS EDUCATIONAL PSYCHOLOGY, EARLY CHILDHOOD EDUCATION

page 5 BRINGING RESEARCH INTO THE CLASSROOM– AND BACK

page 7 ELECTRIFYING RESEARCH BOOSTS SCIENCE EDUCATION

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ALUMNI SPOTLIGHT

WOMEN’S GIVING CIRCLE

MEMBERS POOL RESOURCES TO HELP SOE One teacher can make a difference. Imagine what happens when you get a group of retired educators together, putting their support behind School of Education projects and students.

The School of Education’s Women’s Giving Circle, founded in 2006, includes women alumni who are both current and former teachers. Their mission is to support the School of Education and its research, including many projects that wouldn’t be possible without the group’s financial assistance.

“We desperately need good teachers for urban, rural and suburban schools,” says Michaels. “Scholarships are so important so these students don’t have to spend the next 20 years paying off student loans. Even if you can only give a small amount toward a scholarship, all those small amounts together can help.”

In addition to working through the Women’s Giving Circle, many of the members donate individually to the School of Education, especially to support scholarships.

For the women involved, giving is part of their lives – just as teaching was.

Michaels still lives close to UWM – she can see the main campus from the top of the building where she lives. Haberichter has lived in Pewaukee for more than 35 years. However, both make time in their busy schedules to get together for the Women’s Giving Circle meetings.

“We are very proud we are able to support the university,” says Barbara Michaels, who received her B.S. (1956) and master’s (1960) degrees from the School of Education and was a primary grade teacher for 40 years. Michaels served as president of the UWM Alumni Association and received the Association’s Community Service Award, and remains an active and engaged supporter of the university.

They are proud they have the opportunity to learn about and support current research and projects at the School of Education through the Women’s Giving Circle.

“I like to stay abreast of what is happening in education, and I’ve been very impressed with the faculty and all the work they are doing to prepare successful teachers,” says Haberichter.

“The School of Education is one of the real strengths of UWM.”

“College would have been more difficult if I did not have the support of lower tuition at UWM,” says Karleen Haberichter.

Haberichter, who graduated from UWM in 1961, worked for the Milwaukee Public School System for 35 years, eventually working as a supervising teacher, providing curriculum support and inservice workshops, and coordinating a state-funded early childhood program. Since retiring 20 years ago, she’s been active in area garden and reading clubs, has taken classes through a local lifelong learning program, and has traveled extensively — “I’ve been to every continent but one.”

Historically, annual gifts of $1,000 have been contributed by each member. Annually, with input from the Dean, the members collectively decide how to designate their combined gifts to support the School.

Both are believers in the power of combined efforts.

New members are always welcome!

For more information, contact Carol Wacker, (414) 229-3080 or at wackerc@uwm.edu.

UWM.EDU/EDUCATION/GIVING

Barbara Michaels greets students being inducted into Pi Lambda Theta at a

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fall event at St. John’s on the Lake.

A MESSAGE FROM

THE DEAN

I am always happy to send an issue of the EdLine off to print with good news to share.

Our cover story in this issue is about the School’s Educational Psychology Program and a wonderful gift we’ve received to help support it through an endowed chair and funding for other work.

This gift from the Kelben Foundation also includes funding for scholarships in the critical field of Early Childhood Education.

This gift is going to be transformational for the School of Education. It represents the confidence that donors of influence in the community have in the School of Education, and it positions us to be able to recruit and retain the best talent as well as provide scholarships for our students.

The School of Education continues efforts to improve our communities through close collaborations with urban schools and local districts.

The work Cheryl Baldwin, Rachel Lander, Karen Stoiber and our graduate students are doing through a research partnership with Milwaukee Public Schools is a great example. Their work is bringing research into practice – and back – and helping improve school climate and academics. Their work is also providing valuable feedback to schools and the district administration to guide future efforts.

Not only schools are benefiting from the School of Education’s commitment to the community. Chris Lawson’s work with the Betty Brinn Children’s Museum is showing some electrifying results for science education.

ArtsECO, a partnership with the Peck School of the Arts, is helping teachers and future teachers use the arts to help students learn. A group of alumni from our Exceptional Education program is coming back to help mentor new special education teachers with their challenging work.

Of course, our students and alumni are always a source of pride.

Reuben Harpole, an alumnus, and Mildred Harpole were honored last fall at the Celebration of Teaching for their many years of service to the community. Marcos Cruz, who just started his senior year, is already a neighborhood activist and community leader. Mai Xiong, an alumna and first-grade teacher, was honored as the Wisconsin Elementary Teacher of the Year.

While the School and the field of education in general continue to face many challenges, we also have plenty of good news to share.

You will note that US News and World Report elevated our graduate program ranking from #81 to #74 this year. This is a remarkable accomplishment and one we are very proud of. We hope you enjoy reading more about those stories in this issue and on our website.

MISSION To provide leadership and inspiration for learning and human development in urban communities.

VISION To become a premier urban school of education recognized for its diversity and known for excellence in teaching, learning and research.

Alan R. Shoho, Dean

Nadya Fouad (center) meets with graduate research team in Educational Psychology.

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Women’s Giving Circle Members Pool Resources to Help SOE

Mark Mone, CHANCELLOR Johannes Britz, PROVOST Alan Shoho, DEAN SCHOOL OF EDUCATION Hope Longwell-Grice, ASSOCIATE DEAN ACADEMIC AFFAIRS Kathy Quirk, EDITOR, WRITER, PHOTOGRAPHER Nicole Schanen, MARKETING/COMMUNICATIONS MANAGER

ON THE COVER

A Message from the Dean Teamwork Fuels Education Psychology Program Bringing Research into Classrooms – and Back What’s at Stake Grads Help New Exceptional Education Teachers Partnership Helps Teachers Integrate Arts Everywhere Program Incorporates a Variety of Activities Electrifying Research Encourages Young Scientists Harpoles Honored at Celebration of Teachers & Teaching

STUDENTS

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Distance Education Student Comes a Distance to Visit Campus SOE Students Bring Home Lessons from Ghana Building Community One Block at a Time SOE’s Tillman Scholar Now Serves Students A Marriage of Minds and Hearts

CONTRIBUTORS Angela McManaman Graham Kilmer PHOTOGRAPHERS Pete Amland Troye Fox Derek Rickert Mike Gryniewicz

ALUMNI

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Teacher Inspired Mai Xiong to a Career Local Superintendents Have Ties to UWM A Career in Improving Hearing Started at UWM Alum Honored by Winona State Preparing Award-Winning Teachers for Urban Classrooms

Page 13 photo courtesy of the Betty Brinn Museum Page 29 Photo courtesy of Uniformed Services University of the Health Services GRAPHIC DESIGN Kendell Hafner

FACULTY

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Professor Helps Prepare Healthcare Educators for Military Tapia Becomes Ambassador, Joins Advisory Council Steele Elected to Math Educators Board New Faculty

25 News Briefs 27 Pi Lambda Theta Honor Society Inducts New Members 28 December Grads Featured on Web and in Video 29 Retirements 31 Scholarships 33 Board of Visitors 35 In Memoriam 37 Donors List 38 A Letter from Carol Wacker

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GIFT STORY

TEAMWORK FUELS EDUCATIONAL PSY To Nadya Fouad, a successful program is very much a team effort.

Fouad, a distinguished professor and chair of the Department of Educational Psychology, views a recent gift from the Kelben Foundation as much-deserved recognition for the work of all her colleagues in the department.

“They are a great group that is committed and invested in training students. We have a common vision. We work collaboratively, and even though we all have different strengths, everybody is committed to training students to being culturally competent.”

The Kelben Foundation gift established an endowed chair position, the Mary and Ted Kellner Chair in Educational Psychology. Mary Kellner, the president of the Kelben Foundation, earned her master’s degree from UWM in educational psychology, and both she and her husband have a longstanding interest in educational issues.

Fouad will be the inaugural holder of the Mary and Ted Kellner Chair in Educational Psychology.

“I’m personally honored,” Fouad says of the Kelben gift, “but it’s also a reflection of the whole department and I’m just so proud to be part of that department.”

The program is already top rated in its field. In October 2015, Best Counseling Degrees, an online resource for exploring the nation’s best educational psychology degree programs, ranked UWM’s doctoral program in school psychology fourth among the top 50 doctoral programs in the nation.

Published in the fall, the ranking was created from a list of programs that were accredited by the American Psychological Association and approved by the National Association of School Psychologists. In addition to professional accreditations, the ranking method factored in the program’s pass rate for the Examination for Professional Practice in Psychology (EPPP).

UWM’s pass rate was 100 percent.

The Educational Psychology Department members all contribute different strengths to the team.

Back row (left to right) are David Klingbeil, Bo Zhang, Stephen Wester, Chris Lawson, Marty Sapp.

Front row (left to right) are Kyongboon Kwan, Razia Azen, Nadya Fouad, Jacqueline Nguyen, Shannon Chavez-Kortell, Anthony Hains.

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Not pictured: Karen Stoiber, Susie Lamborn, Thomas Baskin, Cindy Walker.

YCHOLOGY PROGRAM “Understanding the role that values and beliefs play in individual differences was foundational in the counseling psychology program at UWM,” said Kristin Ihle, an alum of the program who now works at Avant, a consulting firm specializing in integrated talent management and organizational development.

UWM’s program, adds current graduate student Mercedes Santana, “has helped me to strive for deeper knowledge in order to be a fully competent emerging psychologist. I have learned a great deal about individual diversity and inclusion in relation to advocacy and ethics.”

A key focus of UWM’s program – which prepares both counseling and school psychologists – is to prepare students to work in a multicultural world.

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We’ll do research on what we taught and whether it’s effective. That will go back to inform the next round of teaching.

What we’re hoping is that we can help them stay in college.

In 2013, the program was one of three to win the first-ever Bersoff Presidential Award to Multicultural Programs from the American Psychological Association. The award honors graduate programs/ departments for successfully recruiting and graduating students who are U.S.-born ethnic minorities as well as residents born outside the U.S. in regions such as the Middle East, Asia, Africa, the Caribbean and Latin America.

Fouad describes this multicultural competency as the ability to make sure everybody is being treated equitably, that counseling is done within a cultural context and that, in school settings, students aren’t just being referred for treatment because they don’t fit someone else’s idea of proper behavior.

In addition to preparing counselors and psychologists and researching best practices, the department has committed to recruiting and retaining more first-generation students and students of color, who have traditionally been underrepresented in the field. One key effort is developing an innovative course on strategies for success for students from the Academic Opportunity Center.

Her hope is that some of the funding from the Kelben gift will be used to support this effort, through assistantships for graduate students helping with the class, and funds for research and travel.

“It is a huge time commitment we are taking on as a department,” says Fouad, who serves on the Provost’s Retention Task Force. The freshman-level class will use a research-based model. “We’ll do research on what we taught and whether it’s effective. That will go back to inform the next round of teaching.

What we’re hoping is that we can help them stay in college.”

FOUAD’S WORK

CAREER DECISIONS, BARRIERS FOCUSES ON

Fouad is internationally known for her research on how people make career decisions, and the barriers facing women and racial and ethnic minorities in entering and staying in certain professions, like engineering. She is currently finishing up a National Science Foundation study on engineering careers with Romila Singh, a professor in the Lubar School of Business.

“The women in engineering study hit a nerve,” Fouad said. “We were hoping for 800 respondents and we got over 5,500. Everybody is concerned about retaining women. In the women’s sample, we had over 500 women who graduated in engineering, and they were still connected enough to their alma mater that they responded to a survey link, but they never entered the profession. They graduated in engineering, but they never became engineers. That’s huge.”

For more about her work, see

UWM.EDU/GIFT

Maria del Carmen Gonzalez-Nunez, a student in Early Childhood Education who benefited from a scholarship, works with a child at UWM's Children's Learning Center. The gift from the Kelben Foundation to the School of Education will provide additional scholarships for Early Childhood Education students.

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SOE MPS PARTNERSHIPS

BRINGING RESEARCH INTO CL At one underperforming Milwaukee school, the climate is improving and gains are being made in academic scores as a result of a collaborative effort by groups that haven’t previously worked together.

Another group of MPS schools is seeing progress in reading scores among kindergarten through third graders.

The University of Wisconsin-Milwaukee School of Education is a critical part of both efforts, providing real-time evaluation of what is working — and what needs to be adjusted as a result of ongoing feedback from teachers and school leaders.

“We are part of this broader effort to increase the ways that UWM is involved in research practice partnerships with Milwaukee Public Schools (MPS), said Rachel Lander, an associate research scientist for CORE (Consulting Office for Research and Evaluation).

Lander and Cheryl Baldwin, assistant professor of administrative leadership, along with graduate student Ryan Lynch, are working with the “5 in 1” Collaborative to evaluate and support collective efforts to improve academics and climate at Dr. George Washington Carver Academy for Mathematics and Science.

Lander is also working with faculty member Karen Stoiber as part of the TRI (Transformative Reading Instruction) project, an ongoing citywide effort to improve reading and classroom behavior.

THE 5 IN 1 COLLABORATIVE The 5 in 1 Collaborative is a group effort to improve the school climate and academic outcomes at Dr. George Washington Carver Academy of Mathematics and Science in Milwaukee, a school that, despite efforts, was not meeting district standards.

The effort to turn things around brought together philanthropic, education and community organizations which had not previously worked with each other. Lander and Baldwin are serving as developmental evaluators, evaluating the collective effort and also the method. That involves having them work from an embedded role with school, community and philanthropic partners. The five partners leading the collective turnaround effort include: 1. The Northwestern Mutual Foundation, which initiated the project and provided funding; 2. City Year Milwaukee AmeriCorps members provided individual, small group and school-wide interventions and academic support in key areas like math and reading; 3. Teach for America contributed 10 teachers, supported by TFA managers of leadership development; 4. Schools That Can Milwaukee provided Principal Janel Hawkins and her leadership team with weekly leadership coaching; data analysis and goal-setting support; monthly professional development with other school leaders across the city; and visits to schools of excellence in other cities; 5. Milwaukee Public Schools Office of Innovation and Information, the district office that helps research, promote and coordinate innovative programs in the schools, supported the efforts.

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Teacher Stacie Dillenberg works with students in the TRI program.

WHAT’S AT

LASSROOMS —AND BACK

STAKE

The School of Education’s research partnership with Milwaukee Public Schools is showing some promising results in dealing with serious issues.

One challenge is improving reading, a key foundation for all learning.

Only 15 percent of MPS students scored as proficient in reading by fourth grade compared to 34 percent nationally, according to 2013 figures. And in 2015, Wisconsin had the widest gap in reading scores between black and white students in the nation in both fourth and eighth grades.

In its first two years, the TRI program is showing some positive academic results. Kindergartners have shown the most gains, according to a 2015 report from the UWM researchers. In December 2014, 97 percent of participating kindergartners scored in the lowest category for reading fundamentals. Six months later, only 30 percent were in the lowest category.

TRI started in seven schools and the goal is to use the ongoing feedback process of developmental evaluation to develop a model that can be adapted for up to 50 schools in the coming years, said Lander.

The project marked the first time City Year Milwaukee, Schools That Can Milwaukee and Teach for America-Milwaukee had collaborated at one site.

UWM’s role, using this new approach to evaluating the project, is vital to the effort.

“We’re using a developmental evaluation approach — which means sitting on the project team and bringing the research and evaluative thinking to the project,” said Baldwin.

“We’re not just giving them a report when things are over and saying this is what we saw,” added Lander. “We stick to evaluation method, but we are using it in ways that are attempting to be useful in real time.”

The UWM researchers are trying to build a continuous loop from research to practice and back to research as the participants in the project provide feedback on how the research findings are working in practice.

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It is improving outcomes for Carver students and is a model for collaborative work in other MPS communities.

One of the goals of the 5 in 1 Collaborative project was to create a model. School district officials are now applying some of the lessons learned from the “5 in 1” initiative to other community-school partnerships, according to Lander.

“It is improving outcomes for Carver students and is a model for collaborative work in other MPS communities,” said Darienne Driver, superintendent of MPS. “There is a lot of work to do, but we are headed in the right direction.”

The study of the collaborative efforts to improve the climate and academics at George Washington Carver Academy of Mathematics and Science is an attempt to find out how organizations can work together to turn around a struggling school.

Four years ago the school was in danger of being closed. Achievement was low; attendance was lower than the district average and almost half the student body had been suspended at least once.

What the UWM researchers found in their study over two years (2013-2014 and 2014-2015) was that the collective efforts of the five partners worked, with the participants communicating around common goals and learning new ways to collaborate.

The effort also had an impact in decreasing the rate of suspensions from 41.2 percent in 2013-2014 to 32 percent in 2014-2015. Both the total number and rate of suspensions decreased in 2014-2015.

Academic performance also increased with students meeting or exceeding district goals in math and reading. Students who had the most exposure to the interventions performed even better in their second year.

Like TRI, MPS is hoping to adapt the “5 in 1 model” for partnerships with other schools.

Rachel Lander (left) and Cheryl Baldwin provide regular feedback as part of the “5 in 1 Collaborative

Carver’s principal, Janel Hawkins, who has been involved in

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SOE MPS PARTNERSHIPS

the efforts from the start, appreciates the feedback from the UWM researchers, who became part of the project in its second year. “The partners welcomed the researchers to the table to help us organize the collective impact. The research team took responsibility for the focused conversations, which helped create a model of collaboration.”

A recently released report on the project (see sidebar, page 8) documents some of the impacts that the collaborative effort has had, but Hawkins sees it in the intangibles. “Every child is greeted and welcomed by an adult when they come to school in the morning. That positive attitude carries through the day.”

“We’re perfecting the model in these pilot schools but at the same time working with the district about how to implement them district-wide. We’re as determined as we can be with these schools to get the model perfect.”

One of the things the team found out early on from teachers was that they weren’t able to deliver small group instruction well if the rest of the students in the class weren’t able to work independently or were acting up.

Karen Stoiber, professor of educational psychology, had already done research on those types of classroom and culture issues and developed some evidence-based strategies that worked. So, she was brought into the effort and piloted her strategies with a couple of teachers. Now, said Lander, those techniques are being used by all the TRI teachers.

TRANSFORMATIVE READING INSTRUCTION (TRI) School of Education researchers are using the same type of evaluation framework in looking at the results of a new reading instruction program, called Transformative Reading Instruction (TRI). The program, led

by Danae Davis, executive director of the Greater Milwaukee Foundation’s Milwaukee Succeeds initiative, was launched in 2014.

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TRI started in seven schools and the goal is to use the ongoing feedback process of developmental evaluation to develop a model that can be adapted for up to 50 schools in the coming years, said Lander.

The strategies include such approaches as giving five specific positive statements to students for every one negative statement, and coaching on how to de-escalate the situation when a child is being disruptive. Posters reinforce key messages.

For example, each classroom has a “turtle” poster, which offers students techniques on how to calm down when they are upset.

Danae Davis

We’re perfecting the model in these pilot schools but at the same time working with the district about how to implement them district-wide.

We’re as determined as we can be with these schools to get the model perfect.

The goal is to improve reading in kindergarten through third grade, providing a firm foundation for all future academic work.

One key element of TRI is providing teachers with intensive coaching to help them work effectively one-on-one or with small groups. The program is being rolled out slowly, a few schools at a time, with a focus on gathering feedback from teachers and reading coaches as part of the evaluation process.

Like the 5 in 1 Collaborative, the UWM researchers are seeing academic successes with the TRI program. Kindergartners have shown the most gains, according to a 2015 report. In December 2014, 97 percent of participating kindergartners scored in the lowest category for reading fundamentals. Six months later, that number had dropped to only 30 percent.

A priority was looking at how the program was working for teachers, said Lander.

“TRI basically involves teachers delivering small group instruction around foundational reading skills and getting the materials and the coaching they need so they can do that really effectively,” said Lander. The program also coordinates tutoring efforts, encourages parent involvement and supports teacher professional development.

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“Everyone knows how to use it so the teacher can just point to it,” said Lander.

“One kindergarten teacher told Karen that one of her students goes there every day and takes deep breaths.”

Another poster offers students a list of things they can do if they need help and the teacher is busy with a small group.

Like the “5 in 1” initiative, the TRI project involves careful and systematic research methodology to evaluate the impact of the reading coaching and classroom climate efforts.

“Cheryl and Karen and Cindy (Walker, School of Education associate dean and director of CORE) and I share this bigger goal,” said Lander. “We don’t want to just do these projects – awesome as they are and as much as we love them – but we really want them to be extending research partnerships with the schools and the philanthropic community. We want this to be something we do and have a commitment to as a community-engaged university.”

EXCEPTIONAL EDUCATION

GRADS HELP NEW EXCEPTIONAL EDUCATION TEACHERS The new teachers bent over their carefully constructed schedules, eager to share their experiences. They also discussed how they prepared for upcoming parent-teacher conferences, and their successes and challenges in grouping students, designing behavioral supports and making sure they were planning instruction that linked their students with learning standards in a meaningful way.

These aspiring exceptional education teachers were postbaccalaureate students enrolled in the Department of Exceptional Education’s Middle Childhood Early Adolescence special education certification program and teaching under emergency licenses.

Those in this year’s program were newly assigned special educators in Milwaukee, West Allis, and South Milwaukee.

The group was part of the Start Up workshop, one of many initiatives funded by a five-year federal grant awarded to Alison Ford and Judy Winn, associate professors in the Department of Exceptional Education. Even though the new teachers all had experience in schools (regular education teachers, paraprofessionals), the role of the special education teacher was new to them.

Start Up, held for three full days in August and three Saturday mornings once school started, was designed to give the teachers the on-the-spot guidance and support they need to set up classrooms, design schedules, gather and use assessment information, select and incorporate a planning system and utilize curriculum. New sessions will be held starting this August.

This effort is coordinated by Wansheba Ware, the Early Success Coordinator, who explains that: “With ‘Early Success,’ we identify teaching situations that are uniquely challenging and work side by side on anything that is needed.

We have done extensive room set-up in the week before school starts, helped develop wellcoordinated schedules, located the right intervention curriculum materials, and co-developed a positive behavioral support system. We do whatever it takes for success.”

Start Up was designed and facilitated by the faculty along with a group of current teachers, graduates of the certification program themselves. The graduates, strong and highly effective teachers, teamed with the new teachers, providing demonstrations, advice, feedback, and the kind of support that they know so well is valued and needed by new teachers.

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The experience has been a wonderful way to keep connected with our graduates and gives them the opportunity to help the new teachers.

Because it is difficult for the classroom teachers to make time for workshops during the school week, the federal grant provides a stipend for the experienced teachers.

The experience has been a wonderful way to keep connected with graduates and give them the opportunity to help new teachers, according to Ford and Winn. “The graduates have added so much,” said Winn.

“It’s helped me a lot,” Megan Rierdon of 53rd Street School said. “I’ve been able to use their experience and expertise in my own practice.”

(Left to right) Joe Zeise of Metcalfe School, Wansheba Ware of UWM, Alum Krishana Robinson and Rachel Lusting of St. Coletta Day School review work.

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ARTSECO

PARTNERSHIP HELPS TEACHERS INTEGRATE

ARTS

Jessica Ostertag’s fourth-grade students close their eyes as they listen to her read “Little House.” As the story unfolds, the students visualize how the environment around the house changes through the years.

Then they draw what they imagined the scenes looked like.

Skills like attention to detail, persistence and creativity are valuable in the 21st century, said Worm. The type of project-based and inquiry-based learning and ability to do it yourself that art fosters are good skills to have in an increasingly entrepreneurial society, added Doerr-Stevens.

Tracy Rolkosky, art teacher at Community High School, is teaming up with the staff in the school’s biological sciences department to turn a windowless room into a greenhouse.

Both teachers have benefited from a collaborative project between the University of Wisconsin-Milwaukee Peck School of the Arts Department of Art & Design and the School of Education to support certified art teachers and integrate the arts into other subject areas.

Maple Dale School fourth-grade teacher Ostertag, who completed her certification as a reading teacher at UWM, worked with Doerr-Stevens and Ruth Short, recently retired associate professor of education, in exploring connections between making art and reading.

The project, called ArtsECO (Arts Education/Community Ecosystem) is designed to create a sustainable network of support for new and veteran teachers who teach art or are committed to incorporating art into their teaching.

ArtsECO is doing that work through partnerships with schools and local arts organizations, through programs for high school students interested in the arts, through summer institutes for teachers and through scholarships for current and aspiring teachers.

Led by professors from the Peck School of the Arts and the School of Education, with a grant from the Margaret A. Cargill Foundation, ArtsECO welcomed more than 70 high school students, many from Milwaukee Public Schools, to pre-college art classes on the UWM campus last summer.

High school students continued taking part in a series of arts programs throughout the academic year at UWM. ArtsECO is also establishing links with community arts organizations by supporting UWM students in paid internships with community organizations and offering summer institutes for teachers.

But a key focus of ArtsECO is working with current and new teachers to apply arts throughout the curriculum.

“We want to help them develop strategies to help students think like artists,” said Joëlle Worm, director of ArtsECO. The School of Education sees benefits in getting aspiring teachers involved with the arts community – whether or not they become art teachers.

“This gets teachers into an interdisciplinary way of thinking about things,” said Candance Doerr-Stevens, one of three coprincipal investigators of ArtsECO and an assistant professor of Curriculum & Instruction in the School of Education.

ArtsECO is about incorporating the values of an art education into all subject areas while also supporting strong art programs, according to Kim Cosier, co-principal investigator and associate dean and professor of art education in the Peck School of the Arts.

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“My goal is to incorporate art and visuals into what students are already learning in the content areas,” Ostertag said. “Integrating art into reading has been an engaging way to help students better understand what they read. For example, students create pictures in their minds, and we discuss how they are visualizing text, as well as how it helps them better understand the story.”

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It’s not about creating the same picture; it’s about gaining a new, or better, understanding of the story.

The fourth-graders develop artwork based on what they’re hearing, but also learn about metaphors, similes and other figurative language that a writer is using in a book like “Owl Moon.” Or in learning parts of speech, they may draw pictures showing how adjectives describe things, or act out verbs.

Students’ pictures differ from each other and from those of the books’ illustrators, said Ostertag. “But that’s OK,” she added.

“Visualizing helps students create their own mental pictures for text, and those pictures can vary from student to student. It’s not about creating the same picture; it’s about gaining a new, or better, understanding of the story.”

Not only is reading comprehension improving among her students, she added, but they are also more engaged in their lessons.

That’s particularly helpful in her inclusive classroom that includes a wide range of learners.

“When students are able to show what they know through different means such as art, you can really see them blossom as they feel confident in their abilities.”

PROGRAM INCORPORATES A VARIETY OF ACTIVITIES

S EVERYWHERE

Truly a joint venture between the UWM School of Education and the Peck School of the Arts, ArtsECO was created and implemented with the help of additional arts and education faculty, including co-principal investigator Josie Osborne, lecturer and director of the First Year Program in the Peck School of the Arts.

Osborne planned ArtsECO, writing planning and implementation grants in consultation with Hope Longwell-Grice, associate dean of the School of Education.

Over the summer of 2015, teachers attended summer institutes to develop interdisciplinary curricula. The Lynden Sculpture Garden Summer Institute gave teachers a chance to see how art and science could be combined. Teams of teachers worked together to create arts and nature lesson plans.

Scholarships and internships also help aspiring arts teachers. Tracy Rolkosky received an ArtsECO scholarship that helped to provide support while she was student teaching at Bruce Guadalupe Community School and Longfellow Middle School. “How cool is that to be earning money while doing what you love?”

When her student teaching ended, she immediately received the job offer as art teacher at Community High School.

According to Kim Cosier, ArtsECO co-principal investigator and associate dean and professor of art education in the Peck School of the Arts, “Conventional wisdom holds that art programs are being cut, but the reality is that there are more jobs for art teachers now than there have been for years.

Scholarships can help us attract and retain highly qualified teachers.”

The internships also allow ArtsECO to build relationships with community arts organizations.

Arcadia Katzenberger, for example, did a summer internship with Artworks for Milwaukee Inc.

(Top and middle) ArtsECO gives high school students a chance to do artwork on the UWM campus.

“We’re a really small organization,” said Terry Murphy, executive director of the organization.

“We only have two and a half full-time staff and so whatever types of partnerships we can leverage with higher ed and other organizations just helps us extend our impact without increasing our budget.”

ArtsECO also helps build a sense of community through workshops and other activities involving artists, teachers and community arts organizations.

“The Teacher MeetUps are great opportunities for artist-educators to support the work we do,” said La Escuela Fratney art teacher Sue Pezanoski Browne, who has participated in those and other ArtsECO programs.

For more information and photos, go to

UWM.EDU/ARTSECO Teacher Jessica Ostertag (at left) incorporates art into reading and other lessons.

UWM.EDU/SOE // EdLine 2016 12

MUSEUM PARTNERSHIP

ENCOURAGES

YOUNG SCIENTISTS

Third-graders in the project got plenty of hands-on experience building and using circuits.

The young scientists bent carefully over their work – soldering connections from a resistor to a battery to an LED as they made an electrical circuit.

Not bad for third graders, who are normally discouraged from playing with electricity.

Along the way, these Milwaukee students improved their knowledge and understanding of science, technology, engineering, the arts and mathematics (the STEAM subjects).

Chris Lawson, an assistant professor in the School of Education’s Department of Educational Psychology, helped design and evaluate a study of the “maker experience” exhibit at Milwaukee’s Betty Brinn Children’s Museum.

For the study, 278 students in 11 third-grade classrooms and one third/fourth-grade classroom spent five weeks learning about electrical circuits. The students worked in their classrooms and at the museum’s Be a Maker space.

“Third-grade students don’t get to do the stuff in their classrooms and their schools that they get to do in the museum,” Lawson said.

“It is cool stuff. They’re making circuits; they’re learning that it’s fun and exciting to play with electricity.”

The students also learned how to use electricity to create sounds, combining and looping them to make music. “(I liked) that we got to do cool experiments and make noise,” one student said. “That was the first time I ever made noises with random things ... and played with the noises!”

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HANDS-ON EXPERIMENTATION = INSTANT GRATIFICATION “As academics we spend a lot of time writing papers that do not get published for years. We have very delayed gratification. This was more immediate; you could see what was happening,” Lawson said.

Students worked with their teachers and with the museum’s education and exhibit leadership team, who helped when needed, but let the students make their own discoveries. The maker area was messier than a typical classroom, but gave students the opportunity to explore and experiment.

“From a theoretical standpoint, that’s how learning happens,” Lawson said. “We need to let learners go off and discover stuff on their own, make their own mistakes.”

“Our Be A Maker space was designed to help children use materials and technologies to explore STEAM concepts, build new skills and practice working independently and with others on a shared outcome,” explained Fern Shupeck, executive director of the museum.

“They were doing things people might otherwise tell them not to do, but circuits are an important concept in science,” Lawson said.

“It was especially fun to work on because these are the kinds of things that are more and more being taken out of schools.”

EXCEPTIONAL EDUCATION

HARPOLES HONORED EXCITED TO LEARN One of the goals of the project was to get students excited about learning, especially about science and technology. Right now, studies indicate that Americans are lagging behind in these subjects so there’s a real need for ways to get students interested and engaged in science, Lawson said. Approximately 85 percent of students involved in the project are children of color, which is significant because there are huge ethnic, racial, and gender disparities in the science and technology fields.

“

Ninety-seven percent of [the students] said they wanted to learn more in the future, and eighty-five percent said they’d come back to the museum’s Maker Space on their own.

Lawson and colleague Erica Halverson, an assistant professor at the University of Wisconsin-Madison, are still completing research work and preparing for publication, but preliminary results showed the students improved their knowledge of the scientific concepts taught, and the teachers and students surveyed enjoyed the experience.

“Ninety-seven percent of [the students] said they wanted to learn more in the future, and eighty-five percent said they’d come back to the museum’s Maker Space on their own.”

Study results also indicated that the programs inspired educators to use maker experiences to enhance the classroom experience they provide for their students, Shupeck said.

“We are very pleased that the preliminary results of the study indicate the museum’s hands-on maker experiences improved the students’ understanding of and interest in STEAM,” said Shupeck, adding that this education is critical to not only academic success, but to community economic and workforce development.

The Herzfeld Foundation funded the study. In addition to Halverson from UW-Madison, a number of graduate students in Educational Psychology and undergraduate students in psychology and other fields helped out.

The Betty Brinn Children’s Museum previously worked with Ruth Short, associate professor of education (now retired), on the development of a literacy-focused exhibit, Word Headquarters, which opened in February 2015. The Museum is interested in collaborating on future projects to evaluate the experience of children and adults who visit.

As part of their efforts, for example, the Museum is planning a 12- to 18-month project that will examine the influence of specific activities in Word Headquarters on a child’s early literacy skills and a caregiver’s understanding of their role in the learning process.

Lawson is also involved in that project, along with Maura Moyle, assistant professor and director at Marquette University’s Department of Speech Pathology and Audiology, and Dr. Earnestine Willis, Kellner Professor in Pediatrics, director of the Center for the Advancement of Underserved Children, and director of Health Equity and Urban Clinical Care Partnerships at the Medical College of Wisconsin.

AT CELEBRATION OF TEACHERS, TEACHING Reuben and Mildred Harpole, long-time Milwaukee community activists and educational leaders, were honored with the first Distinguished Educator of the Year award at Celebrate Teachers & Teaching Oct. 8 at Anodyne Coffee Roasting.

Reuben and Mildred Harpole with Dean Alan Shoho (center)

Reuben K. Harpole Jr. is a UWM School of Education alumnus who worked at the School of Continuing Education for 31 years and was a senior outreach specialist at the school’s Center for Urban Community when he left UWM in 1997. The university awarded him an honorary doctorate of humane letters for his work in improving Milwaukee communities.

In 1998, the Harpoles established a scholarship to encourage African-Americans, particularly males, to go into teaching. In fall 2009, friends and family raised more than $22,000 for Reuben Harpole’s 75th birthday to add to the Reuben K. Harpole Jr. Scholarship fund.

The Harpoles, who have been married for more than 50 years, have had founding roles or involvement in numerous organizations in Milwaukee neighborhoods, including: launching 50 community centers; Milwaukee Community School and Harambee Revitalization, Inc.; Central City Teacher Community Project; MPS Homework First Program; Milwaukee 100 Black Men; and the Children’s Performing Arts Group, which eventually became the Ko-Thi Dance Company.

In his nomination, Education Dean Alan Shoho wrote: “Mildred and Reuben Harpole have dedicated themselves to the advancement of teaching and learning for over half a century. They have directly contributed to closing the achievement gap in our classrooms and have been the driver in improving teaching and learning through their efforts.”

Celebrate Teachers & Teaching is a collaborative effort of the Education Deans of Greater Milwaukee (EDGM) to honor area teachers. The leaders of nine area institutions of higher education, including UWM, are involved. In addition to the Harpoles, four area teachers were honored for their efforts in promoting literacy.

The 2016 event is set for Oct. 13 with a focus on honoring teachers in the STEM (Science, Technology, Engineering and Mathematics) areas.

For more information, visit

UWM.EDU/CELEBRATION UWM.EDU/SOE // EdLine 2016 14

STUDENTS

DISTANCE EDUCATION STUDENT COMES A DISTANCE TO VISIT CAMPUS Many distance education students rarely come to campus, especially if they’re living in Florida, have a busy full-time job and it’s March and snowy in Wisconsin.

But Robert Rosselot, Director of Global Compliance for Franklin Templeton Investments in Fort Lauderdale, decided he wanted to visit the campus at least once before he finished his degree.

Rosselot is working on a master’s degree in higher education administration through the School of Education’s Department of Administrative Leadership.

He chose the UWM program for several reasons, he says: • The “phenomenal reputation” of the administrative

leadership faculty;

• The university’s deep teaching roots that stretched back

to the Milwaukee State Teachers’ College (MSTC);

• The School of Education’s focus on urban education; • The university’s reputation as a research institution; • And, of course, the opportunity to complete the degree online.

“

After I retire, I wanted to do something else entirely different that would keep my mind active and engaged.

“With my job requirements and other commitments, online is perfect for me,” he says. He started at UWM in the fall of 2012, and has been taking one course at a time – “I’m on the very slow track,” he says with a smile, but plans to finish his degree this summer.

He earned his undergraduate degree in history, then his law degree, and is happy in his current job, but is looking ahead. “After I retire, I wanted to do something else entirely different that would keep my mind active and engaged.”

WI

Rosselot has really enjoyed the online environment, he says, but realized that he’d been in the program for several years and had never set foot on campus – or even been to Milwaukee. So, when Dean Alan Shoho invited him, he decided to visit. He arrived on March 24 – just as the state of Wisconsin was hit with an early spring snowstorm. Fortunately, Milwaukee’s weather brought mostly rain and sleet and the airport remained open so Rosselot arrived safely. One of his wishes in making the visit, however, was to see some snow, and he got his wish later in the day as the chilly mix of winter precipitation turned to snow.

When his degree is completed and he’s ready to move into another career, Rosselot is looking at options like becoming an adviser at a law school or an ombudsman in higher education.

That, he notes, would be a good fit with his legal background.

“This degree is helping me create options.”

And, his courses are already having an impact. For example, he says, understanding how people learn is helping in his day-to-day work. “Almost everything I’ve learned has an application to what I’m doing now. That’s been an unexpected benefit.”

He became interested in returning to school for a degree in education as a way of preparing for the next stage in his life, he says.

FL

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SOE STUDENTS

BRING HOME LESSONS FROM

GHANA

Students (second from left to right) Shaquita Glenn, Katrina McGann and Ian Hoeffler show one of the adinkras they made. Zacharia Nchinda (far left), lecturer in Africology, led the trip.

Four School of Education students went to Ghana over winter break, and came back with insights they hope to share in their future careers.

The four brought diverse personal and educational backgrounds to the course on Ghana’s history and culture offered

by UWM’s Africology Department:

For Glenn, learning more about Ghana’s culture and people will help her better understand African-American students she works with as a counselor, she says.

“I think the biggest thing for me was to actually feel the heaviness of the place,” says Glenn. “It was really intense. You could tell that a lot of ugliness happened there.”

Shaquita Glenn is from Milwaukee, an African-American master’s degree student in educational psychology; Ian Hoeffler is a Caucasian graduate student in higher education administration from Whitefish Bay; Soua Lor is an undergraduate in early childhood education who was born in Thailand and raised in Milwaukee; Katrina McGann is a multiracial graduate student in higher education administration, who finished her degree in May, and is originally from North Carolina.

“As a psych major, I’m really interested in identity formation, to understand how people come to terms with the way they see themselves and the way they actually move in the world.” Seeing how the people of Ghana revered their heroes and celebrated their history will help her counteract stereotypes of Africans.

The tiny cells where slaves were held still held the stench of death, illness and hundreds of people trapped in small spaces.

The way the trip bonded them is apparent in their back-and-forth chatter during an interview, and their habit of finishing each other’s sentences and interjecting comments as they all talk about their experiences.

McGann and Hoeffler both say they’re hoping to work with university study abroad programs and international students.

“There are a whole lot of differences culturally that are important to recognize for students and to make sure they’re supported when coming here to the U.S.,” says McGann. “I wanted to learn about some of the things that aren’t necessarily taught in schools here,” she added.

“I was the only male on our trip besides the professor and I was the only white person,” says Hoeffler. “I obviously can’t fully understand oppression in the way a person of color understands it, but I did get the perspective of being in the minority.”

“They feel good about who they are and where they come from; who was there before them. That’s powerful. That’s one thing kids here are lacking. We don’t have positive representation of what it means to be an African-American. We just don’t.”

Lor echoed that thought.

“I just feel like Africa has a lot to do with the history of the United States. As an educator myself, I need to be educated in what I teach my students.”

The country itself provided numerous surprises and learning opportunities.

The students were amazed at the skyscrapers, malls and thriving cities that didn’t fit their stereotype of people living in thatched huts (though there were some of those in less urban areas). They also enjoyed the warm and welcoming people they met.

The most deeply moving experiences were their visits to the Elmina and Cape Coast slave castles, where captured slaves were held before being transported overseas, often to America.

McGann asked one of the tour guides how he coped emotionally with telling the story of those terrible times over and over again each day.

He said some days he’ll cry with the tourists he’s taking through, but he realizes that this is a story that has to be told and that’s what his purpose is.

The SOE students said the visit opened their eyes to all they hadn’t learned in school. “I was thinking back to my elementary and middle school education and discussions of slavery,” says Hoeffler.

“It never focused on the African side. I knew there was more to it, but actually going there and experiencing it was like ‘wow.’ We aren’t being taught the full truth.”

Their visit had many happy moments, too. The students all laughed about being pulled – sometimes reluctantly – into an African dance. Or visiting elementary schools and “production villages” where crafts are made. And they brought back tangible memories in the form of scarves, called adinkras, featuring stamped personalized symbols.

They were able to choose from 150 traditional symbols the ones that were personal to them.

“We made one as a group,” says Glenn, “and we made individual ones. We’re going to wear them at graduation.”

UWM.EDU/SOE // EdLine 2016 16

STUDENTS

BUILDING

COMMUNITY ONE BLOCK AT A TIME

Marcos A. Cruz, a junior in the School of Education, is trying to change the world one block at a time.

In addition to his coursework in Educational Policy and Community Studies at the University of Wisconsin-Milwaukee, Cruz is engaged in his south side neighborhood as a block captain and a community activist with Layton Boulevard West Neighborhood Association.

Cruz, who was born and raised in Milwaukee, has lived on the south side all of his life, and on his block for 15 years. His focus at UWM is on community organizing and working with youth, and he’s found what he’s learning in the classroom can be often put into practice. “I’ve had a lot of support from my professors here at UWM. I think what is special is that I am part of the neighborhood and I’m bringing the knowledge I get from the university back to the neighborhood.”

He’s learned to work with the neighborhood associations, his alderman, Robert G. Donovan, and other city officials to make improvements on his block. It started with flower planting and clean-ups; then a water conservation project with the city. Last summer the group got a small grant from the city to help pay for the cost of installing alley lighting on garages.

“A lot of neighbors didn’t feel safe,” Cruz explained, so were happy to join in the effort to brighten dark corners. Next up is a block party this summer. Residents who once rarely spoke to each other now chat, and often mow lawns or shovel snow for elderly neighbors.

The people in his area have gotten used to seeing Cruz going door to door. “Some of them ask me, ‘What’s a young guy like you doing this for?’ I told them, ‘This is my neighborhood. I want it to be a great place to live, and part of that is environment.’”

His neighborhood is a mix of young and old, families and singles, Hispanic and Caucasian. “Where I live it’s more Hispanic, but long-time residents are primarily Caucasian so there’s sometimes a language barrier. Being bilingual, I can reach both sides.”

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Cruz (center, back row) with Alderman Robert G. Donovan (left) at a neighborhood meeting. Also pictured are (left to right, back row) Cruz’s sister Destinee, mother Laura and father, Castelnao. (Left to right, front row) Benjamin Martinez, a family friend, Cruz’s brother Christian.

Cruz’s interest in his community comes from both his family and his education. His mother is co-captain of the block with him, and his high school, Pius XI, encouraged volunteer work and commitment to the community. Through UWM, he’s learned more about the different community organizations, and through his own activism, he’s made contacts with local officials and City Hall.

He’s been asked to do presentations at the neighborhood association and the Common Council.

During the spring semester, he started a work-study job as a mentor and adviser to young people at Hope House of Milwaukee.

That’s a cause that is important to him. He’s constantly encouraging his younger brother and sister, and tries to reach out with information about higher education resources to other students in his neighborhood.

While he will continue to juggle college classes, work and neighborhood activism, Cruz is taking some time to enlarge his own horizons beyond the neighborhood in the fall semester.

He’s planning to head to Buenos Aires, Argentina, on a study abroad program.

And when he comes back, he’d like to start organizing more blocks around his area. Cruz has plenty of ideas. “Eventually I want to expand out, block by block, but right now it’s just my block.”

For more on Cruz’s work, visit

UWM.EDU/CRUZ

SOE’S TILLMAN SCHOLAR NOW SERVES STUDENTS For Halli Stewart, it’s all about service.

Nathan and Charlotte Wichert met at UW-Milwaukee and fell in love – just not right away.

The two, now enrolled in the School of Education’s post-baccalaureate program, first met during a training session for Curtin Hall’s foreign language departments. An international graduate student teaching in the French department, Charlotte was paired with Nathan, a graduate student in the German department. Nathan was in a suit for work and was late for his shift at a downtown restaurant.

First, it was service to her country through the military, and now it’s service to the education profession as she works on her doctorate in urban education at SOE. So, it’s fitting that Stewart was UWM and Wisconsin’s second recipient of the Pat Tillman scholarship. Stewart, a Racine native who served for five years as a combat medic in the U.S. Army, was named a Tillman Scholar for 2015.

hearts

A MARRIAGE OF MINDS AND

Tillman Scholars Halli Stewart (left) and Rae Anne Frey were recognized before a September UWM soccer match on the 14th anniversary of the Sept. 11 terrorist attacks.

The scholarship is named for the late Pat Tillman, who put a pro football career on hold to serve in the military and died in Afghanistan.

UWM is one of 18 Pat Tillman Foundation partner universities, and the only one in Wisconsin.

Stewart says she is awed by the work that the national network of Tillman Scholars is doing, and proud to be one of the scholars.

“It’s a very, very cool organization to be part of. It’s an amazing group of people working together to make the world a better place and give back.”

After serving in the military, she earned her bachelor’s in communication and teacher education at UW-Parkside, began working for the Racine Unified School District and went on to get a master’s in reading at Alverno.

“I was perhaps a little short with my now-wife, which in hindsight probably wasn’t my best move,” Nathan recalled.

Originally from Lyon, France, Charlotte came to Milwaukee through an exchange program with the University of Paris (known as the Sorbonne). Both Charlotte and Nathan, who grew up in Milwaukee, were enrolled in the Master of Arts in Language, Literature and Translation – in French and German, respectively – when they met.

Charlotte originally planned to return to France to teach English, but she fell in love with Nathan – and with teaching French – during her time at UWM. Nathan proposed in early February 2013, going down on one knee at the North Point water tower as the snow fell around them.

She decided she wanted to learn more about administration and leadership so she came to UWM for a master’s degree, also earning licenses as a principal, director of instruction and special education and pupil services – all while working full time and raising her son.

They spent the following summer in France and returned to Milwaukee, followed by Charlotte’s family and friends, for a wedding in Wisconsin in September 2014, one year to the day after their first kiss.

“About halfway through, I decided I wanted to keep going and applied for the urban ed doctoral program. It’s been a little bit of a challenge parenting and going to school full time and working full time. But I like to stay busy.”

They decided to return to UWM for a postbaccalaureate world language teacher licensure.

They each have scholarships for the program, and they didn’t think of going anywhere else for their additional education.

She works full time for Racine Unified School District as an instructional coordinator, a job she will continue while completing her doctorate.

Stewart said she was attracted to UWM because of its strong focus on urban education, an area where she was already working. She also liked the fact that the campus was veteran-friendly.

The Tillman scholarship, designed for active duty service members, veterans and their spouses, is a great help financially. She also has the support of her son and her partner, who is currently working on a master’s degree in social work.

“We appreciate everything they’ve done for us,” Nathan said of their time at UWM. “It felt right.”

Charlotte is a French teacher at Nicolet High School and Nathan works for Point-to-Point translation and language consultants in Milwaukee.

To read the full story, visit

UWM.EDU/MARRIAGE

Her own passion is in education. Eventually, she says, she’d like to become an administrator in an urban school district and, perhaps, an adjunct faculty member at a university like UWM. “I just feel an urgency to be involved and do bigger things. I want to improve education, especially for students in the urban setting.”

For more, visit

UWM.EDU/TILLMAN

UWM.EDU/SOE // EdLine 2016 18

ALUMNI

TEACHER INSPIRED

MAI XIONG TO A C

Mai Shoua Xiong came to the United States from a refugee camp in Thailand, with no formal schooling and no English. Now a teacher herself, she especially remembers Mrs. Winter, the kindergarten teacher who made all the difference to a little girl who spoke only Hmong and was feeling lost in the class.

“She was so inspiring for someone from another country.

Even though I couldn’t understand everything going on, she encouraged me and never gave up on me.”

After that, Xiong was sure what her career would be.

“I knew I wanted to help children like me.” And she has.

Last fall, she was named the Wisconsin Elementary School Teacher of the Year by the Wisconsin Department of Public Instruction (DPI).

Xiong, who earned her master’s degree in curriculum and instruction from the School of Education, has been with Milwaukee Public Schools for 17 years. She has spent almost all of that time teaching first grade at the Academy of Accelerated Learning (AAL) on Milwaukee’s south side.

It is her perfect teaching assignment, she said.

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“I knew I wanted to teach in MPS and I wanted to be in a diverse setting. This is about as diverse as it gets, in terms of student body and teachers.” AAL includes children who are African-American, white, Latino, Hmong, Laotian and from Burma/Myanmar and speak a number of different languages.

Students, parents and colleagues all work together well, said Xiong. “I’ve always felt very valued at this school. It has been a very positive experience,” she added.

The DPI award announcement noted that she focuses her instruction on the needs of individual children and stresses parent involvement. She’s established a number of family-oriented events such as Pastries for Parents, Muffins with Mom, Donuts with Dad and a Thanksgiving Feast. She is also the school’s website director and volunteered to be part of a model classroom in the “Teacher Effectiveness for All Learners Project.”

CAREER

NOW SHE’S ELEMENTARY

“I couldn’t do it without the kids and the staff and what I’ve learned from everyone.”

With eight children of her own, she also relies on a strong family support system. “I want to give 110 percent in the classroom and my husband and in-laws make it possible to do that.”

“

I love to see that twinkle in their eyes when they finally get something they’ve been struggling to understand.

She also credits her UWM work on bilingual education and English Language Learning for helping her with the diverse learners in her classes. “It was a wonderful experience. The whole focus was on using different strategies to help children whose first language is not English.”

Xiong still speaks Hmong and serves as an adviser at the Hmong American Peace Academy on the committee for Hmong as a foreign language. She encourages families and children to cherish and keep their own language and culture, though it isn’t always easy, even in her own home. “I talk to my children in Hmong and they ask me to repeat it in English.”

In her classroom, she tries to use all the tools in her teaching kit to help the students. Sometimes, it’s just a matter of more explanation to bridge cultural differences. For example, she says, talking about camping or a trip to the Dells can be a foreign concept to a child who’d started life in another country or has never been on a vacation.

But first graders are at a good age, she adds, eager to learn.

“I love to see that twinkle in their eyes when they finally get something they’ve been struggling to understand. I love that I was able to be part of that. From my own experience, I know what they went through to get there. That excitement is what I love about teaching.”

UWM.EDU/SOE // EdLine 2016 20

ALUMNI

LOCAL

SUPERINTENDENTS HAVE TIES TO UWM

Two local superintendents are among the many Administrative Leadership alumni serving in the area.

Bryan Davis became Superintendent of Schools in the nearby Shorewood Public Schools in August of 2015. One of the things he liked about the job, he said, was its proximity to UWM. Davis earned his master’s in administrative leadership and his doctorate in urban education at UWM’s School of Education. He earned his master’s at UWM while teaching high school in Oshkosh. When he found out about a partnership program SOE had with UW-Green Bay, he decided to continue on to earn his doctorate in urban education.

Davis entered the field of education because he felt a calling to teach and also enjoyed coaching. His mother and grandmother were teachers “so it’s somewhat in the family.”

For more about Davis, read the online story at

Paul Strobel came out of retirement to lead the Greendale School District during the 2015-16 school year. Actually, he “un-retired” twice to lead local school districts.

Strobel, who earned his master’s degree and doctorate from UWM, originally retired in 2013 after spending 31 years as superintendent of Mukwonago Schools. But then the West Allis School District asked him to fill in for a year as superintendent. After talking it over with his wife, Jane, he decided to accept that job. When that assignment ended, “I absolutely thought I was retiring again, but then Greendale called,” says Strobel. He served as interim superintendent for a year while the Greendale School Board searched for a permanent replacement. Gary Kiltz (also a UWM alum with a master’s in administrative leadership) will become superintendent July 1.

UWM.EDU/DAVIS

Strobel talked about how the challenges of being a superintendent have changed over the years in an online story at

UWM.EDU/STROBEL

A CAREER IN

IMPROVING HEARING STARTED AT UWM

Jeannette Seloover Johnson started her career working with the deaf and hard of hearing in the School of Education, and her career has led her all over the United States and around the world.

Now retired and living in Utah, she was honored by the local branch of the American Association of University Women (AAUW) as its 2015 Distinguished Woman of the Year for her lifetime of achievement.

She came to UWM because she was interested in teaching the deaf and hard of hearing, she recalls. “I had people with hearing loss in my family, and that’s what inspired me.”

After talking to faculty members in UWM’s program, she decided that was precisely the teaching field she wanted to go into. Alice Streng, a faculty member who was internationally known in the field and wrote a number of very influential books, particularly impressed her.

UWM’s program in exceptional education-hearing impaired gave her the

21 EdLine 2016 // UWM.EDU/SOE

broad background she needed to pursue a wide-ranging career – teaching in higher education, working with the hearing impaired through Indian Health Services and doing clinical research and working on regulatory affairs with the 3M Corporation.

Of her time at UWM, she says: “In education of the hearing impaired, you had to know the subject, you had to know the anatomy and the physiology and psychology of hearing impairment. We learned about phonetics and the whole area of language development. It was an interesting and difficult program, but it really helped me learn to think and solve problems.”

After earning her bachelor’s degree at UWM, Johnson went on for her master’s degree and doctorate in communicative disorders at Northwestern University.

As young newlyweds, she and her husband, a mathematician, did a stint in the Peace Corps. After sending in their applications, she recalls: “We got a phone call about 4 in the morning. The caller said: ‘We see that the Republic of Korea is looking

for an audiologist. I don’t know what that is, but they want one. Are you interested?’”

She went and became the first audiologist in that country.

After returning to the U.S., she continued university teaching at the University of New Mexico. While there, she began working with Indian Health Services in New Mexico and Southern Colorado. She and a colleague eventually formed their own program, doing screenings and bringing hearing aids to people who had never had access to them before.

Eventually, she moved to 3M in Minnesota to do clinical research and work on regulatory affairs related to cochlear implants. Her last “career adventures,” as she terms them, were in the hearing aid industry for Sonic Innovations and ReSound Corporation, which gave her a chance to travel throughout Europe, Australia, Hong Kong, Japan and other countries.

“My initial start at UWM blossomed out into all these wonderful experiences,” says Johnson.

ALUM HONORED BY

WINONA STATE

Nicholas Daniel Hartlep, who earned his doctorate in Urban Education from the School of Education in 2012, was honored with the 2015 Distinguished Young Alumni Award by Winona State University in Winona, Minn.

Hartlep, who is now an assistant professor of educational foundations at Illinois State University, earned his B.S. in elementary school teaching and M.S.Ed in K-12 Education from Winona State. At UWM, Hartlep focused on the Social Foundations of Education in his doctoral work. He also had an interest in multiculturalism in education. As noted in a profile in the 2009 EdLine, Hartlep is Korean by birth, and was adopted by an American family. At UWM, he was the first non-AfricanAmerican president of the Black Graduate Student Alliance.

PREPARING

Like many others, Hartlep said in that interview, he sees the value in diversifying the teaching profession to reflect the multiple ethnic and racial backgrounds of students.

“In urban schools, we find Somalian, African-American, Mexican, Russian and Croatian children and others from many different countries, speaking many different languages.”

AWARD-WINNING TEACHERS FOR URBAN CLASSROOMS

School of Education students and alumni are bringing the love of reading and writing into urban classrooms. In the summer of 2015, the Wisconsin Council of Teachers of English honored Patrick Porwoll as Wisconsin Outstanding Teacher in English. Stephanie Nook, who completed her master’s degree in 2014, was honored with the Nancy Hoefs Memorial Award, which honors one outstanding first-year teacher of English Language Arts in Wisconsin.

Porwoll did his student teaching in the spring semester of 2015 at Ronald Reagan High School. Nook teaches at Alliance High School. Both are Milwaukee Public Schools.

“I’ve always had a passion for English,” says Porwoll, who was working on his master’s degree through the postbaccalaureate program at UWM while student teaching. He is now at William Horlick High School in Racine.

In working with his ninth-grade class at Reagan, Porwoll supplemented the standard texts with graphic novels, films, comics and other ways of understanding such classics as the Odyssey.

Taking multiple approaches helped students get over the barriers that Shakespeare’s or Homer’s language might present for some and let them get to the heart of the great stories. In fact, he hopes to focus his master’s thesis on alternative ways to get students engaged in English.

“My students at Reagan were really phenomenal,” says Porwoll. He enjoyed working with that age group, who are just starting out in high school.

“What I wanted to do was help make students lifelong readers and writers.”

Stephanie Nook brings that same kind of passion to her classroom at Alliance High School.

“Mathematics and science are very important, of course, but reading and writing are skills you have to have when you go out into the real world. Being able to communicate well is transformative.”

Alliance is a school set up with a mission of working with students who were facing bullying or other challenges in traditional high schools. Many students who identify as LGBTQ find a place at the school, according to Nook.

“Some are students who have had a lot of trauma in their lives, and are struggling to get to school every day. They don’t always have a stable life so they’ve already won by just getting to school.”

She includes a mix of classics and literature that reflects ethnic diversity and explores women’s issues. Students are sometimes surprised to find that what Shakespeare wrote more than 400 years ago in “Romeo and Juliet” or what Charlotte Perkins Gilman wrote in “The Yellow Wallpaper,” an early feminist short story, a little over 100 years ago, reflect issues and concerns that are still around today.

Her students have written some incredible analyses of the works they’ve studied, she adds.

“They always amaze me. They are wise beyond their years and so smart and caring.”

Nook always enjoyed reading and writing. She studied creative writing in the MFA program at American University, but working at nonprofits Writopia and the PEN/Faulkner Foundation sparked an interest in teaching. She earned her M.S. in Curriculum & Instruction from the School of Education.

At Alliance, she’s encouraged her students to write about their own experiences and worked collaboratively with them in developing the curriculum. She’s become the English Department chair and chair of the school’s Literacy Think Tank.

UWM.EDU/SOE // EdLine 2016 22

FACULTY

PROFESSOR HELPS PREPARE HEALTHCARE EDUCATORS FOR

MILITARY

The School of Education’s Barbara Daley is helping the armed services of the United States provide the best healthcare possible by focusing on education of professionals.

Daley, a professor in the School of Education’s Department of Administrative Leadership, served as a visiting professor for six months at the Uniformed Services University of the Health Services in Bethesda, Md. The Uniformed Services University (USU) is the nation’s federal health professions academy, educating, training and preparing those who support the military health system. The system provides doctors, nurses, dentists, psychologists, respiratory therapists and other medical professionals who serve the men and women in the armed services all over the world.

Daley worked with the graduate programs in health professions education, helping to get new programs established and integrated with existing programs. The USU graduate programs offer both a Master of Health Professions Education (HPE) and a Ph.D. in HPE. “The idea is to help make the people who go through the program both better clinicians and better educators,” said Daley. “They are already subject matter experts in their fields, and we are working to enhance their educational expertise as well.”

The professionals at the university are outstanding, she added.

“What is really exciting is how committed they are to making things happen. They have put together a really strong group of faculty from numerous areas in the country. It is a great group to work with.”

Daley was recruited to be a visiting professor after doing a presentation for USU. She has a unique blend of educational qualifications for the position. She is an education professor focusing on adult education (and former interim dean of the School of Education) who is also a registered nurse and has taught health-related courses.

Two former School of Education Ph.D. students also are working at USU, she said. Brian Altman is now education director for the National Center for Disaster Medicine and Public Health, which is a research center at USU. Dr. Dario Torre, who teaches at USU, is a medical doctor who earned his doctorate in adult education at UWM to help better train new doctors. Daley was his doctoral committee chair.

Daley was also able to continue her own research, which focuses on clinical reasoning, understanding learning in the health professions, and curriculum reform, while at the Uniformed Services University.

Daley actually taught in two places at once. The Uniformed Services University bought out 50 percent of her UWM contract, but she still taught UWM online courses from Maryland.

In addition to the professional opportunities, the (generally) warmer climate was an attraction, she noted with a laugh. “It was 75 degrees here when I arrived right around Christmas.”

Having Washington, D.C., with all its history and attractions, so close by is a wonderful benefit, she said. “If you’re bored here, it’s your own fault.”

The visiting professorship has been a great opportunity for her, she said.

“It’s really exciting work here, fascinating and challenging.

And it’s right in line with what I have done throughout my career.

It’s good to be doing something exciting and different career-wise without having to pick up and move permanently.”

For more information, visit

UWM.EDU/DALEY

FACULTY AND STAFF RECEIVE AWARDS A number of faculty and staff members were honored for their work at the May 5 All-School Meeting. They included: • CHRIS LAWSON, assistant professor of educational psychology, received the Research Award; • CANDANCE DOERR-STEVENS, assistant professor of Curriculum & Instruction, received the Teaching Award; • PAM CONINE, clinical associate professor of exceptional education, and ANGEL HESSEL, senior lecturer in Curriculum & Instruction,

shared the Service Award.

Staff excellence awards went to CORBY ANDERSON, Office of Clinical Services, SUSAN BUTKOVIC, training officer in Educational Administration and TAMMY BADURA, adviser.

Chris Lawson

Candance Doerr-Stevens

23 EdLine 2016 // UWM.EDU/SOE

Pam Conine

Corby Anderson

Susan Butkovic

Tammy Badura

TAPIA BECOMES AMBASSADOR,

STEELE ELECTED TO

Javier Tapia, associate professor in Educational Policy and Community Studies, has received two appointments from the Mexican government. On Nov. 30, he became a member of the Advisory Council of the Institute of Mexicans Abroad.

And, in April, Governor Miguel Márquez of the State of Guanajuato in Mexico appointed him as ambassador of Guanajuato to Wisconsin.

Michael Steele, associate professor and department chair in the School of Education’s Department of Curriculum & Instruction, was recently elected to a three-year term on the board of directors of the Association of Mathematics Teacher Educators (AMTE).

JOINS ADVISORY COUNCIL

Tapia has been active in fostering ties between Wisconsin and Mexico, particularly the growing economy of Guanajuato.

He also works with a local group seeking to establish a Mexican consulate in Milwaukee. The Mexican government announced in January it would be establishing the consulate though a date has not yet been announced.

NEW DANIEL J. DONDER joined the School of Education as director of the Office of Clinical Experiences this past year. In this position, he will lead efforts to prepare students for initial and advanced licensure programs in the School of Education and Peck School of the Arts. He is also responsible for developing and expanding partnerships with local school districts and supporting innovation in clinical practice. He is working with UWM and MPS to develop a co-teaching model of clinical instruction.

(See the 2015 EdLine for more information about this model.)

Prior to joining the School of Education, he had extensive experience in school leadership and administration, at the university and high school/ elementary levels.

Within MPS, he served as principal at Riverside University High School and also as a principal at Milwaukee High School of the Arts, Lincoln Center Middle School of the Arts, Sholes Middle School, and 65th Street Elementary School.

MATH EDUCATORS BOARD

A former secondary mathematics and science teacher, Steele came to UWM in 2013, after teaching at Michigan State University for seven years. His work focuses on supporting secondary mathematics teachers in developing the mathematical knowledge needed for teaching and implementing research-based effective instructional practices in their classrooms.

FACULTY

ELIZABETH SMITH has joined the School of Education faculty as Early Childhood Education program director and student teaching coordinator.

She was also a program coordinator at the UWM Children’s Learning Center in 2014-15 and taught a course for Curriculum & Instruction in the spring semester.

Prior to joining UWM in 2014, she was a teacher at University School of Milwaukee.

From 2007 to 2012 she worked as a teacher at the UWM Children’s Center.

JOHN THARP is a visiting professor in Administrative Leadership in the School of Education.

Prior to joining UWM, he was the superintendent of the Greendale School District for three years. He has also served as assistant superintendent for secondary schools in Williamson County Schools, Tennessee, and high school principal at Eastside High School in Taylors, South Carolina.

He has 22 years of experience in public education as a teacher, coach and administrator. His research interests include school reform and leadership and he has published a book on school reform, “Breaking the Cycle of Failed School Reform: What Five Failed Reforms Tell Us.” He also has a book chapter coming out in the fall, in “Leadership: Learning, Teaching, and Practice” (Information Age Publishing).

He was also director, strategic planning and community outreach for MPS, working in the Office of the Superintendent.

UWM.EDU/SOE // EdLine 2016 24

NEWS BRIEFS

GRAD SCHOOL

MOVES UP IN RANKINGS The School of Education has moved up in the latest U.S. News and World Report rankings of graduate schools of education. SOE moved from #81 last year to #74 this year.

FULBRIGHT SCHOLAR VISITS UWM Dian Ratna Sawitri’s interest in helping adolescents learn to make career choices grew out of her own experiences.

“When I was in high school, I was really confused. I found it difficult to decide on a career because I had a lack of information and role models. I was good in physics and mathematics, but I didn’t like those areas.”

Sawitri, an assistant professor on the psychology faculty at Diponegoro University in Indonesia, came to UWM to continue her research in that area with Nadya Fouad, distinguished professor of educational psychology. She was a visiting professor during the fall semester.

For more about her experiences, read the story online at

UWM EDUCATION GRADUATE PROGRAM RECEIVES TOP RANKING The UWM School of Education’s graduate program in Curriculum & Instruction has been ranked among the top 25 programs nationally by GraduatePrograms.com in its fourth annual list. UWM ranked fifth.

The rankings are based on ratings and reviews from current or recent graduate students that were posted on graduateprograms.com. The program rankings, compiled using data from Sept. 1, 2012, through Sept. 30, 2015, include reviews posted by more than 75,000 students who participated in more than 1,600 programs nationally.

UWM.EDU/FULBRIGHT

NEW BOOK TACKLES

CLASSROOM GENDER ISSUES

Teachers and parents are increasingly faced with questions from children about gender and sexuality – a new handbook for teachers may help provide answers. The book was edited by Kim Cosier, associate dean of the Peck School of the Arts and professor of art education.

To read more, visit

UWM.EDU/GENDER

50 BEST VALUE SCHOOLS FOR UWM AMONG

MASTER’S OF EDUCATION PROGRAMS UWM’s School of Education received a top “best value” ranking from “Top Masters in Education.”

“Top Masters in Education,” a resource for educators looking to enhance their own educational foundation, has published its 2015-2016 Best Value ranking of the top schools for residential Master’s of Education programs in the United States, and the UWM School of Education made the list. In fact, UWM was the only Wisconsin university included.

25 EdLine 2016 // UWM.EDU/SOE

SOE ALUM CONTINUES SHOE DRIVE UWM colleges, schools and the UWM Libraries are joining a back-to-school shoe drive, hoping to provide repaired and spruced-up shoes for Milwaukee Public School students before classes start in the fall.

Gently used shoes may be placed in bins located in the lobby of Enderis Hall, the NWQ, Golda Meir Library and Mellencamp Hall. A local shoe repair shop will refurbish the shoes, which will be distributed to Milwaukee school students in August.

Jacarrie Carr, who graduated in December 2015, started the shoe drive two years ago as a student in Educational Policy and Community Studies when he saw many children going to school with holes in their shoes.

Last year, he collected nearly 1,000 pairs of shoes with the help of the School of Education and Pi Lambda Theta, the education honor society.

This year, the College of Health Sciences, the College of Nursing and UWM Libraries have joined the project.

For more information, contact Pi Lambda Theta adviser, Robert Longwell-Grice, robert@uwm.edu.

SPARK IMPROVING READING UWM’s School of Education has been working with Milwaukee Public Schools (MPS) and Boys & Girls Clubs of Greater Milwaukee for ten years on the Milwaukee Community Literacy ProgramSPARK (MCLP-SPARK) project. This program recruits tutors to work one-on-one with kindergarten to third-grade students in MPS elementary schools. The UWM tutors commit to work with students in 11 predominantly low-income and minority elementary schools.

SOE’s Rob Longwell-Grice, senior adviser, and the staff in the Office of Student Services, help to recruit the tutors, who are paid for their work. This year, 90 tutors, primarily UWM students including many education majors, worked at selected schools.

Ruth Short, recently retired associate professor of education specializing in early literacy, helped train tutors and monitor the program.

Curtis Jones, senior scientist in the SOE’s office of Socially Responsible Evaluation in Education, and his colleagues are evaluating the impact of the tutoring.

The results so far are very positive. The first two-year evaluation of the program showed that students in the MCLP-SPARK program improved their reading skills significantly, compared to other students. Initial results for the second two-year cohort confirm that trend. A secondary benefit is that students, who were not education majors originally, have switched to education as a result of their work with SPARK. Education majors also find their SPARK experience helpful in classes.

“We truly love having UWM students as SPARK tutors,” says Pat Marcus, director of program.

UWM.EDU/SOE // EdLine 2016 26

THIS YEAR’S INDUCTEES ATTENDING THE CEREMONIES WERE: FALL INDUCTION Tahir Abdelmawla Alia Arafeh Elizabeth Bur Katherine Chaplin Jose Contreras Juliana Cortez Andy Eisenbach Lori Engelmeier Jarred Glaser Eric Green Kathy Hennig Angel Hessel Ian Hoeffler Daniel Hoefs Demaryl Howard Carolyn Huibregtse Kiyla Irwin Shaunte James

PI LAMBDA THETA HONOR SOCIETY INDUCTS

NEW MEMBERS

As they have been doing since 1963, the UWM School of Education chapter of Pi Lambda Theta inducted new members this past year. The fall induction was held at St. John’s on the Lake and the spring induction ceremony was held in the Union on the UWM campus.

Pi Lambda Theta (PLT) is the most selective national honor society in education. With a focus on recognizing outstanding students in education, PLT has maintained exceptionally high membership standards since its founding more than 100 years ago. The Beta Epsilon chapter at UWM was established more than 50 years ago. Membership is open to graduate and undergraduate students who are intending to pursue a career in education, and who have achieved a cumulative grade point average of at least a 3.5 on a 4.0 scale.

In addition to being a well-respected honor society, PLT also provides professional learning resources that can help students improve their teaching skills and help them find employment.

Dues are currently $47 for the national PLT, and $17 for the local chapter (Beta Epsilon).

Carl January, Jr. William Justus Page Lehr Alana Malloy Barbara Prendergast Lauren Rostas Thomas Schadeberg Jenee Schansberg Kortney Smith Mollie Sprister Troy Washington

THE CURRENT OFFICERS OF PI LAMBDA THETA ARE:

PRESIDENT

VICE PRESIDENT

Heidi Kangas Amanda Marks

SECRETARY Lauren Rostas ADVISER Rob Longwell-Grice

MEMBERSHIP COORDINATOR

Emily Eyssautier

TREASURER Miranda Solveson

PROGRAM DIRECTOR

Phil Berger

Brandy Williams Gary Young SPRING INDUCTION Phillip Berger Faith Casselman Derisa Collymore Allison Craighead Ryli Decorah Sarah Dezwarte Jennifer Doss Emily Eyssautier Jennifer Hilgendorf Milena Krstic Danyell Rodgers Delia Smith Miranda Solvesen

27 EdLine 2016 // UWM.EDU/SOE

The fall group was inducted at St. John's on the Lake.

GRAD PROFILES

DECEMBER GRADS FEATURED ON WEB AND IN VIDEO

Two graduates of the School of Education’s Educational Policy and Community Studies program were featured in UWM’s coverage of December 2015 commencement. A video shown at the commencement ceremony highlighted Nigerian immigrant Igoni Igoni, who juggled driving a taxi, raising a family and completing his education. And a web story told how Rosale Horton, a nontraditional student, mastered algebra to complete her degree after dropping out.

A first-generation college student, Igoni drove his cab at least 60 hours each week to pay the bills while focusing on his goal – getting a college degree in community engagement and education and being a role model for his two young children.

“My dream job is to get into the Department of Education, work my way up, and see how I can help contribute to policy in a way that will enhance education in the state of Wisconsin and around the globe,” Igoni said.

Igoni was one of three graduates honored during UWM’s December 2015 commencement ceremony at which more than 2,300 students received diplomas. Combined with those who graduated in May, the total number of degrees awarded to the class of 2015 exceeds 4,800.

To see a video about Igoni and his studies – and work – visit

UWM.EDU/IGONI

ROSALE HORTON CONQUERED ALGEBRA TO GRADUATE WITH HONORS IN DECEMBER

Horton, who received her bachelor’s degree in community engagement and education, thought she had completed her degree in 2013, only to find out she had not passed a needed algebra course. Her family had already prepared a party — in fact her proud son sold three pairs of Michael Jordan athletic shoes to finance a celebration for her.

“I was so disappointed,” she said, looking back.

Horton, who is a Head Start teacher at Next Door Foundation, had earned an associate’s degree at Milwaukee Area Technical College (MATC) and wanted to complete her bachelor’s degree as part of her teaching credentials. So, she was understandably devastated when she ended up short of her goal. She dropped out of school.

“They really helped get me through the class,” said Horton.

“When I passed the final test, I was so excited.”

Now, as a proud alumna, she’s serving on the Educational Policy and Community Studies Advisory Board to help reach out to other students who want to work in the community.

But her colleagues at Head Start, her son and grandchildren, and her instructors at UWM encouraged her to come back and finish that oh-so-close degree. Agnes Williams, a lecturer in the School of Education’s Educational Policy and Community Studies program, in particular, encouraged Horton to make that final push.

“They all told me, ‘You’ve only got one more math class. You just need to concentrate on that,’” said Horton.

Williams, who had herself earned her doctorate at UWM after 37 years as a Milwaukee Public Schools teacher, is a champion for the many adult learners in the Educational Policy programs.

With her help, Horton, an army veteran, was able to get support and tutoring through UWM’s Veterans Upward Bound program.

Rosale Horton (left) with Agnes Williams, one of those who encouraged her to complete her degree.

UWM.EDU/SOE // EdLine 2016 28

RETIREMENTS

MOVING ON TO

NEW CHAPTE

A number of long-time School of Education faculty and staff retired over the past year. Here is more about their many contributions.

RANDY GOREE, senior lecturer in Curriculum & Instruction, retired in June after more than 25 years of service to the School of Education. Goree taught social studies teaching methods and worked with teachers and school districts in the Milwaukee area on geography education and social studies.

He was past president of the Wisconsin Council for the Social Studies.

LARRY MARTIN taught teachers to work with adults. When Martin started out educating adults, he traveled rural Mississippi, teaching from one education center to another. “I taught adult basic education classes from the trunk of my car. I would pack up the GED books and the readers and all of that stuff, and traveled from place to place, teaching 16 or 17 adults at a time.”

School of Education. He was also a liaison with high school and university students, particularly in the Latino community. In October, the Roberto Hernandez Center (RHC) honored him with its annual Hispanic Heritage Month Award for his years of service to the Latino community in Milwaukee and at UWM.

He spoke about his philosophy of teaching history and social studies in a 2010 EdLine article on controversies over the way history was being presented – or not presented – in textbooks.

Many years later, Martin, a professor in the Department of Administrative Leadership who retired at the end of 2015, taught others how to work with adult students. He was honored for his years of teaching and researching in the field of adult education – 32 of them at UWM – when he was inducted into the International Adult and Continuing Education Hall of Fame Nov. 18.

RUTH SHORT, associate professor of Curriculum & Instruction and expert in literacy and reading instruction, retired in February after 11 years at UWM and more than 30 years in higher education.

Before joining UWM, she taught at James Madison University in Virginia and the University of South Florida.

“We need to get kids to look at the issues as critical consumers of history and the world around them – with the goal of becoming good citizens.”

DANIEL (DJ) HIMES retired in September. He started in the School of Education as part of a collaborative grant to provide instructional support for both students and faculty/staff on digital learning. He was hired by Curriculum & Instruction and taught instructional technology courses for many different programs, including Early Childhood and the high school level programs. In recent years, he joined the instructional technology group to provide support for students, faculty and staff throughout the School of Education.

29 EdLine 2016 // UWM.EDU/SOE

His research and publications focused on the trends and issues that keep adult learners, particularly those who are low-income and/or people of color, from participating in adult education programs.

For more about Larry Martin and his work, read the online story at UWM.EDU/MARTIN FELIPE RODRIGUEZ, outreach program manager in the Office of Student Services, retired from UWM in the fall of 2015 after 38 years of service.

At UWM, Rodriguez filled many roles and was a tireless advocate for the

Among the many projects she worked with over the years were the SPARK program, Early Reading Empowerment and the “Word Headquarters” exhibit at the Betty Brinn Children’s Museum.

She also helped with UWM’s reading teacher and reading specialist program.

With the SPARK program, a collaboration between UWM and the Boys & Girls Clubs of Greater Milwaukee, she served as an adviser and helped develop the tutoring curriculum. Through the program, students from UWM work with first through third graders who receive tutoring and literacy-focused, afterschool activities.

She was also one of the consultants involved with the development of the

ERS IN THEIR LIVES “Word Headquarters” exhibit at the Betty Brinn Children’s Museum, which encouraged children to explore the building blocks of literacy.

The Reading Teachers and Reading Specialist program, which prepares teachers to work specifically on reading, fills a growing need in Wisconsin and the nation, she said.

She also spent time traveling to school districts all over Wisconsin to help them improve first- and secondgrade reading skills through UWM’s Early Reading Empowerment (ERE) program. That program is now being carried on by other teachers she helped train. The goal of the program is to focus on struggling readers in the early grades, before they become discouraged, by building their reading skills and confidence in small steps.

“If we can get the kids to believe in themselves and become confident readers before they fall behind, it sets the stage for success all through school,” says Short.

ALFONZO THURMAN found his career path during summer breaks from UW-La Crosse.

administrative side appealed to me as well as the teaching.” He and his wife, Brazilian, later helped found a center at UW-La Crosse that brought together African-Americans, Latinos and American Indians.

“I got to teach and administer a new center. I was hooked.”

Thurman, who retired at the end of January 2016, found an opportunity to do both in the University of Wisconsin-Milwaukee’s School of Education. After serving as dean of the school for 10 years (from 2001 to 2011), he returned to his focus on teaching and researching school leadership for the past five years. He also directed the Research Center for Urban Education Leadership Development.

For more about Alfonzo Thurman and his plans in retirement, go to UWM.EDU/THURMAN LINDA TIEZZI-WALDERA and CHRISTINE ANDERSON, codirectors of the Office of Clinical Experience, retired in 2015 in December and August, respectively.

He’d started out interested in elementary education, but found he liked working with adults better and really liked organizing and running projects.

As co-directors, Anderson and Tiezzi-Waldera helped develop positive relationships between UWM teacher education programs and districts and schools, leading to the formation of an Urban District Partners’ Group.

“I ended up directing a summer program for two years. I found the

They also provided leadership to place hundreds of teacher candidates

in schools each semester, trained numerous classroom teachers to become cooperating teachers for School of Education teacher candidates, worked with area schools to host UWM classes, developed professional development opportunities for UWM teacher education supervisors and initiated a co-teaching pilot at U.S. Grant Elementary.

Tiezzi-Waldera came to the School of Education in 1991, working as a faculty member and researcher in the Department of Curriculum & Instruction. She was also a teacher in the Milwaukee Public Schools, was the associate director of UNITE (Urban Network to Improve Teacher Education), taught social studies methods courses and provided leadership in curriculum development for schools and for Milwaukee Public Television’s series, “The Making of Milwaukee.”

Prior to coming to UWM in 2013, Christine Anderson was the executive director of the Milwaukee Partnership Academy (MPA) and partnered with the university in many projects such as the Teachers for a New Era. She is the former president of the Milwaukee Teachers Education Association (MTEA) and was NEA Foundation principal investigator for an MPS/MTEA grant that included 22 schools. She worked for Milwaukee Public Schools in a variety of positions. Anderson earned her bachelor’s, master’s and doctorate from UWM.

UWM.EDU/SOE // EdLine 2016 30

SCHOLARSHIPS

GENEROUS DONORS EXPAND In 2015-2016, the School of Education awarded 173 scholarships to 140 students for the academic year.

The total amount of scholarship money for 2015-16 was $322,700. For the 2016-17 academic year, the School of Education was able to increase the total amount awarded and assist more students with $462,000 in scholarships going to 225 students. The average award was $2,053.

Many thanks to the generous donors who make these vital scholarships available to School of Education students. Thanks also to the scholarship committee that worked hard to determine how to award these funds. Committee members were: Rob Longwell-Grice, scholarship coordinator; Deborah Blanks; Liliana Mina, Maria Hamlin, Marty Sapp and Judy Winn.

SCHOLARSHIP RECIPIENTS (AND AWARD NAME) FOR 2015-2016 Krystal Antrim-Jones (Kuehneisen)

Allison Corby (Berg)

Alisa Grisar (Kuehneisen)

Alyssa Anzalone (Kuehneisen)

Lina Corredor (Boening)

Christian Guerrero (Jasna, Flores)

Danielle Apugo (Singer)

Sara Couper (Dikander, Ulm)

Luz Guerrero (Flores, Dikander)

Alia Arafeh (Kuehneisen, Robinson)

Alyssa Dahmer (Timm)

Alex Hagedorn (Dikander)

Brittney Ash (Kuehneisen)

Caitlin Delarosa (Education Scholarship for First Year Graduate Students)

Brooke Hall (Haney, Dikander)

Teresa DePratt (Kuehneisen)

Paul Hart (Hambing)

Mary Ayikue (Robinson, Kellner) Ariel Baeseman (Dikander) Kerry Bergin (Singer) Kayla Biner (Kuehneisen) Angela Binversie (Maksimowicz, Kraemer) Cynthia Blaser-Jasinski (Singer) Michelle Brzezinski (Hambling) Elizabeth Bur (Slaymaker, Maksimowicz, Berg)

Urmi Dey (Singer) Gabriela Dorantes (Education Scholarship for First Year Graduate Students) Marissa DuCharme (Kuehneisen) Emily Eyssautier (Arnold/Knapp) Jessica Fahser (Kuehneisen) Mary Beth Falish (Singer)

Miaya Burrington (Staunt, ExEd Graduate Fellowship)

Breana Farrell (Kuehneisen)

Kosheda Butler (Waechter, Steinberg)

Theodore Frank (Timm)

Mario Cano (Youth Leadership)

Rebecca Freer (Raasch)

Laura Cantoral (Kuehneisen)

Kelsey Freit (Kuehneisen)

Jenna Carlson (Kraemer)

Rae Anne Frey (Hambling)

Jenna Chenow (Kuehneisen)

Alondra Garcia (SOE General)

Jessica Collins (Kuehneisen)

Kari Garon (Harvey)

31 EdLine 2016 // UWM.EDU/SOE

Nathan Fox (Dikander)

Amanda Hanrahan (Singer) Amy Harter (Kuehneisen) Sarah Hartman (Kuehneisen) Chrystal Hayward (Singer) Angie Henegar (Callaway, Boening) Christina Hill (Kuehneisen) Holly Hoffman (Kuehneisen) Jacqueline Hoy (Slaymaker, Ondrejka) Monica Ibarra (Timm) Shayla Jackson (Kuehneisen) Shaunte James (Kuehneisen) Courtney Johnson (Youth Leadership) Alicia Johnson (Kuehneisen, Boening) Candacee Johnson (Waechter, Dikander) Carissa Johnson (Timm)

D GIVING TO STUDENTS Gretchen Johnson (ExEd Graduate Fellowship)

Kaela Rahaman (Ulm)

Genevieve Sprung (Kuehneisen)

Heidi Kangas (Dikander)

Saman Rahimi (Timm)

Christopher Stancato (Kuehneisen)

Schuyler Ramsey (Harpole)

Susan Stanley (Kuehneisen)

Erin Regner (Hoffmann, Milwaukee State Teachers College)

Timothy Steen (Steinberg, Milwaukee State Teachers College)

Jessica Remich (Timm)

Kari Stein (Ondrejka)

Hayley Rice (Kuehneisen)

Andrea Steinhofer (Kuehneisen)

Andrew Richter (Kuehneisen)

Armani Stone (Thurman; Maksimowicz, Dikander)

Nancy Kenok (Education Scholarship for First Year Graduate Students) Shin-Ye Kim (Kuehneisen) Charlotte Kintop (Kuehneisen, Adams) Stephanie Krellwitz (Kuehneisen) Cassandra Kuschewski (Kuehneisen) Ernesto Lira de la Rosa (Miller) Je Von Lyle (Youth Leadership) Hotaka Maeda (Singer) David Mahdasian (Kuehneisen, Boening) Chelsea Malicki (Kuehneisen) Megan Marquis (Slaymaker) Lauren Mascari (Kuehneisen)

Megan Rierdon (Kuehneisen) Tammy Rivera (Robinson, Kellner) Graciella Rodriguez (Sokol) Peter Ruzicka (Kuehneisen) Anita Samuel (Sullivan) Carlos Sanchez (Kepner, Flores, Milwaukee State Teachers College)

Kelly McAvoy (Kuehneisen)

Brianna Sayeg (Education Scholarship for First Year Undergraduate Students)

Molly McDermott (Education Scholarship for First Year Undergraduate Students)

Steven Schmid (Timm) Brittany Schultz (Kuehneisen)

Samantha Michaels (Kuehneisen)

Scott Schultz (Youth Leadership)

Christopher Miller (Dikander, Foley)

Jamie Schwaba (Singer)

Ashley Mueller (Singer, Kuehneisen)

Jana Schwai (Kuehneisen)

Katherine Nelson (Hatton, Kuehneisen)

David Seckman (Egan, Kuehneisen, Boening)

Madeline Neuworth (Adams) Veronica Ocampo (Singer) Megan Olson (Kuehneisen) Caitlin Paikowski (Kuehneisen) Zoe Parmeter (Dikander) Laura Pierson (Kuehneisen) Kelsey Podany (Kuehneisen) Kelsey Potter (Ulm, Uber, Silveus) Brigetter Potter (Kuehneisen)

Danielle Seeger (Kuehneisen) Lucy Seger (Uber) Saidah Sheppard (Kuehneisen) Jazmyn Smith (Kuehneisen) Jacob Smith (Youth Leadership) Emma Jean Snook (Milwaukee State Teachers College) Sally Snyder (Kuehneisen)

Emily Summers (Singer) Johnathan Taylor (Krueger) Christopher Tonika (Education Scholarship for First Year Undergraduate Students) Faith Trow (Youth Leadership) Michelle Turner (Boening) Jennifer Valdivia (Kuehneisen) Chi Vang (Milwaukee State Teachers College, Berg) Chelsea Vickery (Kuehneisen) Katie Waller (Timm) Troy Washington (Cheeks) Parisa Watson (Boening) Kathryn Wedige (Education Scholarship for First Year Graduate Students) Charlotte Wichert (Ulm, Silveus) Jordan Witt-Araya (Timm) Emily Wurm (Kuehneisen) Gaochie Xiong (Education Scholarship for First Year Undergraduate Students) Yifei Xu (Kuehneisen) Gary Young (Kuehneisen) Elaine Zautke (Kuehneisen) Clarissa Zimmerman (Singer, Krueger)

Scholarship winners, donors, faculty and families celebrated atUWM.EDU/SOE the annual Scholarship Dinner in the fall. // EdLine 2016 32

BOARD OF VISITORS

MEET THE SCHOOL OF EDUCATIO

ELLEN M. GILLIGAN is president and CEO of the Greater Milwaukee Foundation. She has spent nearly 30 years in the nonprofit sector and has served in leadership roles at the Greater Cincinnati Foundation, United Way of Greater Cincinnati, United Way of America, The Eisenhower Foundation and Local Initiatives Support Corporation.

JACQUELINE HERD BARBER, a retired sales engineer for Motorola (now known as Freescale Semiconductor), serves on a number of community and civic boards in Milwaukee. She also serves as co-chair of Milwaukee Succeeds, an initiative to improve the quality of education for every child in the city of Milwaukee.

RALPH HOLLMON is currently president and chief executive officer of the Milwaukee Urban League, although he announced he will be retiring at the end of 2016. He earned his master’s degree in Urban Affairs from UWM. He has been actively involved with a variety of civic, business and community organizations, and is a member of the Greater Milwaukee Committee.

VINCENT LYLES is the president and chief executive officer of Boys & Girls Clubs of Greater Milwaukee, the largest youth-serving organization in the city and one of the largest, if not the largest, chapters in the nation. Lyles leads the Clubs with more than 800 employees and nearly 600 volunteers.

RUTH MAEGLI is the chief academic officer for Milwaukee Public Schools.

She began her teaching career in 1985 and has held many positions in the organization including principal, project director of the GE Foundation Grant and Chief of Innovation.

DEMOND A. MEANS is Superintendent of Schools for the Mequon-Thiensville School District, which is consistently ranked as one of Wisconsin’s top public school districts. Under Dr. Means’ leadership, the school district has improved its academic performance as an organization and has received numerous awards for being a highachieving school district.

33 EdLine 2016 // UWM.EDU/SOE

ON’S

BOARD OF VISITORS

WILLIAM H. HUGHES has served education as a principal, superintendent of schools, chief academic officer, and director of leadership development.

In 2012, he joined Schools That Can Milwaukee and Alverno College to work in leadership development after 16 years as Superintendent of the Greendale School District. In 2016, he joined Seton Catholic Schools as Chief Academic Officer, building out a network of highquality K-8 schools serving up to 10,000 students in Milwaukee.

MARY KELLNER, who earned her master’s degree in guidance and counseling from the School of Education, has spent the last 20 years volunteering and doing board work for nonprofit organizations such as Next Door, UW-Milwaukee Foundation, The Nehemiah Project, Schools That Can Milwaukee, and The I Have A Dream program. She presides over the Kelben Foundation.

DEBORAH KERR is the superintendent of Brown Deer School District, one of the most diverse K-12 districts in the state of Wisconsin, with more than 1,600 students. The district includes 70 percent students of color, with over 44 percent students in poverty.

MARK SABLJAK has been publisher of the Business Journal since January of 1994. He is responsible for both the editorial and business aspects of the weekly newspaper. He is a UWM alum, having earned his master’s in communication. This spring he announced he was retiring June 10.

JULIA TAYLOR is president of the Greater Milwaukee Committee. The GMC convenes and collaborates with other organizations and groups in the community on an issue-by-issue basis and leads by initiating projects and implementing strategies. The GMC membership is comprised of 200 CEOs and leaders in various sectors.

ANSELMO VILLARREAL is the president and CEO of La Casa de Esperanza, Inc. (La Casa), a communitybased organization dedicated to serving Waukesha’s low-income and Latino population since 1966. A highly respected voice in the Hispanic community, he sits on a number of local, regional, and national boards, and has received numerous awards for his service to others.

For more about the Board of Visitors members, visit

UWM.EDU/BOARDOFVISITORS UWM.EDU/SOE // EdLine 2016 34

In Memoriam

James Adams, (MS, ‘68)

Velvie Finn (MS, ‘62)

Jean Kuck (BS, ‘52)

Waheedah Al-Amin (BS, ‘86/HBSSW, MSW, ‘90)

David Flanders (BS, ‘55)

Donald Kuhnke (BS, ‘56/MS, ‘66)

Shirley Anderson (BS, ‘53)

Joan Foley (MS, ‘78)

Karisue Kujawski (BS, ‘61)

Virginia Franke (ND, ‘40)

Patrice Lanser (BS, ‘89)

Edith Gaines (‘41)

Alfred Lightfoot (BS, ‘58)

Joe Games (BS, ‘88)

James Lorence (BS, ‘60/MS, ‘64)

Jeanne Gartzke (BS, ‘50)

Dorothy Mack (BS, ‘61/LS, MS, ‘68)

Scot Atkins (BS, ‘87) Charles Averkamp (BA, ‘49/MS, ‘60) Ruth Bauer (BS, ‘44) Mae Becker (BS, ‘58) Nancy Belle (BS, ‘85) David Berglund (MS, ‘66) Betty Berquist (BA, ‘42) Lynne Beverung (MS, ‘83) Dennis Boals (MS, ‘80) Lu Bodven (BS, ‘67/MS, ‘82) Janis Borzykowski (BS, ‘59) Linda Bosetti (BS, ‘91/MS, ‘93) Peter Brem (BA, ‘66) Patricia Brosdal (BA, ‘71) Robert Busch (MS, ‘64) Simmie Butler (BA, ‘71) Sam Castagna (BS, ‘49/MS, ‘53) Phillip Cibik (BS, ‘54) Patricia Ciesielczyk (BS, ‘96) Mary Clark (‘78) Karen Cokain (BS, ‘90) Annie Cross (TEACHC, ‘02) James Culberson (BS, ‘53) James Dees (MS, ‘66) Leonore Dickmann (BS, ‘45/MS, ‘65) Thomas Dicristo (LS, BS, ‘62/ SOE, MS, ‘69)

James Glatting (MS, ‘65) Gerald Gleason (BS, ‘49) Leon Glowacki (BS, ‘55) Glenn Goethel (BS, ‘60) Gloria Gogin (BS, ‘55) Mary Golden (BA, ‘71) Kathryn Greenwald (BS, ‘44) Sue Griffin (BA, ‘69) Patricia Griffiths (MS, ‘87) Roy Halloran (MS, ‘57) Zubeda Hamdani (BS ‘74/MS, ‘83) Dorothy Heffernan (BA, ‘42) Robert Hermanutz (BS, ‘64) Lucia Herrera-Delgadillo (BS, ‘85) Roger Hoffman (MS, ‘74) Kenneth Hollub (MS, ‘69) Joseph Ingrelli (BA, ‘49) William Jansen (BS, ‘85) Alice Jerskey (MS, ‘89) Rick Kalal (LS, BA, ‘74/ SOE, MS, ‘76) Sue Kemberling (BA, ‘74/ SOE, MS, ‘77) Mary Kent (BA, ‘48)

Donna Marinello (MS, ‘76) Lois Martin (BS, ‘39) Ruth Mattke (BS, ‘37) Marietta McCarragher (BS, ‘71) Roger McConnell (MS, ‘88) June Menge (BA, ‘60/MS, ‘63) Gust Minessale (BS, ‘50) Herta Moore (BS, ‘81) Peter Murrell (PhD, ‘87) Frederick Nelson (MS, ‘02) Mardelle Niles (BA, ‘39) Edgar Norman (MS, ‘64) George Norwood (MS, ‘75) Maria Norwood (MS, ‘89) Melba Novak (BS, ‘44) Donald Olander (BS, ‘50/ MS, ‘65) Nancy Osborne (MS, ‘92) Carol Osburn-McKean (BS, ‘73) Ervin Penkalski (PhD, ‘92) Joseph Perez (BS, ‘58/PSOA, MS, ‘69) Dale Phillips (MS, ‘89)

Barbara Knapmiller (BS, ‘85)

Timothy Phillips (BA, ‘73)

David Knight (LS, BS, ‘67/SOE, MS, ‘78)

Sidney Porch (MA, ‘76) Anne Presser (BA, ‘49)

Elaine Duncan (BS, ‘96)

Judie Kommruschn (BS, ‘64/MA, ‘67)

Mary Rabion (MA, ‘80)

Frederick Erbach (BS, ‘42)

John Kortebein (BS, ‘54)

John Rankin (LS, BS, ‘52/SOE, MS, ‘83)

Cynthia Esty (BS, ‘70/MA, ‘78)

Alice Kramschuster (BA, ‘71)

Marion Ratzel (BS, ‘66)

Sonia Evans (MS, ‘84)

Lauretta Kraus (BS, ‘61)

Robert Reik (MS, ‘88)

Edward Favorite (BS, ‘90)

James Kroll (PhD, ‘84)

Donald Rennicke (BS, ‘53)

Joan Dillman (MS, ‘66) Eleanor Drury (BA, ‘38)

35 EdLine 2016 // UWM.EDU/SOE

Karl Ring (BS, ‘60) Marion Ruesink (BS, ‘47) Norma Runge (CERT, ‘25) Jack Russove (BS, ‘57) John Schaff (BS, ‘59) Mary Ann Secor (BA, ‘77) Kathleen Siegfried (BS, ‘96)

CARLTON BECK Professor Emeritus Carlton Beck died July 28, 2015. He was a longtime faculty member in what is now the Department of Educational Policy and Community Studies, serving UWM for more than 30 years.

He began his lifelong teaching career as a high school teacher in Parma, Ohio and completed his master’s and doctorate in education.

He was an author and lecturer, and also worked in community outreach programs in areas of mental health, substance abuse, domestic violence and correction.

Margaret Simon (BA, ‘42) Irene Sorkness (MS, ’76) Margaret Stachowiak (BS, ‘76) Romelle Stefan (BS, ‘63) Edward St. John (MS, ‘69) Margaret Stover (MS, ‘67) Penny Taylor (BS, ‘85) Harold Teter (BA, ‘37) Janet Theodor (BS, ‘62) Gloria Thibodeau (CON, BS, ‘74/SOE, MS, ‘82) Robert Thompson (BA, ‘38) John Thomsen (BS, ‘96) James Treutelaar (BS, ‘66) Hazel Trythall (BS, ‘51) Diane Tuzee (BS, ‘60) Ann Uttech (MS, ‘89)

JERRY GLEASON Former Educational Psychology Professor, Jerry Gleason died Nov. 3, 2015 at the age of 88. Gleason attended Milwaukee State Teachers College from 1945-1949 where he played on the Green Gulls football team. He served in the U.S. Army from 1952-1954. After earning his doctorate in Educational Psychology, he started teaching at UWM in 1956. In addition to teaching, he served in many administrative positions until his retirement in 1986.

Julie Valona (BS, ‘61) Larry Vanderhoef (BS, ‘64/ MS, ‘65) Kathleen Vilski (BS, ‘69/MS, ‘70) Roy Voelz (BS, ‘41) Royce Wade (MS, ‘68) Ella Washington (LS, BS, ‘60/SOE, MS, ‘76) Marlene Watchmaker (BS, ‘54) Karl Wegerbauer (BS, ‘57) Patricia Weisberg (MS, ‘71) Herbert Wenger (LS, BS, ‘47/ MS, ‘57/PhD, ‘66) Sylvia Wenzel (BS, ‘74) Julie Wied (BS, ‘13) Richard Wilde (BS, ‘42) Mary Williams (MS, ‘84) Rita Woch (PhD, ‘89) Mary Wolfe (BS, ‘84) Beverly Wollach (BA, ‘39) Pamela Young (MS, ‘04) Michael Zwitter (BS, ‘63)

DIANE POLLARD Professor Emerita Diane Pollard of the Department of Educational Psychology died in December. Pollard, who was 71, was UWM’s first recipient of the UW System’s Women of Color Award.

She joined the faculty in 1976 and was a member of the UWM community for more than 30 years.

She received the Women of Color Award in 1995. She was also the 2009 Ernest Spaights Plaza Award recipient and was honored with a plaque on Spaights Plaza. She was the recipient of UWM’s Distinguished Public Service Award and served as the director of the UW System Center for the Study of Minorities and Disadvantaged from 1979-1985.

DONORS LIST THANK YOU to our many generous donors who continue to make our work possible. Below is a list of donors of $100 or more for the fiscal year July 1, 2014, to June 30, 2015. We have also included donors for the current fiscal year, which started July 1, 2015, through May 1, 2016.

Mrs. Susan A. Adams Aetna Foundation, Inc. American Psychological Association Anonymous Ms. Diane L. Amour Dr. and Mrs. Richard A. Anderson Dr. Roberta T. Anderson Ms. Kari L. Andrews Ms. Diane B. Anschuetz Ms. Beverly A. Archibald Arestides Trust Mr. and Mrs. Achilles Arestides, Jr. Mr. Richard G. Armstrong Ms. Lynn S. Arndt Dr. Scott A. Ashmann Association of Psychology Postdoc and Intern Center Mrs. Marlene Atkielski Ms. Romaine F. Backer Mrs. Carol A. Baerman Mrs. Holly K. Bartholmai Mrs. Nadine E. Barthuli Ms. Donna Bartolone Dr. Steven and Mrs. Judy Baruch Ms. Brandi Becker Mrs. Charlene P. Belland Mr. and Mrs. Herbert S. Beller Mrs. Bonnie L. Benes Mr. and Mrs. Elliot H. Berman Mr. Clarence J. Bianco Ms. Marjorie A. Bianco and Mr. Robert L. Vernon Mr. Ralph H. Bielenberg Mr. Joseph E. Billmann Mr. Robert and Mrs. Kathryn Blakesley Mrs. Anne Blomme Walker and Dr. Bruce E. Walker Ms. Linda R. Bohan Ms. Arleen K. Bolton and Mr. Andrew Finlayson Prof. Margaret E. Bonds Mr. Richard S. Boris Mr. Scott A. Bostwick Dr. Wesley L. Boykin Dr. and Mrs. William K. Boylan Mr. Hubert H. Braun Ms. Kathleen Z. Braun Ms. Sandra L. Brehl Mrs. Jennifer B. Breier Mrs. Betty S. Brendemuehl Mr. Wayne F. Brzezinski Mr. Johnson M. Burdge IV Mr. Merlyn W. Burkard Dr. Irene M. Burkey Mrs. Carolyn B. Burns Mrs. Yvonne J. Byrnes Ms. Joyce Cable Ms. Joan H. Callaway Mrs. Sandra L. Carlton Ms. Martha E. Carter Mrs. Susan R. Caruso Mr. Allen B. Caucutt Ms. Susan A. Coenen Community Foundation of Utah Dr. Simone Conceicao Mrs. Barbara L. Conroy Ms. Marilyn R. Cresswell Ms. Maria D. Cruz Mr. and Mrs. John B. Czajkowski Dr. Barbara J. Daley

Ms. Mary A. Dana Mrs. Karen L. Dean Mr. Larry W. Debbert Ms. Lois E. Debbink Ms. Shirley Y. Decker Mrs. Susan J. Defrancesco Mr. and Mrs. Herman F. Delmenhorst, Jr. Ms. Ann S. Demorest Dr. Gregory F. DeNardo Ms. Susan M. Denes Mrs. Sarah K. Dergazarian Mr. Reginald R. Dettlaff Mrs. Maureen DeVeau Seiden Mrs. Mary J. Domer Mr. John C. Donovan Dr. Lynn and Mr. Patrick Doyle DRS Power & Control Technologies, Inc. Dr. Sarah B. Drummond Mr. and Mrs. Ralph C. Ehlert The Hon. Kathleen Ehley Ms. Barbara L. Elwood- Goetsch Estate of Amy P. Tessmer Boening Mrs. Helen M. Evans Mrs. Mary J. Evans Mr. and Mrs. Leonard Fabos Mr. and Mrs. Dennis F. Falkenstein Mrs. Doris J. Ferrara Mrs. Barbara J. McMath and Mr. Robert Ferriday III Fidelity Charitable Gift Fund Ms. Arleen K. Bolton and Mr. Andrew Finlayson Ms. Jill K. Finlayson Ms. Patricia K. Finlayson Dr. James and Mrs. Barbara Fisher Mrs. Sandra J. Fisher Ms. Laura K. Fitzsimmons Mrs. Carolyn L. Flaherty Ms. Mary Ellen Flanagan Mr. David S. Flores Ms. Maria E. Flores Mrs. Caroline L. Forster Mrs. Graciela Franco Mr. George E. Friedman Mr. Gary T. Fritz Mr. John F. Gallagher Dr. and Mrs. Marshall L. Gallant Ms. Maria L. Gallegos Mrs. Marjorie G. Ganzel Gatherings on the Green, Inc. GE Foundation Ms. Morgan Geronime Mrs. Rebecca J. Ginter Goetsch Living Trust DTD Ms. Peggy J. Goodman Mrs. Mary Beth Goodspeed Mr. Thomas J. Gould Ms. Jeanne E. Graves Greater Milwaukee Foundation, Inc. • Donald P. Timm Fund • Cecile M. Foley Education Scholarship Greater Milwaukee Foundation, Inc. Ms. Rosalie Greco Mrs. Gwendolyn B. Greeler Dr. and Mrs. Patrick J. Griffin Mr. Randy M. Grippe Ms. Charlotte L. Grobner Ms. Katherine M. Grogan

Mrs. Cecile T. Grunert Ms. Ute I. Guenther Mr. Paul A. Gunderson Mr. and Mrs. Robert Gundrum Dr. and Mrs. William F. Gutknecht Ms. Karleen B. Haberichter Mrs. Jean E. Halvorsen Ms. Doris F. Hansen Ms. Susan J. Hansen Dr. Teretha F. Harper Mr. John Harpole Ms. Elizabeth A. Harris Mr. and Mrs. Robert Harris, Jr. Ms. Nancy R. Harrison Mr. John Harrits Mrs. Jeanne C. Hartge Mrs. Louise H. Hatton Dr. Paul A. Haubrich Mr. Dale H. Heinen Ms. Kathryn E. Heling Ms. Phyllis M. Henriksen Ms. Jacqueline D. Herd-Barber and Mr. Michael J. Barber Ms. Luaine A. Herzog Ms. Beverly A. Hess Ms. Renee A. Hesselbach Ms. Lauren A. Hill Mr. Donald P. Hinske Ms. Kathleen A. Hintzman Ms. Marion L. Hinze Miss Mary Louise Hitchler Ms. Jean Ellen Hoffmann Mr. Raymond D. Horvath Mr. John J. Hosmanek Mrs. Elaine M. Hoth Mrs. Mary Beth Houghton Ms. Virginia R. Hovda Mr. Myron C. Howard Mrs. Barbara D. Hunt Mrs. Elinor S. Ihlenfeldt Mr. Donald B. Jackson Mr. and Mrs. John W. Jacoby Al Jarreau Mr. and Mrs. Robert C. Jasna Mrs. Margy S. Jernberg Jewish Community Foundation of the Milwaukee Jewish Fed Johnson Controls Foundation Ms. Ellen J. Johnson Ms. Janet L. Johnson Ms. Karen Ann Johnson Dr. and Mr. Jeannette Seloover Johnson Ms. Victoria L. Johnson Ms. Karen M. Jungherr Mr. and Mrs. John W. Jury Mrs. Catherine W. Kadlec Mrs. Judith M. Kaestner Mr. and Mrs. Charles Kalmbach Mr. Michael L. Kaplan Ms. Susan W. Karpel Dr. Mary T. Kellner and Mr. Ted D. Kellner Ms. Barbara J. Kelsey Dr. Henry S. Kepner, Jr. Mr. Merlin Kesselhon Mr. Patrick V. Kessenich Mrs. Judith L. Kettler Mrs. Analee L. Kinney Ms. Jane F. Kirchhoff Mrs. Diane C. Klarich Mr. Joseph W. Kmoch Mrs. Barbara Alice Knetzger Mrs. Evelyn A. Knetzger

Ms. Kathleen S. Knutsen Mr. and Mrs. Roland R. Kohl Mr. Edward D. Kopelke Ms. Kerry A. Korinek Ms. Sandra L. Koser Ms. Christine L. Kosma Mr. Gilbert M. Koula Mr. Terrence R. Krall Mr. J. Thomas Krimmel Dr. William J. Kritek Mrs. Robin Kroyer-Kubicek Ms. Ann M. Krueger Mr. John C. Kruse Mr. Roger A. Kuckkan Ms. Joan M. Kutter Mr. Daniel E. Kuzlik Ms. Patricia A. Ladwig Ms. Catherine F. Lafond Mrs. Bonnie L. Larson Ms. Norma Jean Larson Mr. William J. Laste Carl Lassiter Ms. Ann Lederman Mr. Chad M. Lehman Mrs. Donna Lehman Mrs. Yvonne Lemmerhirt Ms. Paula M. Lewein Mr. and Mrs. Martin J. Liddy Mrs. Janice M. Liebenstein Dr. Marshall L. Lind Ms. Nancy A. Lindenberg Ms. Christie A. Linskens Christie Ms. Barbara L. Lodde Mr. Donald F. Lodzinski Mr. George P. Longo Drs. Hope and Robert Longwell-Grice Mrs. Nancy A. Ludwig Dr. Laura Lee L. Luebke Dr. Patricia A. Luebke Miss Judy Luedtke Ms. Marianne Luther Mr. Vincent P. Lyles Mrs. Irena Macek Dr. Mark Arkinson Malley Ms. Susan J. Manalli Ms. Betty Jane Maris Mrs. Clare T. Marsh Mrs. Janice M. Massie Mr. James A. Mather Mayo Clinic Ms. Joan M. McCarthy Mr. and Mrs. Allan W. McKisson Meemic Foundation Mrs. Connie J. Menchal Ms. Amy L. Mertins Ms. Barbara J. Michaels Ms. Mildred Michalski Ms. Joyce M. Mielke Mrs. Ann M. Miletti Mr. and Mrs. Edward Miller Mr. Robert A. Miller Ms. Janet A. Mittelstadt Mr. Bruce A. Mohs Mrs. Delia M. Molden Mrs. Wanda Montgomery Dr. Melanie A. Moore Steen Dr. Clara B. Moore Mr. Thomas J. Moran Dr. Jeffrey A. Morzinski Mr. Robert D. Moser Mr. Michael A. Krukowski and Ms. Lisa M. Mosier Mr. and Mrs. Robert E. Mosier Miss Ernestine G. Mosley

Mrs. Shirley L. Mueller Walter J. Mundschau Survivor’s Trust Ruth C. Mundschau Family Trust National Writing Project Mr. Joseph J. Nemec Ms. Joanne D. Neusen Ms. Ivy E. Nevala Ms. Rebecca M. North Mr. Donald J. Olander, Sr. Mrs. Mary Lynn Oliver Mr. John Y. Olson Mrs. Norma E. Osterndorf Mr. and Mrs. Robert J. O’Toole Parents Alliance, Inc. Mrs. Judith L. Paulson Mr. John E. Pautz Mrs. Marjorie Gove Pfeifer Mrs. Patty Lou Pohlmann Dr. Joan M. Prince Mrs. Helen A. Proffit Mrs. Lynne M. Ptacek Mrs. Harriet M. Purtell Ms. Kathleen H. Quirk Ms. Emily T. Raclaw Mr. and Mrs. Robert J. Rasmussen Ms. Jean B. Rautenberg Ms. Shirley B. Reaves Mrs. Patricia A. Recely Miss Janice M. Reed Ms. Donna L. Rehbeck Mrs. R. Kathleen Reichhardt Ms. Carol J. Reiners Mrs. Carmen J. Rivers Ms. Emily K. Robertson Ms. Mary L. Roepke Mr. Henry H. Roesler Ms. Kathleen A. Rogers Mr. Ronald L. Rogers Mr. Peter T. Roidt Mr. David J. Ross Mr. Robert C. Rosselot Mr. and Mrs. Thomas F. Roth Mr. John A. Rutkiewicz Mrs. Judith S. Salinsky Mrs. Bonita J. Sanders Ms. Margit A. Schatzman and Mr. Stephen J. Bleksley Ms. Cynthia C. Schaus Mrs. Mary E. Schleif Mr. Terry L. Schubert Mrs. Anne P. Schultz Ms. Patricia M. McKean and Mr. Dennis D. Schumacher Schwab Charitable Fund Dr. Lois J. Seefeldt Mrs. Rose M. Seeger Mrs. Ann T. Selkie Ms. Deborah L. Semrad Mr. Timothy L. Sharko Mr. Steven Shaw Mrs. Judith M. Shine Mr. and Mrs. Steven C. Shinn Dean Alan R. Shoho Ms. Kristin Shoup Mr. and Mrs. Mark B. Shumow Ms. Susan B. Silverstein Ms. Joan E. Simuncak Mrs. Bernadette Sinclair Ms. Joan G. Siordia Mrs. Mary M. Skare Mr. Bradley S. Smith Mr. James P. Sorensen Miss Mary H. Sparks

Ms. Barbara J. Sramek Ms. Kathryn A. St. Clair Mrs. Joanne L. Stahnke Bouda and Mr. Brian P. Bouda Mrs. Carole Starck Mr. and Mrs. James R. Stark, Jr. Mrs. Judith A. Steinke Mrs. Kathleen E. Stevlingson Ms. Sally A. Stock Ms. Jaclyn M. Stoczanyn Ms. Vira J. Stoner Mr. Gary L. Streaty Mr. Roger E. Sunby Mrs. Joyce Svendsen Mr. John C. Taucher The Kesselhon Family Rev Trust Ms. Diane L. Thieme Dr. Kristopher J. Thomas Ms. Dana K. Thome Dr. Jan W. Thornton Dr. Alfonzo Thurman Mr. Earl A. Tibbitts Ms. Carol A. Traband Mr. Hugo C. Tscharnack Ms. Susan K. Umbaugh U.S. Bank Foundation Mrs. Mary D. Vahldieck Mrs. Karen A. Vande Sande Mrs. Rosalie S. Vanderhoef Mr. and Mrs. Don D. Vaughan Mr. and Mrs. Gerald T. Vigue Mr. James I. Walczak Mrs. Anne Blomme Walker and Dr. Bruce E. Walker Ms. Linda R. Walker Ms. Mary M. Walker Walter J. Mundschau Survivor’s Trust Mrs. Elaine J. Wanta Ms. Beth Waschow We Energies Foundation Miss Deborah A. Weber Mrs. Lois J. Weber Mr. and Mrs. Bruce B. Weber Mrs. Cathy Wegner Ms. Sharon E. Wegner Ms. Mary D. Weinlein Mrs. Lynne M. Wepfer Mr. Richard C. Westhofen Ms. Jill D. Wiedmann Mr. Howard E. Wilsmann Ms. Mary S Wincapaw and Mr. John White Ms. Sandra L. Wiscarson Wisconsin Technology Initiative Ms. Corliss D. Wood Mr. and Mrs. John G. Worm Mr. James J. Zahn Dr. John and Mrs. Lois Zahorik Dr. Anita L. Zeidler Ms. Marcia G. Zientek Mrs. Lytfie Zoto Mrs. Eve J. Zucker Dr. Dennis C. Zuelke * Alice G. Chapman Society Donors who have included UWM in their estate planning are invited to join the Alice G. Chapman Society, named for a major benefactor of the university’s earliest predecessor institution, Milwaukee-Downer College.

Become a member of the UWM Chapman Society. Please call 414-229-3080 or email wackerc@uwm.edu for a private conversation.

37 EdLine 2016 // UWM.EDU/SOE

CAROL WACKER LETTER

WHO WOULD YOU SHARE YOUR BUCKET WITH? Dear Friends, Imagine standing on the corner of a busy public market and being fortunate enough to be toting a bucket of money. You have already taken what you need. Who might you share your bucket with? The homeless and hungry? Frail and forgotten elderly?

Young people whose futures are uncertain?

I have one of the greatest jobs – listening to people’s stories, learning about their dreams for their family, community and even the world. I hear about what inspires them to stay connected to UWM. Overwhelmingly, people donate to UWM because they see education as the great equalizer – growing and developing people who will have an impact on issues that plague our society.

I hear over and over that we need to get degrees in more hands, and especially inspire more people to consider teaching. Teachers inspire future leaders. Our donors see UWM as the gateway for those who might not otherwise consider a college education.

When the conversation turns to thanking folks for their contributions, I often hear, “I wish I could do more.” There is a long-held belief one needs to be wealthy to make a difference.

Most certainly, stories about mega gifts and the similarly mega personalities behind the gifts, are remarkable. But they are few and far between, and for most of us – unfathomable. But you do have the power to make a significant gift – to be the best philanthropist you can be.

You just have to think a bit differently.

When planning your wills (or other estate documents), it is certainly understandable that your primary goal is to provide for family and other loved ones.

But what if you included community impact as a top personal goal? I bet a favorite charity would quickly come to mind. And what if your gift inspired others, like your family and friends? Your gift would just keep on giving, year after year and possibly forever.

Now are you thinking a bit differently about your will or trust? Your will/trust is your road map to meeting personal goals and keeping your memory alive in the hearts of those you care about.

But, it can also change the lives of countless people you may never even know. It perpetuates your values.

Philanthropy does not mean being wealthy. It means love of humankind through giving – time, talent or money. Many of you give back, in your own way and at levels comfortable for you. But, know that you can make a gift through your will or trust or harness the power of assets that may no longer be performing for you – like stock you may have paid very little for or life insurance policies that are no longer needed. (Bonus: You can actually minimize taxes AND maximize what you leave for your loved ones.)

Simply naming a charitable organization a partial beneficiary of your will or trust (even one or five percent) will translate to a meaningful gift and won’t be felt by heirs, except for the really good feelings you and your family will experience because of the impact you will have on humankind. If you’d like to learn more, please do give me a call or email me, and let’s get the conversation started.

Thank you for all you do!

For more information, visit GIFTPLANNING.UWM.EDU

Your gift to the UWM School of Education will help ensure that Milwaukee continues to be a leader in urban education for years to come.

I am pleased to make a gift/pledge of:

❑ $250

❑ $100

❑ $50

❑ $1,000

❑ $500

❑ Other $ __________

❑ Enclosed is my check (payable to UWM Foundation)

❑ VISA ❑ MasterCard

In support of the following fund:

ACCOUNT NUMBER___________________________ EXP. DATE________

❑ School of Education General Fund

SIGNATURE _______________________________________________

❑ School of Education General Scholarship Fund

❑ School of Education Diverse Profession Scholarship Fund

❑ Other _______________________________________________

❑ Please set up a pledge of $_________ payable as follows: Beginning (MONTH/YR)_______________ Ending (MONTH/YR) ________

❑ My Company will match this gift.

PLEASE PRINT

____________________________________________________________ NAME DEGREE/YEAR

❑ I have enclosed a matching gift form from this company ❑ I would like information about planned giving programs ❑ I have included the “UWM Foundation, Inc. in support of the

____________________________________________________________ HOME ADDRESS CITY/STATE/ZIP ____________________________________________________________ HOME PHONE EMAIL ____________________________________________________________ EMPLOYER POSITION/TITLE BUSINESS PHONE

My Company is________________________________________

University of Wisconsin-Milwaukee, School of Education” in my will/estate plans

MAIL TO: UW-Milwaukee, Office of Development

PO Box 413

Milwaukee, WI 53201-0413

Nonprofit Organization U.S. Postage

PAID

P.O. Box 413 Milwaukee, WI 53201-0413

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