SOE EdLine 2017

2 017 ENHANCING DIVERSITY IN TEACHING page 2

HIGH-QUALITY EARLY CHILDHOOD EDUCATION CAN HAVE A POSITIVE IMPACT page 9

M 3 : UWM PARTNERS WITH MATC, MPS TO IMPROVE EDUCATION page 8

CONTENTS 1

2017 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 Contributors Angela McManaman Photographers Pete Amland Troye Fox Derek Rickert Liz Drame Graphic Design Kendell Hafner Cover photo Nate Deans, a UWM alumnus, is an English teacher at Riverside University High School.

Cover stories UWM is working hard to increase diversity among teachers as the numbers of students of color in public schools, particularly in urban areas, increase. See Dean Shoho’s letter (Page 2) and stories on the following pages to read about students who are entering the profession at an older age and come from more diverse backgrounds.

A Message from the Dean

DIVERSITY IN TEACHING 2 Nate Deans: A Passion for Teaching, Inspiring Others to Teach 4 Life Derails Her Education Plan, but Community Education Student Persists 5 Together in Life and Teaching 6 UWM Alum Finds Joy in Teaching After Tragedy 7 City Year Partnership: A New Pathway into Teaching RESEARCH 8 UWM, MPS and MATC Launch Joint Education Initiative

When Do Students Start Algebra?

UWM, MPS Partnering to Improve Math and Science Teaching 9 High-Quality Early Education Has Broad Benefits FACULTY 10 A Matter of Perspective 12 Making a Book – and a New Life 13 Making Sure Programs to Help Students Improve Behavior Work 14 English Teaching, with a Side of Technology Faculty Promotions 15 Providing Equitable Education for Children with Special Needs Retirement News 16 Public, Charter and Voucher. What Does it All Mean?

ALUMNI 18 Michele Bria: Leading a Journey to Change 20 Helping Students on a Different Education Path 21 Three School of Education Alumni Honored DONORS 22 Alumna Sets up Fund to Help Students with Short-Term Needs 23 New Alumnus Gives Back to SOE

Women’s Giving Circle Support for Student Preparation Recognized 24 Supporting and Continuing Lifelong Education 25 Saying Thank-You NEWS 26 Celebration of Teaching

Pi Lambda Theta Inducts New Members

SOE Faculty Publish Books

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27 In Memoriam 30 Donors List 32 Scholarships 33 A Letter from Carol Wacker

A MESSAGE FROM

THE DEAN

The field of teacher education is undergoing incredible shifts.

Some of these, like budget cuts and legislation impacting how teachers are prepared, we don’t have much control over.

One major change, though, we can prepare for. A recent article in the Milwaukee Journal Sentinel summarized demographic changes that will impact teachers, particularly in urban schools. According to the U.S. Census Bureau, more than half of the nation’s children are expected to be part of a minority race or ethnic group.

Many urban schools are already majority minority. Some, like the schools mentioned in a story about faculty member Lynn Sedivy’s work with young immigrants, serve numerous students whose first language is not English.

As these demographic shifts change schools and communities, it is vital that we not only prepare teachers who are knowledgeable, but prepared to work with students from a variety of backgrounds, sometimes speaking different languages. At the same time, we also need to recruit more teachers into the profession to reflect the diversity of students in the classroom.

In this issue, we look at some of the new teachers who are reflecting these changes. Nate Deans, pictured on our cover, is a young African American alum teaching at Riverside University High School. He points out how important it is, particularly for students of color, to have teachers who are role models. As he mentions, a number of his students have never before seen an African American male teacher in their classrooms. Other new educators and soon-to-be graduates, like Jason Lopez, Jared and Amber Anderson and Nicole Lesser, came to teaching as older students who bring life experience as well as expertise to the profession.

As a School of Education, we are working to support and encourage diversity in the field.

A major recruiting initiative we are working on is the Call Me MISTER program. This effort, still in the planning stages, would allow us, if approved, to partner with Clemson University where the program was founded. The MISTER stands for Mentors Instructing Students Toward Effective Role Models, and the goal is to increase the pool of available teachers from broader, more diverse backgrounds.

As always, scholarships are vital, especially for students who come from economically disadvantaged backgrounds, but choose to pursue careers in education. A new partnership with City Year is providing scholarships for students who follow different paths into the field. Alumna Nancy Lindenberg is setting up an emergency resource fund to help students who experience temporary financial challenges. Friends and family of Reuben K. Harpole, Jr., an alumnus, have established a scholarship in his name that has benefitted students like Nate Deans. We also remember longtime friend of the school, the late Al Jarreau, who established and funded a scholarship in the name of his teacher-mentor, Thomas Cheeks, a pioneering African American arts educator in the Milwaukee Public Schools. We also have dedicated faculty and staff like Hope and Rob Longwell-Grice who established a scholarship to help first generation students.

Times are challenging for Schools of Education, but in this issue, we are happy to share stories of role models, researchers, projects and faculty members who contribute to the profession in many and diverse ways.

Alan R. Shoho, Dean

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DIVERSITY IN TEACHING

NATE DEANS

A PASSION FOR TEACHING, INSPIRING OTHERS TO TEACH

S

ometimes when he walks into a classroom for the first time, Nate Deans sees the surprise in some students’ eyes.

“I may be the first African American male teacher they have ever seen.”

Deans, a 2010 alumnus of the School of Education, teaches English at Riverside University High School.

His work goes beyond teaching his students, however. “I try to be a motivator, an inspirer and set an example for them.”

As a graduate of Riverside University High School, his heart is in the urban schools and he feels a special obligation to the students of color who are now the majority in many of those schools.

“Primarily, all my students that I teach are people of color.”

Deans was inspired to become a teacher by his grandmother, who was also a teacher and wrote a novel. “My grandmother was always a motivator. She was the first person who started me thinking about college.”

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While many teachers play a role in their students’ lives, it’s especially important for the African American students, particularly the male students, to see African American male professionals in their classrooms, says Dean.

“I’m someone they can talk to about their lives because I’ve been through similar experiences growing up in Milwaukee. I’ve been in their situations.”

He is humbled, he says, when students tell him he’s the reason they come to school. “I hope they see a teacher who actually cares about them. They don’t get to see many educated black men teaching, and I get to be this person for them.”

In the classroom, Deans encourages students to draw connections between their experiences and the books they are reading. For example, in a lesson on “Farewell to Manzanar,” about a Japanese family’s life before, during and after imprisonment in a World War II internment camp, he asks students to think about

I felt UWM did and does a really good job with urban education. It gives students a practical sense of what stepping into an urban high school is like.” parallels with their own lives.

He reads a passage where one of the authors, Jeanne Wakatsuki Houston, talks about how the simple loss of family mealtimes in the camp contributed to the breakdown of the family. Deans encourages the students to talk about how similar breakdowns in rituals can erode the lives of their families.

He often brings the students over to events at UWM to introduce them to both a variety of cultural events and activities and the possibility of college in their own futures.

“I felt UWM did and does a really good job with urban education.

It gives students a practical sense of what stepping into an urban high school is like.”

Through UWM, he met one of his own mentors, Reuben Harpole, a longtime educator and activist in the African American community. Deans was proud to receive the Reuben K. Harpole Jr. scholarship while at UWM. “He is phenomenal,” says Deans of

Harpole. “No one becomes successful on their own. There’s always been someone before you on the path. His scholarships are crucial in motivating students.”

Dean’s wife Nyida is also a teacher, and provides ongoing support and encouragement. “Teaching is rewarding – some days it’s challenging – but overall it’s rewarding.” The Deans have three young daughters, Nyla, Nakayla and Nora.

His children and his students motivate him, Deans says.

“Teaching gives me the opportunity to look at Milwaukee and see hope and change. People of color who care for these kids and see them as people and not statistics are needed in our schools. These students need hope and vision.”

Read more at uwm.edu/deans

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DIVERSITY IN TEACHING

There’s so much “work to be done with our schools and our communities that this is the perfect place to do field work and to study.”

LIFE DERAILS HER EDUCATION PLAN, BUT COMMUNITY EDUCATION STUDENT PERSISTS Nicole Lesser’s education career is a poster illustrating the quote: “Life is what happens to you while you’re busy making other plans.”

Lesser, now in her mid-30s and a senior in the School of Education’s educational policy and community studies program, started out at UWM planning to become a teacher.

During her junior year, she left school when she became pregnant with her daughter, now 14. Her daughter arrived early, then Lesser was broadsided by an autoimmune disease that led to two years of chemotherapy.

“I was just 22, and it was rough. Life gets away from you sometimes.”

Her son, now seven, was born. She and her husband divorced, and she began a series of jobs with local nonprofits. All of that eventually inspired her to return to UWM two summers ago, but with a different area of education in mind.

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“When I was in the nonprofits teaching and running programs, I started to see a lot of need for programming to have a little bit more integrity. I was seeing a lot of people running programs or running organizations who had no real connection with the people they were serving.”

When she was at UWM earlier, the community engagement and education degree (CEED) program didn’t exist, but when she returned she found it was the perfect fit for what she wanted to do.

“For those 10 years in the nonprofit sector, I had gone as far as I could go without a degree. That’s what first motivated me to come back, but when I had my first class with Aaron Schutz (professor in the Department of Educational Policy and Community Studies), I just really decided this is what I’m supposed to do.”

She had to go through two more surgeries last summer, and sometimes

taking care of her children and going to school consumes a great deal of her time.

“I still pull all-nighters. It’s whenever I can get the work in. If it’s at 3 a.m. that’s when I do it.”

Earning and keeping a number of scholarships and grants, along with a part-time job, has helped her put her focus on academics. Her ex-husband has also been supportive. “He’s a great dad. We just weren’t meant to be married,” she says.

Her children have adapted to her scholarly life, cheering her on to go to a November awards ceremony and sitting down with her to do homework. Her son sometimes joins her on campus or enjoys the bowling alley or library while she studies.

She likes being at UWM because it’s so diverse and so intertwined with the city.

“There’s so much work to be done with our schools and our communities that this is the perfect place to do field work and to study.”

Her own maturity enables her to view her readings with a different attitude.

“I like having experience to bring to the table in class discussions. Having been a mother, someone who’s worked in nonprofits and had struggles in life, I don’t approach my readings with a 19-year-old brain.” And, she adds, “The staff here makes you feel valued.”

Lesser says she’s always worrying about keeping her grades up and keeping on top of her homework, but is also amazed at how far she’s come.

“I kind of thought I’d never be back, having this conversation. If you would have told me 10 years ago this is where I’d be, I would have said, ‘no way.’”

Read more at uwm.edu/lesser

TOGETHER IN LIFE AND TEACHING Three years ago, Amber and Jared Anderson drove to Drake University in Iowa and back in one day to hear well-known scientist and educator Neil deGrasse Tyson speak.

That’s one indication of how passionate the Andersons, both now seniors in the School of Education, are about teaching science. Both are nontraditional education majors, married with two children and juggling family and classes to pursue teaching careers.

For Amber Anderson, hearing Tyson speak passionately about the need for science literacy in America helped her decide what she wanted her teaching focus to be.

“That was really for me, a personal tipping point, because I was really unsure of what subject I wanted to teach. Jared was dead set on science from the beginning, but I was a little unsure.”

The Andersons, who both graduate in May, spent some time after graduating from high school in 2007 finding their career paths. They were married and had one son when they came to UWM in 2012.

Both had worked other jobs after high school, but were looking for careers that inspired them.

“We wanted our jobs to be meaningful,” says Amber, “so we could look forward to going to work and making a difference.

“Wesley was born in February 2012, and it kind of gave us that extra motivation to put a plan in place. We share a lot of the same values and interests so that’s how we ended up sharing a major, a car and the same school schedule.”

Their days – and nights – are busy with classwork during the day and two children in the evenings. Wesley is 4 and his sister, Bay, is 1. Jared also works parttime as a tutor through the SPARK early literacy program (A School of Education partnership with the Boys & Girls Clubs of Greater Milwaukee). Amber worked with that program for two years.

Family is important to them and they wanted their children to be close in age, but adding one more child while they were still in school has proven more difficult than they thought.

“We often find ourselves not even starting homework until 9 or so,” says Jared.

We wanted our “jobs to be meaningful so we could look forward to going to work and making a difference.”

“We’ve stayed up until 4 a.m., just to get up at 6 with the kids to get them to school.

That’s almost the routine, rather than the exception.”

Faculty and staff at UWM have been incredibly supportive, both agree. Senior academic adviser Andrea Azarian was a big factor in their decision to come to UWM, says Amber. “She was so unbelievably helpful from day one.”

Jared lauds professor Craig Berg and senior lecturer Ray Scolavino in the MACSTEP 2.0 science education program for their academic support. “They’re knowledgeable, they make science very understandable; they show you how you can make a difference as a teacher and how you go about teaching science.”

They have also benefited from UWM’s Life Impact Program, which provides financial and other support to students

who are parents. They are Life Impact scholars, which has helped them a great deal, especially since Amber’s financial aid ran out.

When they graduate, the Andersons are planning to look for positions in urban schools. “One of the reasons we chose UWM was because of its emphasis on culturally relevant teaching and urban education. A lot of education programs don’t focus on that enough.”

Teaching science is one of their goals, but, like Tyson, they also want to teach children to think critically and find their own paths, says Amber. “We’re interested in educating kids to be well-rounded individuals, helping them discover their own strengths and weaknesses and improving their logical thinking. Science is a great medium for that.”

Read more at uwm.edu/andersons

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DIVERSITY IN TEACHING

UWM ALUM

FINDS JOY IN TEACHING AFTER TRAGEDY

I

n a 13-year career in retail sales, Jason Lopez enjoyed educating his customers at American TV about the products they were buying. But he often thought about applying those skills to selling students on the importance of education.

The May 2016 UWM graduate was honored as the outstanding student teacher of the year by the Wisconsin Council of Teachers of English at the group’s convention last fall. Lopez now teaches at Brookfield Central.

Lopez’s path into the field grew out of a tragedy and the decision to do something that would make a difference. Six years ago, his wife, Lindsay, died of leukemia, leaving

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him to raise a daughter, Olivia, on his own.

“She was proactive and concerned about us,” Lopez said. The insurance money his wife left for the family made it possible for him to make a career change.

“I knew the job I was in at the time was a dead-end job,” he says. “I wanted to do something that was a little more meaningful.” As a single parent, he adds, “I didn’t like working the weekends and every single night.”

The more he thought about returning to school for a new career, he says, the more he considered education, but he was a little daunted about returning to the classroom in his mid-30s. “I said there’s no way I can

do four years of school…I don’t have that in me.”

But he soon found he could do collegelevel work. “Once I started going to school and getting mostly A’s, I began thinking: ‘I can do this.’”

He student-taught at Bradley Tech in the spring of 2016 with UWM grad Diana Jones and did a field experience at Cooper Elementary in the fall semester of 2015.

“Both my co-ops were awesome. They basically said: ‘It’s your class, you do it.’ It was great having the freedom to see what works and what doesn’t.”

His teachers at UWM also helped him, he adds. “I took a one-credit class from

I like to see the students’ eyes light up when they finally get something.

That really gives me joy.”

Jason Orozco, who teaches at Riverside University High School, and he had previously won this award as student teacher of the year. I decided that would be really cool to do that, but I never thought it would actually happen.”

Tom Scott, senior lecturer in the English Education program, Andrew Kincaid, associate professor of English, and Carol Ross, his instructor in the Writing Workshop course, were among the many UWM faculty who helped him and encouraged him in his studies, Lopez said.

His family was also supportive. His mother, stepfather and girlfriend, Cheryl Everts, a social worker, helped take care of the children while he was in class and student teaching. (Her son, Chase, is now also part of what Lopez calls his “happy blended family.”)

“I couldn’t have done it without my girlfriend. She was instrumental in encouraging me to do this. My stepdad has always been there for me, and always said he’d do whatever he could to help the next generation. And my mom was so happy. All her friends were there at my graduation.”

Seeing students progress and encouraging their learning is the reward for the years of study and effort, Lopez said.

“I like to see the students’ eyes light up when they finally get something. That really gives me joy.”

Read more at uwm.edu/lopez

CITY YEAR PARTNERSHIP: A NEW PATHWAY INTO TEACHING Ebenezer (Ben) Keane-Rudolph thought he would like to be a teacher – an idea friends and his pastor encouraged because of his interest in working with youth at his church and his Woodbury, Minnesota community.

But because he wasn’t quite sure, after he graduated from high school, he joined the City Year program and came to Milwaukee to work in the public schools.

“After my first year, I knew I wanted to teach and I wanted to teach here in Milwaukee,” says Keane-Rudolph, now heading into his junior year at UWM. Keane-Rudolph, who was with City Year for two years, is one of a number of alumni of that program who have come to the School of Education to earn a degree.

This year, UWM and City Year Milwaukee established a partnership that will further encourage these young people to follow their alternative pathway into education.

City Year, which currently operates in 28 U.S. cities, sends AmeriCorps members into high-need schools to help students stay on track through graduation. Last year, City Year Milwaukee corps members provided tutoring, mentoring and classroom assistance to more than 7,400 students in 11 Milwaukee Public Schools.

Through the partnership, City Year, AmeriCorps members and alumni are eligible for one of five renewable $2,000 School of Education annual scholarships. This is the first agreement of its kind with a Wisconsin university that City Year has established.

“City Year corps members spend a year exploring and affirming their commitment to education,” says Robert Longwell-Grice, senior advisor in the School of Education’s Office of Student Services. “UWM SOE values this experience because our mission is to prepare high caliber educators to serve the students in the region in a variety of careers, including teaching.”

Keane-Rudolph sees the need for more African American males in the teaching profession, and is pleased that this partnership is offering others like him a chance to experience the field.

“City Year allowed me to see what I was getting into, especially if I wanted to work in MPS,” he says. “And it showed me that I not only wanted to be a teacher, but wanted to work with middle school students because middle school is such an important and pivotal point in a child’s life.”

Aleksandra Gawlik is another alumna of City Year who came to UWM. After graduating from Pomona College in California with a linguistics and cognitive sciences degree, she wasn’t quite sure where she wanted to go with a career when she joined City Year.

After starting out in special education at UWM, she’s hoping to eventually enroll in community education through the Cultural Foundations of Education master’s program.

“UWM is one of the few schools that have a community education program, and it seemed a good way to use my own strengths and passions to meet the needs of students,” Gawlik says.

City Year is excited about the partnership’s benefits. “An increasing number of our corps members are interested in a career in education after their year of service, and we are excited that UWM’s School of Education is offering scholarships to our diverse and talented alumni,” says Meralis Hood, managing director of impact for City Year Milwaukee.

Read more at uwm.edu/cityyear See Scholarships, Page 32, for names of those awarded scholarships.

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RESEARCH

UWM, MPS AND MATC LAUNCH JOINT EDUCATION INITIATIVE UWM, Milwaukee Public Schools and Milwaukee Area Technical College officially launched their joint education initiative, M3 (pronounced M-cubed) in January.

“With these three institutions working together, M³ is building an education pipeline focused on increasing student and community success, which will address the workforce needs of our region’s employers,” UWM Chancellor Mark Mone said.

The M3 concept was born in winter 2015, when education executives from MPS, MATC and UWM joined a commission to support Milwaukee Public Schools' Lynde & Harry Bradley Technology & Trade School. Their blueprint to strengthen classroom success and boost career readiness for Milwaukee youth marshalled the resources of MPS, MATC and UWM to help students progress from high school to college to the workforce more efficiently. The executives still serve on the Bradley Tech Commission, but established M³ to improve educational outcomes for students from K3 to college throughout southeastern Wisconsin.

“M³ is a game changer for our students, families and the community,” said Darienne Driver, superintendent of Milwaukee Public Schools. “Working together, we can change what secondary and post-secondary education looks like in our community, providing an incredible opportunity to make a positive impact on our neighborhoods and our neighbors.”

The work of M3 is divided across five major goal groups, staffed by more than 100 employees of MPS, MATC and UWM. For more about the work of these groups and some early accomplishments, visit uwm.edu/m3

WHEN DO STUDENTS START ALGEBRA? The issue is important, explained Michael Steele, an associate professor of education at the University of Wisconsin-Milwaukee, because Algebra 1 is a foundation for other key STEM (science, technology, engineering and mathematics) subjects. Educators and policymakers have argued that access to beginning algebra can be an indicator of future college success, and that denying students of color timely access to these courses is a civil rights issue.

Steele and colleagues at other universities conducted a national survey of school districts to find out when students are taking Algebra 1.

The National Science Foundation-funded study looked at such issues as: when algebra was introduced; how universal it was; and what curriculum was followed. The Consortium for Policy Research in Education published the study in the summer of 2016.

A key finding of the study, said Steele, was getting a much clearer picture of what districts are actually doing.

“There has been a lot of rhetoric and some policy analyses over the past five to 10 years that have suggested this massive push toward enrolling more and more students in eighth grade Algebra 1,” said Steele. “It was actually a state policy in California and Minnesota for quite a while, but the evidence we find in our research does not suggest a strong policy push toward mandating that every student take eighth grade algebra.”

Another issue the study looked at was whether historically marginalized populations were being restricted in access to Algebra 1, considered a foundation course for future STEM learning. “What we see in the data is that there has been progress along those fronts,” said Steele.

Steele and the team are planning to publish additional research based on the case studies they did following the survey.

For more about the study, go to uwm.edu/algebra

UWM, MPS PARTNERING TO IMPROVE MATH AND SCIENCE TEACHING The University of Wisconsin-Milwaukee and Milwaukee Public Schools received a $2.4 million grant from the National Science Foundation to improve the teaching of mathematics and science in Milwaukee public high schools.

The five-year project, the Milwaukee Master Teacher Partnership, started in fall 2016 and will run through summer 2021.

The partnership will engage 25 teachers with master’s degrees across MPS high schools in personalized professional development and classroom-based research.

“This effort will strengthen the professional capacity of high school mathematics and science teachers and create a new generation of teacher leaders in science and mathematics,” said Michael Steele, the project leader. He is an associate professor of mathematics education and chair of the Department of Curriculum & Instruction at UWM. To read the rest of the story, please go to uwm.edu/partnership

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Nancy File (center) works with children at Educare.

HIGH-QUALITY EARLY EDUCATION HAS BROAD BENEFITS High-quality early childhood education can have a positive impact for financially disadvantaged infants and toddlers.

That was one of the conclusions of a new study that involved the School of Education’s Nancy File, Kellner professor of Early Childhood Education. The study, published in the journal Child Development in February, involves research led by the University of North Carolina. The research was done at Educare schools in Milwaukee, Chicago, Omaha and Tulsa.

Not only did language skills improve for the children involved in the study across the Educare schools, but these children had more positive interactions with their parents and displayed fewer problem behaviors than children who did not attend Educare, the study found. Educare is a comprehensive, research-based Head Start and Early Head Start program serving financially disadvantaged children, ages 6 weeks to 5 years, and their families.

“I think the importance of this study is that it meets standards of rigor in the field, and at the same time the results suggest that high quality early childhood education programs do have an impact on children’s learning and development,” said File, who worked with the Educare program at Next Door in Milwaukee.

“The achievement gap for children from low-income families has been an enduring problem, but relatively few programs have been successful in narrowing that gap,” said Noreen M. Yazejian, senior research scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill and the study’s principal investigator. “These findings suggest that a comprehensive, research-based early childhood education program can make a difference for children even after just one year.”

The randomized control study was conducted by Yazejian and colleagues from UNC, UWM, The University of Chicago, University of Oklahoma and University of Nebraska Medical Center.

“This study validates the importance of the work we are doing at Next Door’s Educare school – we know that early childhood education is critical for the future of Milwaukee,” says Tracey Sparrow, president of Next Door.

The study consisted of a sample of 239 children. Researchers compared those children who attended Educare to those who did not. The study began enrolling the children before they were 1 year old and assessed them one year later.

“We hope the findings from this study will provide new evidence to convince policymakers to increase investments in high-quality early learning for infants and toddlers,” said File.

Child development research shows that strong language skills, social-emotional skills and parent-child relationships at an early age are all predictive of a child’s future success in school and in life.

The researchers involved in the study will continue to follow the children until they enter kindergarten.

Read more at uwm.edu/earlychildhood

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FACULTY

A MATTER OF

PERSPECTIVE I

n a tiny village just outside Dakar, Senegal, people wonder if the 8-year-old girl who won’t talk and avoids eye contact is bewitched.

In a Milwaukee high school, administrators think the student who routinely leaves the classroom without permission is a behavior problem and should be disciplined.

But special education professor Elizabeth Drame sees these children differently. She’s conducted more than a decade’s worth of research and interviews with parents, teachers and advocates for children who come into classrooms with diagnoses such as autism, emotional/behavioral disorders and learning disabilities.

She has worked to address the special education needs of these children in Milwaukee, Kenya, New Orleans, Ghana and Senegal, focusing on black communities. She’s done so collaboratively, sometimes while embedded in a parent group or overseeing a large community project. It’s complex work, but Drame believes she’s

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identified one facet that helps all children prepare for a productive life: inclusion.

In evening courses with her special education students – many of whom are already classroom teachers – Drame challenges long-held assumptions and biases regarding children who have special needs.

“It’s beneficial to all of us to see lives and circumstances not as ‘normal’ or ‘abnormal,’” Drame says, “but to understand that there are different ways of being. If seeing differences among us becomes normal, then inclusion of all will become normalized.”

Drame was named a Fulbright Senior Research Scholar in 2011, then relocated her research and two school-age children from Milwaukee to Dakar, Senegal. There, her research projects included the evaluation of education centers for children with disabilities.

She noticed that autism seemed particularly challenging for educators and families.

If seeing differences among us becomes normal, then inclusion of all will become normalized.”

“The teachers and administrators were telling me: ‘We don’t know how to understand the way these children are, or what to do with them. We don’t know how to talk to families about the fact that their children are not bewitched.’”

Her observations supported findings from the African Child Policy Forum: The continent faces a shortage of trained and special education certified therapists, physicians and educators.

Rehabilitative services that are provided weekly in the United States might happen only two or three times a year in Dakar.

Services in the U.S. are more accessible, Drame notes, but barriers still exist, particularly in urban communities. For the one in 68 American children who have autism, diagnoses can be made as early as age 2 or 3. But Drame says children of color might not receive an accurate diagnosis until much later.

“If you operate from the assumption that black families are disorganized and come from violent communities, and are full of all the different things that are going to impact the child’s language and development,” she explains, “then we can see medical professionals leaping to an assumption that the child in front of them has a behavioral problem or developmental delay rather autism.”

To address these barriers, Drame launched the interdisciplinary Autism Spectrum Disorders Certificate Program in 2010. Since returning to Milwaukee in 2012, Drame has sharpened the focus of her research on autism.

She’s prioritized working with families of color because they are often shut out of policymaking and advocacy efforts. She takes their concerns personally, and they’re a big reason she helped resurrect the now-annual Milwaukee Urban Autism Summit in 2014.

WORKING WITH THE COMMUNITY Twenty-five years ago, Emily Levine consulted experts from Milwaukee to Chicago looking for autism answers on behalf of her son. Now, she directs the Autism Society of Southeastern Wisconsin. Many Milwaukee parents the society serves can’t take a day off work, drive very far for consultations or pay for a second opinion. The autism summit is for them.

“Instead of having a PowerPoint format by a lecturer,” Levine says, “we’re having an interactive discussion that’s panel-driven.

We’re using the lived experiences of people in the community to support each other.”

Drame also teaches the nuanced intersection of behavior, race and culture to students like Jonathan Arens. A first-year special education teacher in Milwaukee, he works with high school

Drame worked with parents and educators in Senegal while on a Fulbright fellowship.

sophomores diagnosed with emotional/behavioral disorders – EBD, for short – and other health impairment, or OHI. The EBD diagnosis is applied to children whose behavior or emotional responses deviate from established norms, which affects their ability to meet expected classroom standards and behavior.

OHI describes someone who doesn’t fully respond to environmental stimuli, possibly due to another health condition like asthma or attention deficit disorder. Both conditions prompt teachers and administrators to create an individualized education program, or IEP, a complex legal document that identifies a child’s learning needs and spells out how those needs will be met.

For Arens, Drame’s Behavioral Supports evening class at UWM is a place to sift through the delicate demands of his brand-new career.

“EBD is a controversial diagnosis because it’s predominantly given to African-American boys. You have to wonder how that’s decided,” he says. “Dr. Drame’s class provides really good cultural context – you need context for everything you do as an educator – for understanding what services these students need to succeed.”

Arens is paired with a regular teacher who writes and teaches the lessons, while Arens makes sure all students’ IEPs are precisely followed. After two semesters with Drame, Arens knows well her most important advice for special educators: “Behavior is a form of communication.”

It reminds him of a student who frequently leaves class without permission and is widely considered a “behavior problem.” Arens stepped back from the labeling and, over several months, analyzed the child’s behavior pattern, which was rooted in being teased about reading difficulties. Once the communication within the behavior was found, Arens developed a plan to provide resources that would improve the student’s reading.

Maybe that child will never read easily. Perhaps the child will stop formal schooling after receiving a high school diploma. But Drame insists on viewing children who have disabilities through a wider lens.

“A child with autism, or who is described as EBD or OHI, doesn’t need to have their dignity and worth limited by what is considered normal,” Drame says. “They need to be accepted and appreciated as human beings with an exceptional gift. Whether it’s a great singing voice or an aptitude for programming, every child has a gift within them that can enrich our community and society.”

Read more at uwm.edu/autism

uwm.edu/soe // EdLine 2017 11

FACULTY

Lynn Sedivy works with children from the Democratic Republic of the Congo and Burma at the Academy for Chinese Language.

MAKING A BOOK –

AND A NEW LIFE

The first-grader pasted a photo of his school’s water fountain onto a piece of construction paper and carefully copied the word “bubbler” underneath it. That page is just one of many that the first-grader, a refugee from Burma, is creating for his book “My New School.”

The boy is one of a dozen immigrant and refugee children in Milwaukee Public Schools who are benefiting from a project started by Lynn Sedivy, a faculty member at the University of Wisconsin-Milwaukee’s School of Education.

Sedivy is helping small groups of immigrant and refugee children from Burma, Syria and the Democratic Republic

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of the Congo make their own books about their new lives. Three MPS schools are currently involved.

The “My New School” project is funded through a grant from a children’s literature fund at the School of Education that pays for photos, supplies and lamination of the books.

Working with Sedivy a couple hours a week, the children take pictures of their school – classrooms, gym, lunchroom, playground, bathrooms, their desk, the counselor’s office, pencil sharpeners, and other places and objects. Once the photos are printed, children paste them onto construction paper and write simple captions. When the pages are finished, they’ll be laminated and bound with a three-hole punch and circular clips so the children can take home their very own book.

“Coming to the United States from a refugee camp can be a terrifying and overwhelming experience,” says Sedivy, a former English as a second language (ESL) educator who now teaches early-childhood education and ESL to aspiring teachers at

UWM. Some of the children have never been in school before. Add to this the complexities of eating different foods, learning a new language and adapting to a new culture. Writing “My New School” gives the children a fun way to overcome their fears and learn more about their new environment, she explained.

Sedivy works with teachers and staff who have expertise in educating children who are still learning English. The book project can help the children boost their vocabulary and learn basic literacy skills, such as writing left to right and turning the pages in a book.

“This is a fantastic project because these children are from different countries and backgrounds, but they each have stories to tell,” said Peili Kramer, one of two English language learning teachers at the Academy of Accelerated Learning on the south side, one of the schools involved in the project.

Kramer earned her master’s degree at UWM. With colleague Charlie Davison, who also attended UWM, she teaches more than 70 children. The children work with the teaching duo at least once and

MAKING SURE PROGRAMS TO HELP STUDENTS IMPROVE BEHAVIOR WORK

Writing 'My New “School' gives the children a fun way to overcome their fears and learn more about their new environment.”

sometimes twice a day. “They are really making amazing progress,” Kramer said.

The ESL teachers like Kramer and Davison at AAL and those at other schools are the real heroes of the refugee and immigrant children starting school in America, says Sedivy. "They work so diligently at helping the children learn, taking time to learn about the backgrounds of each child, and they truly care about the children. The children know this, and you can see it by the degree of comfort and happiness the children display in the ESL classroom."

Sedivy knows a little Karen, one of the languages of Burma, from her experience tutoring refugees through Lutheran Social Services. So she is able to encourage her students with a few words in their own language as well as English.

Sedivy currently has funding for up to 20 children, and is hoping to eventually expand the project to include more books and more children.

“The books are a really good way to help them write their own stories and share them with parents and friends,” Kramer said. For many of the children, this will be the first English-language book in their homes. “When they are older, they can look back and see how they’ve progressed.”

David Klingbeil is interested in helping schools help students improve their behavior.

That can be a big problem as anyone who’s ever tried to deal with disinterested or unruly students knows.

Klingbeil, an assistant professor of educational psychology who came to UWM in 2013, specializes in school psychology. He received his B.S. in psychology from UWM, and his doctorate from the University of Minnesota.

He not only teaches graduate students who are aspiring to become school psychologists, but helps supervise their practical experiences in local schools.

In his research, he focuses particularly on urban schools, trying to identify and encourage the use of evidence-based practices that can help improve student behavior and academic results.

Currently, he’s doing research on two approaches that are being tried out in local schools.

One is called Check In Check Out (CICO).

“It’s a behavior intervention for students It’s a behavior who demonstrate some problem behaviors,” he says. The technique is used with students intervention for who haven’t responded to school- or classwide attempts to get their behavior back on students who track. The Check In Check Out intervention uses a daily point card to help students, demonstrate teachers, parents and counselors track how some problem the students are doing on specific behavior goals they’ve set. The students “check in” behaviors.” at the beginning of the day and pick up the cards; at the end of the day, they “check out” with their filled-in card and take it home for parents to sign. Throughout the day teachers provide feedback to students on their behavior. The focus is on having teachers offer positive encouragement to help keep the students on track.

Klingbeil has a two-year grant to study CICO in 50 Milwaukee Public Schools – with 25 schools that are using a modified Check-In Check-Out method, and 25 others that are doing “CICO as usual.” Klingbeil worked with the district to develop training for school staff over the summer of 2016, and the grant provides the resources to evaluate the outcomes. Now Klingbeil will be working with his graduate students to help evaluate how the modified program is working. “We’re trying to link Check In Check Out to the child’s behavior. That’s it in a nutshell.”

He is also doing research evaluating a reading intervention program for English Language Learners that blends phonics and oral reading fluency.

In another project, he is working with colleagues to evaluate universal screening practices. He is working with the Elmbrook School District to look at ways to improve the identification of students needing additional help.

His most recent project evaluated the district’s current screening practices across the two major shifts in the Wisconsin statewide achievement test given to students in grades three through eight.

“

uwm.edu/soe // EdLine 2017 13

FACULTY

ENGLISH TEACHING, WITH A SIDE OF TECHNOLOGY Candance Doerr-Stevens, assistant professor of curriculum and instruction, is teaching and researching about the ways technology and multi-modal approaches are influencing literature and composition classes.

Doerr-Stevens, who has been at the School of Education for three and a half years, became interested in different approaches to teaching when she was an English teacher. At the time, English classes were focused on the printed page.

“I was an English teacher who assigned way too much writing.

I would have parents complain.” When she started to explore video and video editing, she found another way of helping her students express themselves.

“Video allowed me to create and play with narratives that I didn’t feel I had the power to do with words.” She introduced the possibilities of video in her teaching. “It was interesting to see how much my students loved it, especially my students who didn’t want to write at all, but also my students who really enjoyed writing.”

Now, much of her teaching focuses on training future teachers to help students find multiple approaches to expressing themselves through digital storytelling in English, social studies, science, mathematics and other classes.

And her research is looking at how teachers are incorporating different forms of composing into their classrooms.

“Rather than just having teachers look at all these great things students are doing, I’m thinking about how prospective teachers take up these different composing practices. How do they integrate them into the classroom?”

One area she’s exploring with her students is how to meet curriculum standards, like those in Common Core, using methods different from traditional text and paper-based formats. Often, she

says, “standards are set up around the printed word. I would say it’s really how you define text – is it bound to the printed page or can it be a web-based mini-video documentary? I would say yes.”

So, for example, if students are exploring the theme of civil rights, they could read a printed speech by Martin Luther King, Jr. or compare and contrast his words with a video of Malcolm X, or use a story chain of tweets about Black Lives Matter.

Her own work with ArtsECO, a collaboration between the School of Education and the Peck School Video allowed of the Arts to integrate arts into me to create classroom teaching of other subjects, has expanded her understanding of and play with multi-modal approaches to creating and composing. “ArtsECO is allowing narratives me to expand that idea beyond digital arts and media. It’s allowing me to that I didn’t think about what is the composing feel I had the process of screen printing or a political zine.” power to do An innovative, interdisciplinary pilot project she’s involved with at with words.” three Milwaukee Public Schools called the Deliberative Dialogue and Youth Voice (DDYV) is one example of the type of work she is doing. The project, in partnership with faculty in the history and theater departments, helps high school students learn a structure for having dialogues about community issues with their peers.

Then they came together at UWM for Saturday workshops to create digital stories inspired by their discussions. UWM faculty members are providing feedback on the students’ research and storytelling, and theatre faculty members and students are helping to structure the stories.

The written word isn’t going away, says Doerr-Stevens. “It’s a very powerful mode of communication, but what information can we present through different means?”

FACULTY PROMOTIONS

NEW DIRECTOR OF CLINICAL EXPERIENCES

Four School of Education faculty promotions were approved by the Board of Regents at their June, 2016 meeting, and became effective in August, 2016.

• Liz Drame was promoted from associate professor to professor in the Department of Exceptional Education.

• Donna Pasternak, was promoted from associate professor to professor in the Department of Curriculum and Instruction.

• Bo Zhang was promoted from associate professor to professor in the Department of Educational Psychology.

• Kyongboon Kwon was promoted from assistant professor to associate professor in the Department of Educational Psychology.

14 EdLine 2017 // uwm.edu/soe

“

Kristen Taylor was named Director of Clinical Experiences for the School of Education in December. Prior to joining UWM, she worked for both Milwaukee Public Schools and the West Allis/West Milwaukee School districts.

Taylor earned her doctorate at UW-Madison in Education Leadership and Policy Analysis and her master’s degree from UWM in education administration.

PROVIDING EQUITABLE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS Maggie Bartlett has worked with children with special needs in U.S. and African classrooms. Now an assistant professor in the School of Education’s Exceptional Education program, her research and teaching focus is on making sure children who have special needs receive the best and most equitable education possible. She is also the chair for Early Childhood Special Education.

One of her guiding principles in preparing future teachers is the importance of viewing children through a lens that reflects their abilities rather than focusing on their disabilities.

“One of the challenges we face as a nation is viewing a disability as a deficit. These students are just different. We need to embrace that. They may be learning in other ways. We need to look at their strengths.”

Bartlett gained her insights through both education and classroom experience. She was a classroom teacher in special education for 10 years and spent two years in the Peace Corps, working with teachers, families and children with special needs in Namibia and Tanzania. She earned her M.S. at the University of Texas-El Paso and her doctorate at Arizona State University before coming to UWM in 2011.

Much of her research work focuses on meeting the complex needs of children in urban and impoverished settings or those from different cultural backgrounds. Often teachers working with these children aren’t given the resources and support they need for dealing with their multiple and complex needs.

While being included in a general classroom lessens some of the stigmas and “labeling” children with special needs deal with, that isn’t always a solution. Teachers may find challenges in working with children with special needs within their class, especially when they haven’t had training on how to do that.

“This can be very daunting to a general K-8 teacher,” she says.

However, she adds, “in some schools, they do inclusion very well if children are authentically included.”

That’s why preparing both general and exceptional education teachers well to meet the needs of individual children is so important, she says.

Her current research is focusing on how teachers of children with special needs can balance the child’s individual strengths with demands of the new Common Core standards. Through federal laws, schools are mandated to prepare Individualized Education Plans (IEPs) to meet the particular needs of children.

At the same time, Common Core standards demand that children in a classroom meet specific learning targets, usually measured by standardized tests.

While Common Core makes some accommodation for children with significant disabilities, many children who are “in the middle or on the margins” – who don’t need specialized classes or testing – face challenges in meeting grade-level Common Core standards. For those children, standardized tests don’t always reflect their learning strengths or complex environments, according to Bartlett. That puts teachers in the position of balancing their insights and knowledge of the needs of individual children with Common Core standards.

One of the goals of her teaching and research is to help prepare teachers who can navigate these issues impacting an equitable education, says Bartlett. Both general and exceptional education teachers also need to learn to work with families to meet the needs and celebrate the strengths of children who have specialized needs.

“Parents are often the best advocates for their children, and they need advocates.”

RETIREMENT NEWS Dave Edyburn, professor in the Department of Exceptional Education, retired from the School of Education in September, 2016.

Following his retirement from the UW System, Edyburn accepted a position as associate dean for research at the University of Central Florida.

During his time at UWM, he served as Department Chair for Exceptional Education and as Chair of the APBC and Research Committee.

Margie Anunson retired in October, 2016. In leading BATO (the Business and Technology Office), she helped manage the School of Education budget. She plans to continue her service on campus through her service on the UWM Ombuds Council. She joined UWM in July 2006 as an Assistant Dean for the School of Education, Helen Bader School of Social Welfare, and the College of Health Sciences.

uwm.edu/soe // EdLine 2017 15

FACULTY

PUBLIC, CHARTER AND VOUCHER.

WHAT DOES IT ALL MEAN?

A student at Windlake Elementary, one of the schools chartered by UWM.

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Q&A

The School of Education charters and oversees 13 charter schools in the Milwaukee area, with a 14th, Pathways High School, opening in the fall. Adrienne Woods joined UWM in 2014 as the director of the office, after working for the Milwaukee Public Schools for 22 years. In this question/answer session with EdLine, she talks about how UWM became a charter authorizer and explains what the office does and how charter schools fit in with other school choices.

Q. First of all, could you explain the differences between charter schools and other public schools and between voucher schools, choice schools and charter schools?

Here in Milwaukee what we refer to as choice is the Milwaukee Parental Choice program – those are schools that are private. They may be schools that are religious-based, though they don’t have to be. At the time they were set up it was to allow students of low socioeconomic background and their parents to have access to more quality schools and, of course, provide parents with choices.

(The income level for parents has steadily risen over the years).

A charter school is a public school, which is operated differently than a traditional public school. Charter schools’ enrollment has never been based on the economic standing of the families. Any parent can have their child apply to charter schools. Charter schools are not, and actually they can’t have anything to do with religion.

Q. How did UWM become an authorizer for charter schools?

Legislators made the decision in 1998 that UWM would become a charter authorizer. (Milwaukee Public Schools and the City of Milwaukee are also authorized to charter schools).

I don’t think necessarily that there was a group of individuals on the UWM campus saying ‘we want this,’ but when the decision came down, Paul Haubrich (now retired from the School of Education) was charged with opening the office. Then Bob Kattman (now also retired) came along and set up a great deal of the office as it is today.

Q. What are the advantages of charter schools?

I think some of the big advantages are to be able to create and not get caught in bureaucracy, at least not as much as in a traditional school setting. They have that freedom to do some innovative things, with the idea of sharing those ideas with traditional public schools. I think it’s fair to say that hasn’t always occurred because even when you have a school that is doing innovative things, you have to have a school system that’s open to receive those ideas and schools willing to share.

Q. I understand from previous discussions I’ve had with former directors of this office that one of the advantages charter schools have is that they are free from some of the mandates on other public schools. Could you give some examples?

One that comes up that’s pretty easy is that charter schools don’t have to have the exact same school days. When it used to be that traditional schools had to have 181 days of instruction, charter schools could have fewer days. Here at UWM, we’ve always had in our contract that schools do follow that rule (181 days) even though by law they are exempt.

Typically charter schools have more freedom in choosing their own curriculum, though their board is part of that discussion.

Because they don’t have a teachers’ union, they wouldn’t have to take all the steps – not that these are necessarily bad – that a traditional school system would have to take in removing an ineffective teacher. Although there is a perception that charter school teachers don’t have to have a license, that isn’t true. Charter school teachers have to have a DPI license, though the charter license does allow them to teach outside their area.

Q. My sense is that UWM has been very successful in authorizing charter schools? Is that correct?

They’ve done well. I always knew before I came here that was the reputation that UWM charter schools were high performing schools. To be honest, that didn’t mean that every single school in our portfolio was a high performing school, but in most cases those schools that weren’t performing well knew it and didn’t seek renewal. Over time, we’ve put in place a new performance framework where we look at the academics, financial and organizational aspects and we’ve put in pretty clear targets of where we expect all our schools to be.

Q. With all these different kinds of schools, are there too many choices?

You do get to the point where you say ‘how many more schools do we need in one city?' Even though I’m a proponent of charter schools, I don’t believe that we just continue to add them for the sake of adding them. We’re trying to be more intentional (when approving schools). One reason we looked at Pathways High School is because there is a need for more high schools in Milwaukee.

They have a focus on project-based learning, and they want to have a diverse student and staff population – not just racially, but economically.

Q. One of the criticisms of choice schools in the past was that they were “cherry picking” their students, and didn’t have to deal with students with special needs who might drag down test scores, for example.

I think that belief still exists, and I’m sure there are schools – none chartered through UWM to my knowledge – where that happens. Charter schools are public schools and they have to take all students who apply. If there are more applicants than seat availability, the schools are required to hold a lottery for admission.

The percentage of students in MPS with special needs is about 22 percent. In our schools, the average is between 10 and 12 percent, with some schools that have a very high percentage.

Q. What’s next for UWM’s Charter Schools office?

The office is now completing its strategic plan for the future. One of our goals is developing stronger partnerships with the greater community, including the School of Education and the University as a whole.

uwm.edu/soe // EdLine 2017 17

ALUMNI

MICHELE BRIA:

LEADING A JOURNEY TO CHANGE

A

t a Journey House retreat, board members and leaders spent time trying to figure out how to deal with two perplexing problems in the organization’s Clarke Square neighborhood – abandoned housing and homeless youth who had aged out of foster care.

Soon city and county government, an alderman, a neighborhood initiative, the public schools and others were involved, coming up with an innovative solution, says Michele Bria, chief executive officer of Journey House.

As a result, four old houses “with great bones” have been rehabilitated into homes for young people, where they can learn the skills needed to transition to higher education or careers while building a credit record as renters. Nearby, plans for an affordable, intergenerational apartment complex are underway as part of the project.

As with much of the work Bria and Journey House do, this was a collaborative effort – the city sold the houses to Journey House for one dollar; a grant paid for repairs and renovation; the police helped remove the criminals; John Miceli, a UWM alumnus and retired architect, helped with the designs for the housing and voluntarily oversaw the renovation; Journey House and the county’s WrapAround program provide training and support for the residents; and students from Youth Build, a Journey House-MATC partnership, got on-the-job training in rehabbing.

“Now we have some affordable housing for these talented young people who don’t have a place to live, and we’ve taken abandoned, ugly property and turned it into beautiful houses,” says Bria. “The

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neighbors see what’s happening so they’re painting their fences and fixing the holes, the neighborhood has become safer, we’ve started a garden and we’re building community and economic development.”

That’s the kind of innovative effort Journey House specializes in. The community-based organization provides education programs, career development and recreation opportunities for thousands of Milwaukee residents – primarily Latino and African American – in 14 zip codes on the South Side and in the Clarke Square neighborhood.

Bria got her start in building creative collaborations while she was working on her School of Education dissertation on how to build effective school-community partnerships. That led to Journey House’s partnership with Longfellow School. Eventually Journey House itself moved from a group of houses in the neighborhood to a $6 million dollar center adjacent to the school. That center houses workforce development programs, adult education classes and after-school tutoring programs.

Journey House has also expanded its athletic leagues, operating the Felix Mantilla Little League and opening a $2.5 million dollar football stadium in June 2013 – with artificial turf from the Green Bay Packers’ practice field. The team’s donation makes the stadium the only location outside an NFL stadium that’s allowed to use the NFL logo, says Bria.

The athletics programs, says Bria, are one way of building pathways and pipelines to academics. “We call all of our athletes ‘Scholar Athletes.’ Those programs, like most at Journey House, bring partners together with neighborhood residents to make

Now we have some affordable housing for these talented young people who don’t have a place to live, and we’ve taken abandoned, ugly property and turned it into beautiful houses.” change. The UWM athletics department and student athletes volunteer in the sports programs, and Journey House has made UWM’s ‘structured study hall’ model part of its program,” says Bria.

The Journey House athletes have to take part in two to four hours of structured study hall to practice and participate in games.

Other UWM schools and colleges provide volunteers and expertise as do Marquette, MATC and many other community partners.

Bria credits what she learned at UWM for helping her develop the organizational and community partnering skills that make Journey House such a force in the neighborhood. Since she became executive director in 1998, the agency has expanded from a small operation with two sites and a $200,000 budget to a multimillion dollar complex that serves thousands daily.

Along the way, she’s been honored with the Donald Driver Driven to Succeed Award as well as awards from the State of Wisconsin Martin Luther King Heritage Award, Business Journal Woman of Influence, Hispanic Chamber of Commerce and the Marquette University Spirit Award. (She did her undergraduate and master’s work at Marquette).

For her, says Bria, Journey House is a 24/7 job, though she occasionally takes a weekend trip to New York to visit with her daughter, hang out and do some cooking.

Her not-so-secret weapon in keeping everything in balance and building partnerships with collaborators – even those who may not usually work together well – is advanced breathing to relieve stress. It’s a mind calming technique she encourages her staff and everyone Journey House works with to use.

Young men who learned construction skills during the project pose in front of one of the rehabbed houses in the neighborhood. Journey House helped bring together partners to remodel the houses for young people aging out of foster care. This house has room for an art gallery in front.

Her explanation: “When we breathe together, we decrease the production of cortisol. Cortisol leads to stress. By doing some simple breathing techniques, it really allows you to focus, and when you focus you become more creative. Then when you get a lot of great minds together in a room, you’re really going to maximize the talent in that room.”

Finding ways to bring partners together, and thinking creatively about projects like the recent housing rehabilitation program, are vital to solving problems, says Bria.

“We try to meet our mission of helping families out of poverty, and building community. That makes for a stronger neighborhood, a stronger Clarke Square, a stronger South Side, a stronger city, a stronger region, a stronger state and a stronger country.”

uwm.edu/soe // EdLine 2017 19

ALUMNI

Chris Litzau (at right in white shirt) and some of his students at work installing solar panels on a Milwaukee building last spring.

HELPING STUDENTS ON A DIFFERENT EDUCATION PATH Chris Litzau started his career developing real estate. Now he’s moved on to developing young people.

Litzau, who earned his master’s degree in exceptional education at the University of Wisconsin-Milwaukee in 2012, is the founder and driving force behind CERT, a Racine choice school that is now into its second year.

CERT, which stands for Certification and Emergency Response Training, is an alternative high school designed as a hybrid career academy. It provides young people, ages 18 and older, who’ve dropped out or aged out of the traditional public education system, with a combination of career skills, licenses, credentials, industry certifications and academic coursework.

The school’s curriculum is organized around courses designed to prepare students as responders to natural disasters and community emergencies, but that includes a wide range of skills and certifications ranging from earning a commercial driver’s license to becoming certified to handle hazardous materials.

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Litzau established CERT as a Racine choice school in September 2015, opening with 13 students. The school is under the umbrella of the Great Lakes Community Conservation Corps.

Students do real projects in a variety of fields, working alongside master electricians to install solar panel arrays or using chainsaws to clear undergrowth with the Bureau of Land Management. They also have the opportunity to learn cutting edge technology, working with cars that run on compressed natural gas, for example.

Those experiences of working with professionals “can be very empowering to young people who’ve grown up in neighborhoods where there is high unemployment and few connections to people in the real world of work,” said Litzau.

He hopes the Racine school will be a pilot for future programs, he said, with the goal of encouraging other urban school systems to open similar schools.

Read more at uwm.edu/litzau

[those experiences of working with professionals] can be very empowering to young people who’ve grown up in neighborhoods where there is high unemployment and few connections to people in the real world of work.”

Reuben Harpole

Nikiya Harris Dodd

Nicholas Hartlep

THREE SCHOOL OF EDUCATION ALUMNI HONORED Three alumni of the School of Education were honored at the 2016 Alumni Awards in October.

Reuben Harpole, BS Education `78, Honorary PhD of Humane Letters `05 received the community service award.

Harpole is highly respected in Milwaukee for his unparalleled contributions as mentor to countless inner city youth and their families, according to the Alumni Association. Reuben and his wife, Mildred, have dedicated themselves to the advancement of teaching and learning in the Milwaukee community for more than 50 years.

Those decades have seen Harpole contribute to the founding of more than 25 community centers and programs that promote education as the ultimate equalizer among young people. Among them are Milwaukee Public Schools’ Homework First program, the Milwaukee Community Sailing Center, 100 Black Men of Greater Milwaukee and Bader Philanthropies’ Community Partnerships for Youth, which has invested $15 million to date and counts Harpole as its primary architect.

Since 2007, the Reuben J. Harpole Jr. Education Scholarship at UWM has invested $19,000 in the college education of young black men interested in teaching.

Nikiya Harris Dodd, BS Community Education `01, MS Administrative Leadership `07 received a GOLD (Graduate of the Last Decade) Award.

Harris Dodd, a former state senator was raised in foster care and by her grandmother, Harris Dodd took custody of her three youngest siblings following her mother’s death. By this time, she had completed remedial work to transition successfully from high school to UWM. With a new master’s degree, she was elected to the Milwaukee County Board in 2010. Two years later, she won a seat in the Wisconsin State Senate.

Nicholas Hartlep, PhD Urban Education `12 also received a GOLD award. Hartlep is now an award winning professor of education, His service to communities that are traditionally underserved in higher education is impressive. In addition to producing valuable research about minority students’ experiences in K-12, he mentors minority students at Illinois State University and doctoral students through the American Education Research Association and the American Educational Studies Association. He was recently awarded the University Research Initiative from his employer, Illinois State, and the Distinguished Young Alumni Award from Winona State University.

uwm.edu/soe // EdLine 2017 21

DONORS

“My hope is that this fund will make the difference and help these students stay in school so they can earn their degree.”

ALUMNA SETS UP FUND TO HELP STUDENTS WITH SHORT-TERM NEEDS School of Education alumna Nancy Lindenberg knows what it’s like to juggle personal life with academic work while trying to complete a degree.

That’s why she is setting up a challenge grant to help students facing these situations. Lindenberg is donating $25,000 and challenging other donors to match that amount to endow the fund. One donor has already given $10,000 to this Extra Help Fund. Visit online at uwm.edu/give or contact Carol Wacker, School of Education Development Director at wackerc@uwm.edu to make a donation.

When Lindenberg heard stories about students who had to quit classes as they neared graduation because of unexpected financial setbacks like a car repair, unplanned childcare expenses, or extra supplies for a class, she decided to do something to help. Working with Wacker, she is setting up this fund to help students who face such emergencies.

“I realize that at times some students find themselves in a situation outside their

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control,” she says. “Those students are working hard and very close to completing their degree. All they may need is a little bit of extra help to assist them to complete their degree. This fund can make the difference for those students and allow them to stay in school until graduation.”

Lindenberg’s own plans to earn a degree were interrupted back in the 1980s by life changes that weren’t financial, but threatened to stall her pursuit of a UWM education degree.

She was closing in on her final 15 credits, working toward a degree in community studies, when she got married, moved to South Carolina, and became pregnant with her oldest child.

That was back before computers made distance education an option. However, faculty members at the School of Education worked with her to help her finish up her coursework through Clemson University and earn her bachelor’s degree at UWM. “Life happens to all of us and at times unforeseen circumstances pull us off our

path,” she says. “My hope is that this fund will make the difference and help these students stay in school so they can earn their degree. I am really enthusiastic about being a part of that.”

As a “proud graduate” of Milwaukee Public Schools, she also felt strongly about helping the students at UWM who had come from MPS and other urban systems and plan to return to teach in those schools.

Lindenberg didn’t go into teaching herself, but has great respect for those who choose the field.

“After completing my degree, I started my family,” she says. “My career has been raising five children along with doing volunteer work through my children’s schools.” She is also a committed and active community volunteer, working with the Women’s Center of Waukesha and with Children’s Hospital of Wisconsin. At the Women’s Center, she serves on the Board of Directors as well as Co-Chair of the Special Events Committee.

“She has organized drives and other events to benefit the agency and is a thoughtful, engaged volunteer always quick to jump in and help with a task,” says Ann Marie Moss, Director of Development & Communications for the Women’s Center.

Lindenberg feels fortunate, she says, that her circumstances now permit her to help others financially by setting up this fund to help today’s education students. “This just really resonated with me.”

UWM does have a program to provide small grants to students for emergency financial needs, but Lindenberg wanted to set something up specifically for education students because their future careers don’t always provide them with the finances to afford a lot of student loans.

“I give huge credit to those who choose to teach and have a career in education,” she says. “Teachers are special people with a very important job to do. I appreciate the passion, enthusiasm and skill it takes to be a teacher. Teachers make all of our lives better because of the service they do in teaching our children.”

WOMEN’S GIVING CIRCLE SUPPORT FOR STUDENT PREPARATION RECOGNIZED

NEW ALUMNUS GIVES BACK TO SOE Bob Rosselot graduated from being an online master’s graduate student to become a donor to the School of Education.

Rosselot, whose story was featured in the 2016 EdLine, completed his master’s degree in higher education administration in November 2016, then followed up with a significant donation to the school. He did all of his work online from Florida, while he worked full-time as director of Global Compliance for Franklin Templeton Investments in Fort Lauderdale.

He visited Milwaukee and the UWM campus for the first time on a snowy March day in 2016.

Rosselot chose the UWM program for several reasons, he said in the 2016 EdLine article: • 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 “With my job requirements and other commitments, online is perfect for me,” he said at the time. He started at UWM in the fall of 2012, completing the work one course at a time.

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

Possibilities he’s considering are becoming an adviser at a law school or an ombudsman for an organization.

In appreciation of the excellent experiences he had with the online program and School of Education leadership, he is donating $250,000, payable over five years to the School of Education. Rosselot has asked the dean to designate his gifts to areas where they are most needed. The funds are to be used as the School sees fit.

“I can’t thank Bob Rosselet enough for his generosity,” says Dean Alan Shoho. “He is such a gracious and humble servant leader. His gift provides the School of Education the opportunity to address some important improvements to advance our mission and vision."

The Women’s Giving Circle allows a group of donors to pool their resources to support the School of Education. Since it was founded in 2006, the group has supported research and funded many projects that would not have been possible without their financial assistance.

One of the projects the group has been helping for a number of years is the edTPA, the Educative Teacher Performance Assessment, now required by the state as a condition of licensure. The edTPA involves collection and preparation of videos and other materials demonstrating a student’s teaching abilities.

The Women’s Giving Circle has been supporting the School of Education’s efforts to prepare students for the edTPA since it was proposed in 2013.

The Giving Circle helped SOE students and faculty members learn about and pilot the program, says Angel Hessel, edTPA coordinator.

“As a result of the grants I received, I was able to conduct faculty trainings, purchase video equipment so that students could rent cameras for the video requirement of the edTPA, bring in experts to train faculty on specific elements of the assessment and purchase vouchers so we could submit a small sample pilot students’ edTPAs for official scoring,” Hessel wrote in nominating the women of the Giving Circle for a Panther Pride Alumni award.

In addition, according to Hessel, the edTPA has provided grants to create a needs-based scholarship fund for students to cover the $300 cost of preparing the edTPA. “I cannot express in words what these scholarships meant to all the students who applied… For many, it meant the difference between taking the edTPA or paying their rent, buying groceries or covering their health insurance costs.”

The Women’s Giving Circle helped support a pilot of the edTPA program.

Katharine Hudson, left, Molly O’Connor and Katie Newhart, pictured here were among the students involved in the pilot project.

uwm.edu/soe // EdLine 2017 23

DONORS

SUPPORTING AND CONTINUING LIFELONG EDUCATION Emily and Michael Robertson believe it’s important to continue learning and growing through the years.

The Robertsons, who chose a home near UWM shortly after returning to Wisconsin from the East Coast, have become regulars at university programs and strong supporters of the School of Education, often opening their home for gatherings of alumni and other friends of the school.

Emily earned her master’s degree in Administrative Leadership/ Adult Education from the School of Education and went on to work in continuing education at Marquette, eventually earning a doctorate in educational administration there.

Her UWM degree changed her life, says Emily. “It’s a fabulous degree. I’ve always been an advocate of adult education. In my opinion, we are commanded to grow and change our entire lives so I try to adhere to that.”

The Robertsons, both ordained ministers, have lived that philosophy, even after retiring from other careers. At age 60, Emily was admitted to the Episcopal Divinity School in Cambridge Massachusetts and was ordained in 2006. Mike,

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who had a successful business career after attending the Advanced Management Program at Harvard Business School, was ordained in 2000. Both now serve Community Baptist Church in the Washington Park area.

In addition to education, alumni activities and ministry, Emily Robertson’s other focus is fiber arts, specifically rug hooking, an art form she became interested in before she and Mike were married.

At one point, she says, she set out to see if she could support herself solely with her art. She gave herself two years, and it took three, but she succeeded.

She’s well-known in rug hooking circles, and teaches the art to others as well as creating her own works. “It’s taken me to teach in England and I’ve made friends all over." She’s currently working on a piece for the “Threads of Resistance” show later this spring in Lowell, Massachusetts. That work is an outgrowth of the Robertsons’ participation in the Women’s March in Washington earlier this year.

The Robertsons are active and involved in the entire community, especially the Washington Park-Sherman Park area around their

I’ve always been an advocate of adult education.

In my opinion, we are commanded to grow and change our entire lives so I try to adhere to that.” church. But, they have taken a special interest in UWM’s School of Education.

They are the type of neighbors the School likes to have.

“One day I just called Carol (Carol Wacker, director of development for SOE) up,” says Emily Robertson. “I told her: I’m living near you… we have a fabulous house for entertaining, and would like to be more active and do whatever we can to help students in the School of Education.”

Since then Emily has joined the Women’s Giving Circle, and the Robertsons have supported other scholarship funds.

Emily’s particular passion is for lifelong learners like themselves.

“Although I’m going to keep connection with the K-12 programs, my passion is adult education. I guess being kind of a misfit in education myself, when you finally figure it all out, you’re into adult ed.”

In their post-retirement careers, the Robertsons are eager to continue learning through both formal and informal courses, events and workshops. Says Emily: “It’ so exciting that you are with a group of people who are interested in the very same thing you are. I find that really stimulating.”

SAYING THANK-YOU The School of Education has received an $11,000 donation from the Meemic Foundation to say thank-you to the many cooperating teachers who generously share their classrooms with the School’s teacher candidates.

More than 600 students from introductory classes to student teachers spend numerous weeks in local elementary and high school classrooms every year. “Cooperating teachers are required by the Department of Public Instruction (DPI) to take an initial cooperating teacher verification workshop before they are assigned a student teacher. They do this work to help build our profession without a lot of recognition. Meemic has stepped up to help us build a celebration of and recognize this work,” said Kristen Taylor, director of UWM’s Office of Clinical Experiences.

In May, 2016, for the first time the Office was able to honor approximately 125 of these Everything teachers at its first annual gala dinner at the Italian Community we do is to Center, thanks to an $8,500 grant from the Meemic Foundation. give back to “This latest donation will education... once again allow us to host a gala event for two hundred We never forget cooperating teachers to honor their professional service. An who we are additional grant is also helping our team to provide deeper and where we training for cooperating teachers in mentoring, coaching and came from.” co-teaching strategies that help build new professionals who are ready to deliver culturally relevant quality learning,” said Taylor.

The Meemic Foundation is funded through Meemic Insurance Company and focuses on supporting the efforts of educators. The insurance company was founded in 1950 to serve the special insurance needs of teachers, according to Pam Harlin, administrator of the Foundation.

Over the years, the Foundation has worked to provide support for a variety of projects related to education.

“Everything we do is to give back to education,” said Harlin.

“We never forget who we are and where we came from.”

UWM’s collaboration with Meemic also connects teachers in the Milwaukee area with a free membership to the Foundation Club that connects teachers to other grants and free workshops. For more information, please visit the Meemic Foundation website. meemic.com

“

uwm.edu/soe // EdLine 2017 25

NEWS

CELEBRATION OF TEACHING This year’s Celebration of Teachers and Teaching is set for Oct. 26 at the MATC campus. The Celebration is a collaboration involving the Education Deans of Greater Milwaukee, the Faye McBeath Foundation and the Greater Milwaukee Committee.

The Education Deans of Greater Milwaukee is comprised of leadership from nine area institutions of higher education, including UWM. Each year the group honors outstanding educators in the area. This year the awards will focus on early childhood education and go to outstanding early and advanced career teachers.

Awards will also go to Champions of Education.

Keynote speaker for the event is Dipesh Navsaria, a pediatrician at American Family Children's Hospital who is deeply involved in the Reach Out and Read initiative.

In October, 2016, ten alumni of the School of Education were among those honored at the event at Discovery World, which honored educators who found innovative, impactful ways to integrate STEM concepts into their curriculum.

Twenty-three Milwaukee-area K-12 teachers were nominated across three categories: early career, advanced career and distinguished educator of the year.

The Education Deans of Greater Milwaukee (EDGM) was formerly known as the Metropolitan Milwaukee Area Deans of Education (MMADE). This partnership, which sponsors the annual Celebration of Teachers and Teaching, involves nine diverse institutions which come together under one umbrella with leaders of community organizations. Their shared vision is to pursue strategies that meet the greater good of what works for all children regardless of community and socio-economic status.

Pictured here at the October 2016 event are Hope Longwell-Grice, associate dean of the UWM School of Education (at left) and Rob Longwell Grice, senior adviser (far right). In between are UWM alumni honored: Craig Machut, Rufus King International High School teacher, who was a runner-up for the distinguished educator of the year award; Shalanda Driver; Rochelle Hefel; Veronica Ocampoderocha; Nathan Conn; and Steven M. Vande Zande.

PI LAMBDA THETA INDUCTS NEW MEMBERS The UWM School of Education Chapter of Pi Lambda Theta inducted new members April 12 at a ceremony at St. John's on the Lake, hosted by alumna Barbara Michaels. For a fullsized photo and list of those inducted, go to uwm.edu.

SOE FACULTY PUBLISH BOOKS A number of School of Education Faculty were honored at the UWM Authors event in March for authors who published books between April 2015 and March 2017.

They include: Liz Drame, professor of exceptional education, was an editor of “Black Participatory Research: Power, Identity, and the Struggle for Justice in Education, published by Palgrave Macmillan in 2015. Co-editor was Decoteau J. Irby, a former School of Education faculty member.

Nancy File, professor of Curriculum and Instruction, and Jennifer J. Mueller, associate professor of curriculum and instruction, were the co-authors of “Understanding Research in Early Childhood Education: Quantitative and Qualitative Methods,” published by Routledge in 2017.

Debora Basler Wisneski, a former faculty member, was a co-author.

Aaron Schutz, professor of educational policy and community studies, was an editor of "People Power: The Community Organizing Tradition of Saul Alinsky," published

by Vanderbilt University Press in 2015.

In Memoriam

Joyce M. Amann BS, ’71\MS ’78

Jeanne M. Henderson BS, '72

Michael V. Papka (MS, ‘88/MS, ’89)

Else Ankel-Hanstein CERT, ’87

Richard W. Holzer MS, ’60

Mary C. Plutchak (MS, ’81)

Lois E. Bertermann ’42

Aaron M. Huth LS, BA, ‘83/SOE, CERT, ’12

Mary J. Premo BS, ’45

Gordon A. Bischoff PSOA, ’51/SOE, MS ’64

Marlene E. Johnson BS, ’76

Theodore R. Price BS, ’71

Eleanor C. Borchardt MS, ’68

Ellen M. Karrels BS, ’59

Jerry R. Redding BS, ’56/MS, ’67

June M. Bower BS, ’59

Robert F. Kellerman MA, ’74

Kenneth J. Resheske BS, ’48

Ardith L. Brazale BA, ’51

Mrs. Mary Alice Kois BS, ’74

Anthony D. Rodriguez BS, ’90

LaBelle N. Calaway MS, ’82

Janet M. Kraegel Ph.D, ’78

Gary W. Schmidt MA, ’75

Elizabeth R. Cochrane MS, ’66

Debra M. Kultgen PSOA, BFA, ‘78/PSOA, BFA, ’79/ SOE, MS, ’81

Harriet Smith BS, ’40

Harold A. Cohen BS, ’57 /MS, ’62/Ph.D, ’74 Barbara J. Faucett HBSSW, BA, ’68/SOE, MS, ’73 Frances A. Gigl MS, ’70 Karel A. Kasten Giuntoli BS, ’58 Randolph W. Goree BS, ’77 Richard A. Grobschmidt MS, ’80 Denise L. Grogan BS, ’87 Harry Halloway BS, ’41

Katherine Kuper PSOA, MFA, ’09/SOE, CERT, ’11 Harvey G. Larson PSOA, BS, ‘57/SOE, MS, ’69 Winnifred I. Ludwig BS, ’42 Frances Mainarich SOE, ’38 Gordon E. Martinson MS, ’64 Beatrice Melcher BS, ’45 JoAnn Miller BS, ’58 Mrs. Jean R. Pagel MS, ’75

Beverly R. Summers BS, ’91 Craig T. Syron BS, ’06 Sylvia L. Treat MS, ’96 Mary D. Vahldieck BS, ’49 Carolyn VanDriest MS, ’74 Jane M. Villeneuve MA, ’67 Steven Vitas BA, ’58 Lucille K. Warpinski MS, ’90 Ruth B. Whitsitt BS, ’43

uwm.edu/soe uwm.edu/soe////EdLine EdLine2017 2017 27

IN MEMORIAM

MARION L. WARD Marion L. Ward, a longtime supporter of the School of Education, died Dec. 21, 2016. Ward and her husband, Joseph, who survives, established the Lillian Fuller scholarship in 2002 in honor of Marion’s cousin.

Fuller was the former house mother for Kenwood Hall, a women’s dormitory for students attending UWM and its predecessor institutions. She stayed on after Kenwood Hall became an international institute, meeting many dignitaries, including Eleanor Roosevelt. She died just short of her 100th birthday in 2002.

Marion Ward, who was born in 1926, grew up on a farm in rural Washington County, and was very close to her older cousin. While she thought about furthering her own education, World War II intervened and she was needed to help out on the farm.

But through the years, she and her husband remained close to Lillian, often visiting her and hearing about her experiences at the University. When they were interviewed in 2015, the Wards were happy to share a box of letters and news articles Lillian had left with them.

Fuller stayed in touch with many of the young women she had worked with. “Many of them sent her Mother’s Day cards and several attended her funeral and donated to the scholarship in her name,” Marion said in the 2015 interview.

The decision to set up and fund a scholarship in her honor was an easy one, according to the Wards.

“We decided to give that to the University in her honor,” Marion Ward said in a 2015 interview featured in that year’s EdLine. “She loved education.” In that interview, she also said she and her husband were planning to further endow the Lillian Fuller scholarship with a planned gift.

A memorial for Ward is scheduled for June 10 at the Phillip Funeral Home in West Bend, starting at 11 a.m. with a service at 12:30 p.m.

MARLENE JOHNSON-ODOM Marlene Johnson-Odom a former Milwaukee alderwoman who earned her bachelor’s degree from the School of Education, died Jan. 9 at age 80.

Among other achievements, she led efforts on the Common Council to rename N. 3rd St. Dr. Martin Luther King Jr. Drive in honor of the civil rights leader. A Milwaukee native born in the central city, she was committed to issues like fair employment, civil rights and economic development.

She represented the 6th District from 1980 to 2004, serving on the Milwaukee Common Council longer than any other woman in

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city history and was also the longest-serving African-American member of the council.

"She was a class act,” Alderman Michael Murphy said in a Journal Sentinel obituary. “A very intelligent, beautiful woman who had a really great soul and was very committed to public service and helping those who were disenfranchised, not only in her district but other parts of the city. She had a very quiet, unassuming way about her, but she got things done. She wasn't all about patting herself on the back. She didn't have a big ego."

AL JARREAU Al Jarreau, a Milwaukee-born jazz singer known around the world and a major supporter of the School of Education, died Feb. 12.

Jarreau, who got his start singing at his Milwaukee church, recorded 21 albums and earned seven Grammys. He was the only vocalist in Grammy history to win in the jazz, pop and R&B categories. He received an honorary doctorate of fine arts from UWM in 2004.

The singer credited much of his success to the support and encouragement of his teachers, in particular, Thomas Cheeks, a pioneering African American educator in the Milwaukee Public Schools. Jarreau established the Thomas Cheeks scholarship in his honor. He described Cheeks, who died in 2001, as a mentor, role model and inspiration for him and many other black male students.

When Jarreau received $25,000 in 2005 as a Ford Freedom Award Scholar, he donated the money to the Cheeks scholarship. In 2009, he donated proceeds from a Gathering on the Green benefit concert to the scholarship.

In a 2006 EdLine article, Jarreau said the scholarship was an incentive to attract more African American males to the teaching profession: “We need more male teachers in the grade schools, especially male students of color, because there are so many kids of color who don’t have a male influence at home.”

Jarreau supported arts education, noting in a videotaped interview for UPAF: “When you’re doing arts you’re getting a kind of sensitivity training that comes from learning about something that someone else wrote about or a feeling they had inside. This is brilliant stuff for young people to learn.”

“Setting up this scholarship was so important to him,” says Joe Gordon of Reservoir, Inc., Jarreau’s longtime agent. Gordon added Jarreau often talked about the importance of arts education and education in general in interviews he gave throughout his career.

Anyone interested in contributing to the Thomas Cheeks scholarship fund can go to givetouwm.uwmfdn.org. After entering the amount, make the designation “education,” and scroll through the list to “Cheeks Fund.”

Al Jarreau (left) with Vern Wilkinson, a first recipient of the Thomas Cheeks Scholarship.

RANDY GOREE

Longtime Curriculum & Instruction faculty member Randy Goree died Feb. 19, 2017 at home surrounded by his family.

Goree retired in June 2015 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 Social Studies.

He spoke about his philosophy of social studies teaching in a 2010 EdLine article: “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.”

In sharing the sad news, Michael Steele, chair of the Department of Curriculum and Instruction said: “His influence on our department, school, and profession is immeasurable from courses he designed and taught, to students he developed into world-class teachers in our region, to the optimism, cheer, and grace that he brought to every interaction with us all. We’ll remember his commitment to teaching and social justice, his endless string of puns, his laugh, and his signature bow ties.”

To honor Randy's memory, please make a gift to the UWM Foundation to the Randy Goree Scholarship Fund 1440 East North Avenue Milwaukee, WI 53202 or go to: givetouwm.uwmfdn.org The fund was established to provide scholarships for teacher education students with an interest in teaching history and/ or citizenship. First preference is to assist first-generation students. uwm.edu/soe // EdLine 2017 29

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 between May 1, 2016 through February, 2017. $1,000 OR MORE Dr. Roberta T. Anderson Ms. Joan H. Callaway Community Foundation of Utah Ms. Maria D. Cruz Mr. and Mrs. John B. Czajkowski Mr. and Mrs. Thomas M. Domer Mr. and Mrs. Leonard Fabos Mr. Andrew Finlayson and Ms. Arleen K. Bolton Ms. Patricia K. Finlayson Dr. and Mrs. James C. Fisher Mr. David S. Flores Ms. Maria E. Flores GE Foundation Greater Milwaukee Foundation, Inc. Mr. and Mrs. Allen B. Greeler Dr. and Mrs. Patrick J. Griffin Ms. Karleen B. Haberichter Mr. and Mrs. Reuben K. Harpole, Jr. Mrs. Louise H. Hatton Ms. Jacqueline D. Herd-Barber and Mr. Michael J. Barber Ms. Jean Ellen Hoffmann Mrs. Elinor S. Ihlenfeldt Ms. Lorena W. Jacobson Jewish Community Foundation of the Milwaukee Jewish Federation Ms. Karen Ann Johnson Mr. and Mrs. Charles Kalmbach Dr. Mary T. Kellner and Mr. Ted D. Kellner Dr. Henry S. Kepner, Jr. Mrs. Evelyn A. Knetzger Mr. Edward D. Kopelke Mr. Richard G. Kortsch Ms. Norma Jean Larson Dr. and Mrs. Robert H. Lehner, II Ms. Nancy A. Lindenberg Drs. Hope and Robert Longwell-Grice Dr. Laura Lee Luebke Mr. and Mrs. Vincent P. Lyles Mrs. Barbara J. McMath and Mr. Robert Ferriday III Ms. Barbara J. Michaels Mr. and Mrs. Edward Miller Meemic Foundation Mr. and Ms. Kenneth F. Neusen, PhD. Ms. Ivy E. Nevala Northwestern Mutual Foundation Mr. and Mrs. Robert J. O'Toole Mrs. Jean E. Reif Drs. Emily and Mike Robertson Mr. Robert C. Rosselot Dr. Gerald and Mrs. Judith Salinsky Dr. Jeannette Seloover Johnson and Mr. R. Douglas Johnson Dean and Mrs. Alan R. Shoho Dr. Melanie A. Moore Steen Mrs. Judith A. Steinke Ms. Diane L. Thieme Dr. and Mrs. Alfonzo Thurman Mrs. Anne Blomme Walker and Dr. Bruce E. Walker Mr. and Mrs. Bruce B. Weber Ms. Jill D. Wiedmann $500-$999 Ms. Beverly A. Archibald Mr. and Ms. Melvin A. Backer Mr. Robert and Mrs. Kathryn Blakesley Mrs. Barbara L. Conroy Mr. James A. Davis

30 EdLine 2017 // uwm.edu/soe

Mr. and Mrs. Ralph C. Ehlert Mrs. Caroline L. Forster Mr. and Mrs. Gerald R. Gensch Ms. Rosalie Greco Mr. and Mrs. John W. Jacoby Mr. and Mrs. Robert C. Jasna Ms. Jane F. Kirchhoff Mrs. Analee L. Kinney Dr. William Kritek and Ms. Shelley Geiselman Mr. and Mrs. Martin J. Liddy Ms. Marianne Luther Ms. Mildred Michalski Ms. Lisa M. Mosier and Mr. Michael A. Krukowski Ms. Audrey J. Pavlik Dr. Joan M. Prince Mr. and Ms. Matthew Slaggie Slaggie Family Foundation Ms. Rose Purpero Spang Ms. Vira J. Stoner Mrs. Carol L. Wacker Dr. John and Mrs. Lois Zahorik $250-$499 Mr. and Ms. Richard B. Aaron Aetna Foundation, Inc. Ms. Diane B. Anschuetz Mr. and Mrs. Achilles Arestides, Jr. Dr. Jack and Mrs. Holly Bartholmai Ms. Stephanie Gaye Bender Mr. Arthur H. Browne Mr. Johnson M. Burdge IV Dr. and Mrs. Daniel J. Burrell, Jr. Dr. Simone Conceição Dr. Barbara J. Daley Mrs. Susan J. DeFrancesco Mr. and Mrs. Herman F. Delmenhorst, Jr. Dr. Gregory F. DeNardo Ms. Susan M. Denes Mr. John C. Donovan Mrs. Jody A. Dunn Ms. Jill K. Finlayson Ms. Laura K. Fitzsimmons Mrs. Carolyn L. Flaherty Mr. and Mrs. Victor Franco Ms. Jeanne E. Graves Mr. and Mrs. Robert Gundrum Mr. John Harpole Mr. John Harrits Mr. and Ms. Mark Hill Mr. Raymond D. Horvath Dr. Robert and Mrs. Sandra Kattman Ms. Tara MacArthur Kindwall Mr. John C. Kruse Dr. and Mrs. Marshall L. Lind Mr. Donald F. Lodzinski Mrs. Emily Luckman Ms. Joyce M. Mielke Mr. and Mrs. Thomas J. Moran Mr. Roland A. Perschon Mr. and Mrs. William A. Pohlmann Mr. and Mrs. Joseph J. Ptacek Mrs. Emily T. Raclaw Mr. and Mrs. Robert J. Rasmussen Mrs. Janice M. Reed Mr. Peter T. Roidt Mr. David J. Ross Dr. Lois J. Seefeldt

Mr. and Mrs. Mark B. Shumow Mr. and Mrs. James R. Stark, Jr. Dr. Kristopher J. Thomas Ms. Amy L Tromp Mrs. Cathy Wegner Mrs. Lynne M. Wepfer Mr. and Mrs. John G. Worm Ms. Marcia G. Zientek Mr. and Mrs. James H. Zucker Dr. Dennis C. Zuelke $100-$249 Mr. and Mrs. Michael J. Adams Ms. Kari L. Andrews Mr. Richard G. Armstrong Mr. and Mrs. Neil Baerman Mr. David M. Ballmann Mrs. Nadine E. Barthuli Ms. Donna Bartolone Mr. Eric R. Bauer Mr. and Mrs. James R. Belland Mr. and Mrs. Herbert S. Beller Mr. and Mrs. Michael J. Benes Ms. Gisela K. Benning Mr. and Mrs. Elliot H. Berman Mr. Joseph E. Billmann Mr. Clarence J. Bianco Ms. Marjorie A. Bianco and Mr. Robert L. Vernon Mrs. Ann Wilcox Bleuer Prof. Margaret E. Bonds Mrs. Joanne L. Stahnke Bouda and Mr. Brian P. Bouda Dr. and Mrs. William K. Boylan Dr. Wesley L. Boykin Ms. Colleen K. Brady Mr. Hubert H. Braun Ms. Sandra L. Brehl Mrs. Marie A. Brem Mrs. Susan E. Bremer Mrs. Betty S. Brendemuehl Mr. Pharis S. Brooks Ms. Cynthia G. Brown and Mr. Andrew Moss Ms. Jennifer Buhler Dr. Irene M. Burkey Mr. and Mrs. Kevin J. Burns Mr. Wayne F. Brzezinski Ms. Joyce Cable Ms. Martha E. Carter Mr. and Mrs. Phillip S. Caruso Caterpillar, Inc Mr. and Mrs. Allen B. Caucutt Ms. Christie A. Linskens Christie Dr. Amy M. Coenen and Dr. Arthur J. Anderson Mrs. Arlene L. Collison Ms. Mary A. Dana Mrs. Julia S. Dane Mr. and Mrs. Robert W. Dean, Jr. Mr. Larry W. Debbert Ms. Lois E. Debbink Ms. Ann S. Demorest Mrs. Sarah K. Dergazarian Mr. Eric R. Eberhardy and Mrs. Karen J. AndersonEberhardy Mr. and Mrs. Kent M. Ehley Mr. and Mrs. Thomas W. Ehrmann Ms. Lynn R. Esser Mr. and Mrs. Dennis F. Falkenstein Mr. and Mrs. James M. Filak

Mrs. Sandra J. Fisher Ms. Mary Ellen Flanagan Dr. Jan L.H. Frank Ms. Sally Lynn Frey Mr. Gary T. Fritz Ms. Maria L. Gallegos Ms. Ann C. Gallitz Mrs. Marjorie G. Ganzel Ms. Anne F. Gerlach Dr. Diana G. Glaze Ms. Rachel Gray-Gallant and Dr. Marshall L. Gallant, Sr. Mrs. Rebecca J. Ginter Mr. Randy M. Grippe Ms. Barbara L. Elwood-Goetsch Ms. Peggy J. Goodman Mrs. Mary Beth Goodspeed Ms. Charlotte L. Grobner Mrs. Cecile T. Grunert Ms. Ute I. Guenther Dr. Carole A. Gupton Mrs. Jean E. Halvorsen Mr. George A. Hanneman Ms. Doris F. Hansen Dr. Teretha F. Harper Rev. Gerry Harrison Ms. Nancy R. Harrison Mrs. Jeanne C. Hartge Ms. Phyllis M. Henriksen Ms. Pa Her Mr. and Mrs. Richard P. Herbst Ms. Jennifer L. Heritsch Mrs. Jean C. Herro Ms. Beverly A. Hess Ms. Renee A. Hesselbach Mr. and Mrs. Donald P. Hinske Miss Mary Louise Hitchler Mr. Myron C. Howard Mrs. Barbara D. Hunt Inner Dynamics Inc. Mr. Donald B. Jackson Mrs. Julie S. Hedgecock Jacobson Ms. Christine L. Jameson Mr. and Mrs. Derick Jenkins Mrs. Margy S. Jernberg Johnson Controls Foundation Dr. Florence L. Johnson Ms. Victoria L. Johnson Mr. and Mrs. John W. Jury Mrs. Catherine W. Kadlec Ms. Susan W. Karpel Mr. Daniel Karrels Ms. Joyce M. Kautz Mr. and Mrs. Merlin Kesselhon Mr. and Mrs. Brian M. King Mr. and Mrs. John H. Klarich Mr. Joseph W. Kmoch Mr. and Mrs. Barbara A. Knetzger Ms. Kathleen S. Knutsen Mr. and Mrs. Roland R. Kohl Mr. and Mrs. Jon G. Konings Ms. Sandra L. Koser Ms. Christine L. Kosma Mr. Terrence R. Krall Ms. Cynthia L. Kress Mr. and Mrs. Bernard Kristal Ms. Christine Mae Kronschnabel

Mr. Thomas J. Kubiak, Sr Ms. Ann M. Krueger Mrs. Robin Kroyer-Kubicek Mr. Daniel E. Kuzlik Ms. Patricia A. Ladwig Ms. Catherine F. Lafond Mr. and Mrs. Loren L. Larsen Mrs. Bonnie L. Larson Mr. William J. Laste Dr. Jane A. Layman Ms. Ann Lederman Mr. Chad M. Lehman Mrs. Donna M. Lehman Mrs. Yvonne Lemmerhirt Mr. and Mrs. John B. Liebenstein Ms. Barbara L. Lodde Mrs. Mary L. Loeffel Dr. George P. Longo Mrs. Nancy A. Ludwig Dr. Patricia A. Luebke and Mr. Kenneth E. Robinson Miss Judy Luedtke Dr. Mark Arkinson Malley Mr. and Mrs. Richard Weng Mah Ms. Susan J. Manalli Mrs. Clare T. Marsh Mrs. Janice M. Massie Mr. James A. Mather Ms. Joan M. McCarthy Ms. Patricia M. McKean and Mr. Dennis D. Schumacher Ms. Amy L. Mertins Mr. Andrew L. Meyer Ms. Carole F. Mikolajczak Mrs. Ann M. Miletti Mr. Robert A. Miller Mr. and Mrs. Richard M. Minga Mrs. Delia M. Molden Mrs. Wanda J. Montgomery Dr. Clara B. Moore Dr. Jeffrey A. Morzinski Mr. Robert D. Moser Mr. and Mrs. Robert E. Mosier Mrs. Shirley L. Mueller Ms. Ann R. Myrold Mr. and Mrs. Donald B. Neuman Ms. Rebecca M. North and Mr. Paul Adolph Mrs. Mary Lynn Oliver Mr. John Y. Olson Mrs. Norma E. Osterndorf Mr. and Mrs. Ralph J. Paulson Mr. and Mrs. Dennis M. Pelzek Mr. and Mrs. Richard J. Peppey Ms. Sandra J. Peterson Ms. Barbara N. Pittman Mr. David Price Dr. David Pritchard and Ms. Kathleen Rogers Mrs. Helen A. Proffit Ms. Kathleen H. Quirk Ms. Jean B. Rautenberg Mrs. Patricia A. Recely Ms. Donna L. Rehbeck Ms. Mary L. Roepke Mr. Henry H. Roesler Mr. Ronald L. Rogers Mr. Jeffrey S. Rosen Mr. and Mrs. Thomas F. Roth Mrs. Nancy J. Ryan

Mrs. Mildred Salomon Mrs. Bonita J. Sanders Ms. Pamela P. Sarandos Ms. Margit A. Schatzman and Mr. Stephen J. Bleksley Ms. Cynthia C. Schaus Ms. Deborah A. Schingen Mr. and Mrs. David E. Schleif Mr. Terry L. Schubert Mrs. Anne P. Schultz Mr. Jack H. Seiden and Mrs. Maureen DeVeau Seiden Mr. and Mrs. Blaine A. Selkie Ms. Deborah L. Semrad Mr. Timothy L. Sharko Mrs. Judith Shaw Dr. Sheila J. Feay-Shaw and Dr. Steven Shaw Mr. and Ms. Steven C. Shinn Ms. Kristin Shoup Ms. Joan E. Simuncak Margaret and Ken Skare Mr. Bradley S. Smith Mr. and Mrs. Leo M. Spain Miss Mary H. Sparks Mr. John P. Stafford Mrs. Carole Starck Mr. and Mrs. Bruce F. Stevlingson Ms. Sally A. Stock Mr. and Mrs. Jonathan P. Stolz Mr. Gary L. Streaty Mrs. Joyce Svendsen Mr. John C. Taucher Ms. Diane E. McNally Tews and Mr. Grant D. Tews Mr. Allen D. Thompson Ms. Marianne K. Thompson Ms. Bonnie M. Thomson and Mr. Jeffrey J. Jones Ms. Judith A. Towle Ms. Carol A. Traband Mr. and Mrs. Hugo C. Tscharnack Ms. Susan K. Umbaugh Mrs. Karen A. Vande Sande Mr. and Mrs. Gerald T. Vigue Mrs. Mary I. Van Beck Voelker Mr. James I. Walczak Ms. Linda R. Walker Ms. Mary M. Walker Mrs. Helen A. Wallenfang Ms. Joanne L. Walters Mrs. Elaine J. Wanta Mr. Joseph F. Ward Ms. Sarah Wardecke Ms. Theresa N. Barry-Watson We Energies Foundation Ms. Mary D. Weinlein Dr. Marie E. Weiss Ms. Britni Ann Whitty Ms. Kitty L. Willkomm Mr. and Mrs. Howard E. Wilsmann Ms. Sandra L. Wiscarson Ms. Jeanne M. Witthun Mrs. Julie J. Wolf Ms. Corliss D. Wood Dr. Robert H. Wooley Mr. Clarence W. Wudi Ms. Jane H. Yarbrough Mr. and Mrs. Gary R. Yakes Mr. James J. Zahn

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

SCHOLARSHIPS

STUDENTS GRATEFUL TO GENEROUS DONORS In the 2016-2017 academic year, the School of Education was able to award $462,000 in scholarship support to 225 students.

The average award was $2053. A list of scholarships awarded for the 2016-2017 academic year are below.

For the 2017-2018 academic year, preliminary numbers show $330,000 in scholarships is being awarded. For those, 180 students have received initial offers.

Thanks to all our generous donors who make this scholarship support possible.

SCHOLARSHIPS AWARDED FOR 2016-2017 Adams Isabelle Mousseau Megan Rierdon Charlotte Wichert Berg Shelby Willig Boening Aliah Arafeh Jesus Castellon Michael Garamoni Edward Janairo Parisa Meymand Rebecca Olsen-Reece David Seckman Michele Turner Jennifer Vice-Reshel Troy Washington Callaway Amy Casey City Year Scholarships Ebenezer Keane-Rudolph Anna Watson PaChoua Lor Day/Finch Rae Ann Frey Deaf and Hard of Hearing Kristyn Gunkel Dikander Elizabeth Bur Dakota Campbell Charles Ehlert Candacee Johnson Emily Marsho Selina Serna Sally Snyder Samantha Warden Madalynn Wilson Education Scholarship for First Year Students Lana Nikelson Ruth Niles Billyjack Parent Megan Renzelman Brianna Sayeg Jennifer Schoenbauer Christopher Tonika Gaochie Xiong Education Scholarship for First Year Graduate Students Emily Bilicki Kaitlynn Bonner Gabriela Dorantes Nancy Kenok Nachia Moua

32 EdLine 2017 // uwm.edu/soe

Kathryn Wedige SOE/Provost Scholarship for First Year Students Amanda Andrews Annette Cooley Macey Davis McKenzie Fowler Madeline Hogue Elise Murphy Jena Schneider Shannon Sweeney SOE/Provost Scholarship for Transfer Students Angela Martini Allysa McMillan Katie Milligan Jessica Skaggs Madalynn Wilson SOE/Provost Scholarship for First Year Graduate (Masters) Students Katie Abbott Calie Blank Michael Brennan Jacarrie Carr Anne Desellier Arianna Katrichis Lenisa Lee Amy Miller ExEd Graduate Fellowship Joe Wu Flores Graciella Rodriguez Haneen Zaal Foley Kari Garon Hambling Jenna Chenow Haley Irwin Amanda Marks Susan Stanley Jessica Willenbrink Haney Aliscia Benetti Harpole Darell Ward Harvey Nicole Lesser Hatton Andrea Reyes

Henry Heidi Kangas Jean Hoffmann Paula Waldoch Jasna Carlos Delgadillo Kellner Derisa Collymore Andrea Delgado Arli Mohamed Andrea Reyes Adriana Rodriguez Kepner Chorong Lee Knapp Emily Eyssautier Alyce M. Kraemer Lexy-Ann Bergman Heidi Kangas Cecily Lyons Megan Marquis Krueger Emily Bronstad Madeline Hogue Laura Milanowski Sarah Reynolds Kuehneisen/Eiserlo Scholarship Rylee Anderson Paige Blanchette Cheryl Bledsoe Elizabeth Bur Dakota Campbell Jackie Dickinson Emily Eyssautier Kaitlin Grafmeier Adam Grinwald Brianna Heeley Sara Hofmann Heidi Kangas Cassandra Kuschewski Nicole Lesser Jenna Makarewicz Michaela Miller Katherine Nelson Kevin Peterka Kelsey Podany Graciella Rodriguez Jesse Rosengarten Michelle Stephan Shawn Taylor Katherine Thompson Jennifer Venancio Jenna Wahl Haneen Zaal

Kuehneisen/Teachers for a New Era Fellowship Brittney Ash Rebecca Copek Katrina Feldner Rebecca Freer Rae Ann Frey Taylor Freytag Kristen Gaffey Kari Garon Stephanie Grzona Amanda Hanrahan Melissa Hedges Debra Klich Khuloudi Labanieh Jeff (Ching Fan) Lai Lauren Mascari Sarah McGair Amanda Merritt Isabelle Mousseau Katherine Nelson Emily Norman Maria Osmundsen Haley Pierson Megan Rierdon Colby Shoemaker Susan Stanley Christopher Stewart Andrea Stuiber Curtis Turner Beth Van Asten Jennifer Vitrano Troy Washington Anna Watson Jessica Willenbrink Kristen Williams Longwell-Grice Scholarship Andrea Stuiber Maksimowicz Elizabeth Bur Mathews Armani Stone Mentoring and Community Service Breanna Beich Halie Brashear Dakota Campbell Brianna Heeley Arlissia McHenry Trevor Pirics Toua Vang Miller Rae Ann Frey MSTC Brigitte Potter

Brooke Marks Kaela Rahaman Armani Stone Megan Marquis Cecily Lyons Lexy-Ann Bergman

Katie Waller Andrea Wrench Joe Wu

Mundschau Scholarship Lauren Mascari

School of Education Michelle Brzezinski Rodney DePass Marybeth Falish Lisa Fischer

Ondrejka Haley Irwin

Slaymaker Brianna Heeley

*Pi Lambda Theta Lura Carrithers Scholarship Rovahna Carter

Racine Community Foundation Jarred Glaser

Mildred and Chester Raasch ’45 Scholarship Samantha Bartelt Rachel Elliott Matthew Kessler Kimberly Kopp Jazmyn Smith Andrea Stuiber Patrick Terry Xiaorong Wang Rebecca Willems-Solc Jenika Williams

Staunt Holly Hoffmann Sarah McGair

Herd-Barber Scholarship Jacarrie Carr Graciella Rodriguez Robinson Lynne Alva Rebecca Olsen-Reece Silveus Charlotte Wichert Singer Ariel Baeseman Steven Broadway Rachel Csonka Kaitlyn Kaiser Nicole Lesser Alexandria Lichucki Alanna Malloy Becky Nigro Rebecca Olsen-Reece Chelsea Peters Kaelyn Phelps Rachel Raczynski Mirella Rivera Liza Rosenthal Cynthia Schmahl Sarah Severson Shelby Strand Raquel Sylvester Dou Vang Patrick Wagner Chante Walker

Steinberg Mirella Rivera Sullivan Rafael Escobedo Michelle Brezinski Thurman/US Bank Raquel Sylvester Carla Dorn Timm Jennifer Busch Rebecca Freer Nicole Horsley Paula Mclelland Brittany Miller Madeline Neuworth Emily Norman Kelsey Potter Hillary Vara Zhifang Wan Gao Yang Uber Lisa Fisher Megan Rierdon Ulm Jenna Busha Stephanie Nowicki Charlotte Wichert Nathan Wichert Waechter Nicholas Comella Ebenezer Keane-Rudolph * Awarded at Pi Lambda Theta Induction in April.

A LETTER FROM CAROL WACKER

PHIL-AN-THRO-PY As the development director for the School of Education, I am fortunate to see your gifts at work every day - in the faculty and staff who are committed to paving the way for future educators and education leaders. They go above and beyond the call of duty, working closely with students to guide and encourage them so they don’t lose sight of their goal in earning a degree.

I see your gifts working in the many students who desire to make a difference. They have the vision and tenacity, but may lack resources and the support of family and peers.

I see your generosity hard at work when the SOE collaborates with area high schools to identify young people who exhibit the skills and compassion of a quality teacher.

Your money is hard at work when – after we identify future teachers – we wrap them up in support services, and provide scholarships and mentorship opportunities so they can work alongside our community’s best educators.

Your gifts are being put to use when countless teachers open up their classrooms and provide guidance and expertise for those working toward teaching degrees.

Donors contribute to the pursuit of solutions to real-time issues in real classrooms throughout the community. Your support allows graduate students to immerse themselves in research that can affect change, from classroom to classroom.

Our donors are so important to the work we do. I hope you feel proud to be a part of a mission that can make a difference.

Please continue to count the SOE and the more than 100 new teachers we will send out into the world this year to lead classrooms for the first time.

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: ❑ $1,000

❑ $500

❑ $250 ❑ $100 ❑ $50 ❑ 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

❑ Extra Help Fund

❑ Thomas Cheeks Scholarship Fund

❑ Randy Goree Scholarship Fund

❑ Other _______________________________________________

PLEASE PRINT ____________________________________________________________ NAME DEGREE/YEAR ____________________________________________________________ HOME ADDRESS CITY/STATE/ZIP ____________________________________________________________ HOME PHONE EMAIL

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

❑ My Company will match this gift.

My Company is________________________________________

❑ 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

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

____________________________________________________________ EMPLOYER POSITION/TITLE BUSINESS PHONE

uwm.edu/soe // EdLine 2017 33

Nonprofit Organization U.S. Postage

PAID

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

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