SOE EdLine Magazine 2018

EdLine SPRING 2018

WHY GOOD TEACHERS MATTER

A LITTLE HELP MAKES A BIG DIFFERENCE

NEW PATHWAYS TO DEGREES

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Achieving a Dream SPRING 2018 EDLINE 1

CREDITS 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

Carol Wacker, director of development

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PHOTOGRAPHERS

UWM Photo Services: Pete Amland Troye Fox Elora Hennessey Other: Tanya Vargas, Page 11 Michael Hernandez, Page 22 David Szymanski, Page 27 GRAPHIC DESIGN

Kendell Hafner

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ON OUR COVER Josefina Regalado-Valdes, shown here student teaching in a bilingual classroom at Bethesda Elementary, benefited from a scholarship established by the Flores family in honor of Salomรณn Flores, a pioneer in bilingual education.

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1 LETTER FROM THE DEAN 2 RESEARCH 3 TEACHER OF THE YEAR 4 TRANSFER STUDENTS 6 SCHOLARSHIPS 16 TEACHING 18 STUDENT PROFILE 20 ONLINE STUDENTS 22 ALUMNI 24 FACULTY & STAFF 28 BRIEFS 29 IN MEMORIAM 30 DONORS

Letter from the Dean IN RECENT YEARS, MEDIA OUTLETS IN WISCONSIN have

been discussing a looming teacher shortage in the state.

When I was interviewed about this last year, I noted that the factors were complex, but a key reason was a lack of respect and support for the profession. Adding to the issue is the reality that college education is expensive, and teachers are often not paid well for the important work they do. We’ve seen that play out in the news in recent months as teachers in West Virginia went on strike to demand better compensation.

At the same time, the need for teachers who reflect the diversity of the student population is growing.

In urban areas, the student bodies are increasingly majority-minority with many coming to school speaking a language other than English. A rapidly growing Latino population, in particular, is driving a need for more bilingual professionals – teachers, school counselors and adult educators. Recently, I was approached by two students from the Madison School District who asked their school board why they didn’t have more teachers of color to serve as a role models.

I encouraged them to voice their thoughts and push the envelope and not accept any excuses.

In this issue, we look at some of the steps Wisconsin legislators are taking to remedy the problem with a “softening” of teacher certification requirements and other measures – some of which may be helpful to us, others not so much. We also include information about a major grant the School of Education received to help new and current teachers improve their skills in dealing with students who come from culturally diverse backgrounds.

And, just as important, we look at how generous donors are contributing to encourage more students to enter the teaching profession and support and honor those who choose it as a career.

The story of the Flores family, who established a scholarship to honor their father, a pioneering Latino educator, is a perfect example of an investment in the future. This story looks at one of the students for whom the scholarship made a difference. Josefina Regalado-Valdes, a nontraditional-age early childhood education student, is committed to helping the very youngest students thrive in two languages. At Bethesda Elementary where she has been student teaching, lessons switch easily from one language to another.

As she says, the English-speaking students learn from the Spanish-speaking students and vice versa.

The generosity of our donors goes beyond elementary and high school classrooms. Donor Mike Robertson established a Love Kindness fund to show appreciation to those who go above and beyond in

serving their community.

And the family of Leah Temkin, one of our alums, has established a scholarship in honor of this remarkable woman for adult education students.

Faculty and alumni in the Education Policy and Community Studies program are working to help students who are close to finishing a degree, but need just a little help through a scholarship fund designed to help students overcome last-minute financial challenges. You can read about one of the students helped by their efforts who has now been promoted to run a new location for the Boys & Girls Club of Greater Milwaukee.

In this issue, we also look at how the School of Education is helping students find alternative opportunities for learning and improving in their professions. You can read about a Milwaukee police captain who just finished his adult education degree online, and one of our online graduates who is now leading Drake University’s online education program.

A number of our students are starting their education careers at two-year campuses such as Milwaukee Area Technical College, before transferring to UWM to complete their degrees.

We are working hard to make this transition as smooth as possible – an effort that becomes even more important in light of the planned restructuring to make UW-Waukesha and UW-Washington County part of UWM. As always, we are grateful to the faculty, staff, community members and donors who make our work possible as we do our best to ease the teaching shortage and to continue to prepare qualified professionals for the field.

Alan Shoho Dean, School of Education SPRING 2018 EDLINE 1

RESEARCH

Looking on the Bright Side RESEARCH HELPS TEACH READING WITH A SIDE OF EMPATHY

LEARNING THAT READING CAN BE FUN IS a good lesson for

toddlers. How can a little lesson on recognizing one’s feelings or on empathy add value to the experience?

That’s the question that Karen Stoiber, professor of educational psychology, and a group of her graduate students in school psychology are exploring with youngsters in the Next Door Head Start program.

Project BRIGHT (Book Reading to Improve Growth and High Quality Teaching) started during Head Start’s summer session in 2017, and is continuing this academic year. One or two graduate students come to a Next Door classroom for 60 to 75 minutes each day – at a time convenient to the teacher — to read to the children in small groups of one to four children. The graduate students act as early literacy facilitators with preschool children ages 3 to 5 years.

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One of the key goals of the project is to promote children’s learning of key early literacy concepts like letter naming, vocabulary words, and awareness of phonics. With only 10 percent of children in urban areas such as Milwaukee reading proficiently by third grade, building a strong foundation in these skills is vital, according to Stoiber.

But Project BRIGHT goes one step farther, developing ways teachers can include other types of learning in the lessons.

During last summer’s initial project, the youngsters were read the same stories, which included social emotional learning (SEL) content.

The children were divided into three groups. One group listened to the book being read aloud to them in a typical way without giving particular attention to letters, words, or social emotional concepts in the stories.

A second group participated in a more interactive approach to book reading with the graduate student explicitly pointing out letters or letter sounds and vocabulary words.

TEACHER OF THE YEAR

Rachael Koppel, a student in the Educational Psychology doctoral program, works with a youngster from the Next Door Head Start program as part of Project Bright.

In the third approach the graduate students focused on both early literacy skills and on SEL by asking questions and talking to the children about feelings, ways to be a good friend, and strategies for calming down when angry or frustrated, such as taking a deep breath, singing a quiet song, or cuddling a stuffed animal or blanket.

For example, in reading a book called “Llama Llama and the Bully Goat,” facilitators in the early reading only groups focused on such skills as differentiating the sounds or letters associated Karen Stoiber with “L” and “B,” and recognizing rhyming words. In the combined SEL and literacy-focused group, the facilitators encouraged those same skills, but also spent time talking to the children about bullying behavior. They asked questions about whether or not a bully is a good friend, and how would the children react if someone starts to yell or be mean. They also talked about ways to control themselves if they don’t get their way or are upset with a situation.

Initial results were encouraging, according to Stoiber, with the children showing literacy gains in literacy-only group and gains in both early literacy skills and feeling recognition and selfmanagement in the combined focus group.

Stoiber and graduate students in the school psychology program are continuing to work with the Next Door Head Start program. They are looking for funding to expand the program into other schools or work with existing afterschool programs such as ones provided by the Boys & Girls Clubs.

If you would like to help fund research, please visit the Give to UWM webpage or contact Carol Wacker at 414-229-3080 or wackerc@uwm.edu to explore opportunities to support students, ensure research excellence and enable ongoing collaborations with community schools and organizations.

MAKING MUSIC IF YOU WANT TO HAVE AN IMPACT on the life of a child,

become a teacher.

That was the key message Chris Gleason, a 2017 middle school teacher of the year and finalist for the national award, brought to education students at UWM this spring.

Gleason, who teaches band at Sun Prairie’s Patrick Marshall Middle School, spoke to students preparing to start their student teaching during the spring semester. He has been a teacher for the past 19 years, and despite challenges facing the profession, has never regretted his decision, he said in a video he made while at UWM to encourage more students to enter the profession.

“What attracted me to teaching was having the opportunity to work with kids every single day and see them grow. I mean, it's an amazing privilege to be the person that can sit there and watch these children grow and have a hand in that growth.”

His father was the role model who encouraged him to become a teacher, specifically a music teacher, Gleason says.

“My father was my teacher, growing up … He was a band director for over 40 years. I remember going to his room and watching him work with students day after day, pouring his heart and soul into those kids. And watching that made me realize that there's not a more important profession in the world than what he was doing.”

That point was reinforced in a story he told the aspiring teachers. Shortly before the end of the semester last year, he was having a particularly busy day with fire drills, after-school lessons and other work. One student asked if he wanted to know what she was doing that summer, but he didn’t really have time to talk to her that day.

A few weeks later, he was in Alabama with a cohort of teachers at Space Camp. One of the leaders reminded the teachers that Neil Armstrong was 39 when he walked on the moon, and the students they had now might be the next Armstrong, walking on Mars in 20 years. “You’re teaching the next Neil Armstrong,” he told them. That made an impression on Gleason.

When he returned to his school, he remembered to follow up with the student he hadn’t had time to talk to earlier, and apologized for cutting her off. He asked her what her exciting summer plans were. She emailed back a picture of herself in a flight suit and proudly told him: “I went to Space Camp. I’m going to be the next Neil Armstrong.”

TRANSFER STUDENTS

Diana Herron tutors Juan Emanuel Molina Morales at the downtown Milwaukee Public Library.

Career Change TUTORING LEADS STUDENT TO TEACHING

FOR DIANNA HERRON, A PASSION FOR SPANISH led to a commitment to teaching.

Herron, who is a now a junior in the School of Education, had decided that higher education was in her future. “I’d been told that if you wanted to get ahead, you needed to go to college,” she says.

However, she wasn’t quite sure exactly what career path she wanted to follow.

Then she started at MATC, taking Spanish classes because she loved the language. Her instructor suggested to the students that they find opportunities to practice the language outside of class, and Herron ended up tutoring students at Hayes Bilingual School on Milwaukee’s near south side.

“I worked with students in first and second grades that needed to work on their English composition and reading comprehension and I loved it. I felt like I was in my element.”

A colleague at Hayes asked what she was studying in college, and when Herron said she was still undecided, the colleague 4 UWM SCHOOL OF EDUCATION

told her, “This is where you should be.

The students really respond to you.”

Going back to school for a four-year degree was challenging, she says. She had previously earned her associate’s degree at Alverno in medical assisting, and had been working as a behavior analyst with autistic children for eight years.

She had looked into four-year programs, but was disappointed when none of her credits transferred. “I felt they really wanted me to start all over again, so I passed up that opportunity.”

But as she moved into the education program at MATC, she worked with the program’s coordinator, Pablo Muirhead (a UWM School of Ed alumnus), to make a smooth transition to UWM, focusing on middle childhood/early adolescence.

“When I heard they were going to transfer the credits, I thought, 'Let's do it, UWM.'" Now in her second semester at UWM, she still considers herself in a transitional stage. “It’s a new place, new atmosphere,

just figuring out the way things work.”

Faculty and staff members have been very supportive, she says. “Over in the EOC (Educational Opportunity Center), they’ve been really helpful. One of the people over there just made me feel like I was at home. She was willing to walk me through D2L (Desire2Learn) and PAWS (Panther Access to Web Services) until I got it figured out. And the library staff is always nice and helpful whether you phone or stop by.”

UWM staff also helped her find a work study tutoring job that fit with her schedule. “I was doing both the autism job and work study at the same time and that ended up being too much.”

She likes the middle school and high school ages, and that is where she’d like to focus her student teaching and eventual career. Right now, her hope is to graduate in 2020.

But she’d also like to continue her interest in Spanish, she says. She still volunteers as a tutor, working with native Spanish speakers to help with their school work in English.

She says: “I don’t necessarily want to do ESL (English as a Second Language), but I’d love to be able to use my Spanish in some way, even if I’m not teaching in that area.”

STAYING ON TRACK BRENDAN CREED TOOK THE LONG WAY AROUND to higher education. He’s been

in the service industry since he was 18, and still works two full-time jobs as a junior in UWM’s School of Education.

Now 28, he was working as a bartender when one of his bosses encouraged him to head to college and told him he’d make a great teacher. Because of costs, Creed started his journey at Milwaukee Area Technical College, entering a program that would allow him to take education courses that would transfer to UWM. “Pablo Muirhead (MATC coordinator of teacher education who earned his doctorate and master’s at UWM) worked with me to make sure I was on track and helped me make connections.”

One of the people Creed connected with was Tamara Badura, an advisor in UWM’s School of Education. “I met with Tammy Badura early on at MATC as soon as I started. She was very helpful in making sure I was taking the right courses and getting as many courses as I could at MATC so I could take advantage of the lower costs before I transferred over.”

Being an older student has a lot of benefits, Creed says. “I have a wealth of experiences I can pull from. It just helps your confidence as an older student.

When I was younger, I was more worried about what classmates were thinking about me. That’s not a concern anymore, which is liberating.”

At UWM, he’s majoring in English education with a goal of becoming a high school teacher. “My mom’s been a special education teacher, so she’s very happy that I’m going back to school in any capacity, but even happier that I’m in education.”

INVESTING IN CHILDREN KAREN LATTIMORE ROGERS ENJOYED A SUCCESSFUL CAREER in

banking, but volunteering with children in Sunday school led her to seek a new career. “I was making good money, but it wasn’t really what I wanted to do.”

Starting out as a paraprofessional with kindergarteners, she finally decided in her mid-50s to complete her bachelor’s degree in early childhood education. “I was an empty nester.

I’ve been working since I was 16, and I always wanted to go back to school.”

She’s now student teaching at King’s Academy, the Christian school where she started as a paraprofessional, and is on track to graduate in December 2018.

Returning to school while working was a challenge, but after starting courses at MATC, she transferred to UWM in 2012. The support of her husband, Donald, an assistant pastor at Northwest Baptist Church, and the encouragement of UWM faculty

Creed sees the important role high school English teachers play, and that keeps him focused on his goal even though he’s not sure when he’ll finish.

“When we’ve got a lot of misinformation going around all the time, I feel it’s important to teach young people critical reading skills and how to weigh information.”

members kept her focused and motivated, she says. She’s been on the honor roll every semester, and for the 2017-2018 academic year, she was awarded a Joseph and Loretta Eiserlo/ Robert Kuehneisen Scholarship.

She’s especially proud of her academic success in mathematics, a subject that caused her particular worries. Now she’s confident in her mathematical abilities.

“I took the Currins 330 class – Teaching of Mathematics – with Melissa Hedges (senior instructional specialist) in the fall of 2016. It was one of the best math classes I have taken.

I passed with a B+, which is a good grade for me because I had a fear of math.”

Hedges went above and beyond in supporting her, adds Rogers.

“She took time out and met me at my job for tutoring. Some of the methods she taught me I'm using in my K-5 class. Now my favorite subject to teach is math.”

Her classes at UWM are already helping her, she says. "I use what I'm learning at UWM in my classroom every day."

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SCHOLARSHIPS

Three Credits Short SCHOLARSHIP HELPS STUDENTS WHO ARE SOOOOO CLOSE TO GRADUATING

LEQUIETTA GREEN THOUGHT SHE HAD FINISHED HER

degree, but when she went to request a copy of her diploma found she was three credits short of a degree in community education and engagement in UWM’s Educational Policy and Community Studies program.

As she had done for most of her life, she put her faith in the Lord, she says, took the course, got a B, and then tried to figure out how to pay the $1,500 in tuition for it so she could officially graduate.

“I worked really hard to come up with the money,” she says, but then, as she puts it, “life happened!”

Appliances broke down and family emergencies came up, and somehow saving up that last $1,500 seemed an insurmountable obstacle.

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With traditional scholarships not an option, faculty in Educational Policy and Community Studies came to the rescue. “Dr. Agnes Williams told me there was an opportunity for a scholarship from the AAUW," or American Association of University Women. Green interviewed with the group, got the scholarship and finally received her diploma in December, 2016.

“It’s only a piece of paper,” she says, “but it was an important piece of paper to me. When I got that diploma, it was the first time I really felt smart,” she says with a smile.

Green, a nontraditional age student with two grown children and five “beautiful grandchildren,” had been working for the Boys & Girls Clubs of Greater

LeQuietta Green now heads the new Boys and Girls Club at the Academy of Science.

Here, students work with artist Tia Richardson (at rear) on a mural in the after-school program.

BOYS & GIRLS CLUB

DID YOU KNOW?

Milwaukee for 18 years and saw the diploma as an important step in advancing in her career.

Her focus is on helping and encouraging young people to concentrate on academics, have fun and set goals for themselves.

Those were lessons that Green herself had to learn through hard experience. By the time she was 16, she had two children and was reading at a second-grade level. A humiliating job interview embarrassed her, and she resolved to turn her life around. That very evening, she saw an ad for literacy services on television, “and the rest is history,” she says. Learning to read set her on the path that led to the Boys & Girls Club and, eventually, to MATC and then to UWM, she says.

Children enjoy “I came to understand that all my experiences after-school arts projects with were for a purpose,” she says, “to help so many Tia Richardson at young people, especially girls, who struggle with the Boys & Girls emptiness and low self-esteem.” club location that A few months after receiving her diploma, LeQuietta Green manages.

Green was asked to lead a new Boys & Girls Club location at The Academy of Science Elementary School.

She’s now manager of a program serving more than 100 young people every day.

LeQuietta Green is just one of the success stories that have grown from the efforts of Williams, an associate advisor, Florence Johnson, senior lecturer, and Jeanne Hewitt, associate professor of nursing emerita, to provide support and mentorship to EPCS students who are close to graduation, but still face challenges.

EPCS alumni and community members George Matthews, Shirley Metcalf-Elder, Delores Green and Wendell Harris, an MPS Board member, are also involved in the EPCS Scholarship Committee.

They are working together to set up a formal process for applying for and being reviewed for scholarships designed to help students who are almost finished with a degree, but just need a little help.

LeQuietta Green’s next goal is to join the alumni board. “I want to do whatever I can to help others.”

44 LOCATIONS ONE OF THE

LARGEST Boys & Girls Clubs in the country

800+ EMPLOYEES 1,200 VOLUNTEERS

MEMBERSHIP 43,093 YOUTH 5-8 years old 16+ years old

28%

18% 9-12 years old

The Boys & Girls Club partners with the School of Education in the SPARK tutoring program for Milwaukee Public Schools students.

UWM and the School of Education have a number of scholarships and programs to help students finish their degrees. School of Education alumna Nancy Lindenberg established the Extra Help Fund last year to help out students with unexpected financial emergencies. And the university now provides DASH emergency grants which offer students help in meeting emergency expenses. Eligible undergraduates can apply for a single grant of up to $1,000 through the program for non-academic expenses.

24%

30%

13-15 years old

AVERAGE DAILY ATTENDANCE

5,071 YOUTH 57% MALE

43%

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SCHOLARSHIPS

Honoring a Helper FIRST ‘LOVE KINDNESS’ AWARD GOES TO JACARRIE CARR

MIKE ROBERTSON SAW A NEED FOR HONORING

Dean Alan Shoho (left) with (left to right) first Love Kindness award winner Jacarrie Carr, donor Mike Robertson and Rob LongwellGrice, recruitment and scholarship coordinator in the Office of Student Services.

kindness as part of a university education.

“You see awards for literacy, for athletics, for acting, but they don’t have awards for kindness,” said Robertson. He decided to change that by establishing the “Love Kindness” award, given to a School of Education student who exemplifies how to treat others and build a better community.

Established in the fall of 2017, the first award of $1,000 went to Jacarrie Carr, a graduate student in cultural foundations of education. Carr established a shoe drive for children four years ago when he was a junior. In addition to running and expanding a nonprofit organization, Jacarrie’s Kicks for Kids, Carr has organized other fundraisers, a toy drive for children and efforts to raise awareness of issues like breast cancer.

Robertson is an ordained minister, and was a minister of community outreach at Community Baptist Church in Milwaukee. He is married to Emily Robertson, a UWM alumna, and both have become active supporters of the university and the

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School of Education since moving into the UWM neighborhood several years ago.

The name “Love Kindness” comes from a passage in the Bible’s Book of Micah, which advises that what the Lord requires of people is to “do justice, love kindness and walk humbly.”

“At the end of your life, when people speak about you at a memorial service, they will be talking about how you treated others,” said Robertson.

He sees the award, which he said he and Emily plan to make at least annually, as a positive approach to offset the need for anti-bullying campaigns.

“Those are all well and good, but developing kindness is also an important part of education.”

He established a similar award at Piedmont College in Georgia 10 years ago.

Carr, who plans to graduate in May 2018, said he was amazed and grateful to receive the first award.

His eventual goal is to establish a center to help young people, and continue to help improve the community.

As he told the Milwaukee Journal Sentinel a year ago, “I don’t want to just help others once in a while and then I’m gone.”

“The committee knew right away that Jacarrie was the perfect choice for this award,” said Rob Longwell-Grice, recruitment and scholarship coordinator for the School of Education. “His selfless behavior towards others in the community is commendable and deserving of recognition. There is no doubt Jacarrie will be doing great things when he graduates from UWM.”

Teaching in Two Languages SCHOLARSHIP OPENS NEW DOORS FOR ASPIRING TEACHER

ALEXANDRA CAMPOS PATIENTLY WORKS WITH HER STUDENTS –

carefully pronouncing the names of animals in Spanish, laughing with them and congratulating them when they remember “el gato” and “el perro” from the previous week’s lesson.

Campos is an aspiring teacher, focusing on bilingual early childhood education, and already works with students of all ages through a part-time job with Futura. The company offers Spanish classes through before-and after-school programs.

Campos, a junior at UWM, originally planned to be a nurse, but tutoring at a bilingual school changed her career path.

“I thought, let’s try that,” she recalls of the interest that bloomed as she shared Spanish with students and helped Spanish-speaking students improve their English. A firstgeneration student from a Mexican-American family, she worked two jobs to pay for her tuition and books. When her much-loved grandfather, who had helped her by co-signing for student loans, died, she wasn’t sure how she’d be able to continue in school.

However, scholarships have helped her continue her education and take advantage of a study abroad opportunity that would have otherwise been out of reach. “Having the scholarships meant I did not have to take out as many student loans.”

For 2017-2018, she received Alexandra Campos works with the Marguerite Pavlik-Gostomski students learning Spanish at and Joseph and Loretta Eiserlo/ Burleigh Elementary.

Robert Kuehneisen scholarships.

Campos is majoring in early childhood education with a focus on bilingual education, and is minoring in Spanish. “Ever since I was little, I’ve been switching back and forth between languages.”

Although she grew up speaking Spanish with her grandparents and parents, like many first-generation students, she wanted to learn more about the grammar and improve her reading and writing in Spanish.

Having the help of the scholarships allowed her to be part of a study abroad program during the fall semester. She traveled to Mexico to explore more of the culture and history of that country that she could bring back to her students. “It has given me the opportunity to become a better teacher.”

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SCHOLARSHIPS

Paying it Forward FLORES FAMILY HELPS STUDENTS PURSUE EDUCATION DREAMS

SALOMÓN HERNÁNDEZ FLORES WAS THE SON OF

immigrant Mexican parents, a child of the Depression who experienced adversity and segregation, but went on to establish a long career as a distinguished educator and scholar. He served the School of Education at UWM for 24 years, and was a pioneer in bilingual education. He was an early advocate, practitioner and scholar in the field for many years before his death in 2007.

Josefina Regalado-Valdes came from Mexico to the United States to join her family after she finished high school, learning first-hand the challenges of learning in a new language. After starting as a housekeeper 10 UWM SCHOOL OF EDUCATION

at Wyndham Garden hotel in Brookfield, she was promoted to a supervisor, and eventually became executive housekeeper at Country Inn & Suites.

However, when she decided she needed a change, her niece suggested they both take a job helping out at a school. She did it more to support her niece, she says, but soon discovered teaching was her calling.

“I am meant to be in this field, working with children.

This is my calling.”

After starting at Waukesha County Technical College to improve her English, she pursued the Instructional Assistant Associates degree. Eventually, she decided she wanted to have her own classroom

The Flores family with a photo of Salomón Hernández Flores. In back row are sons José and David Flores. In front row are his daughter, Maria and their mother Maria.

Josefina performs with a Mexican folk dance group. Here she is wearing a traditional Mexican folk dance dress from the state of Jalisco during performance at Mexican Fiesta.

and transferred to UWM in 2013 to earn a degree in early childhood education with a certification in bilingual education.

The paths of the Flores family and Regalado-Valdes crossed when she received the Salomón H. Flores Memorial Scholarship.

their dreams. Bilingual teachers in many languages are urgently needed in schools, he adds. “This is exactly the kind of thing that would make my father happy.”

“I am so grateful for this scholarship,” says Regalado-Valdes. “This is helping me achieve my dream – a classroom of my own.” The scholarship has helped her balance work with her studies, "She is absolutely a great example especially during the critical last of what we’ve been hoping for, year of the degree program for her career. “I have worked full-time helping people pursue what and attended college full-time they’re passionate about." for most of my career to pay for my tuition and basic needs, on “She is absolutely a great example of top of trying to borrow the least amount what we’ve been hoping for, helping of money possible. However, it became people pursue what they’re passionate really hard to keep a healthy balance about,” says David Flores, one of four between being a full-time employee and family members who established the full-time student. Thanks to the Flores scholarship to honor Salomón Flores scholarship, I have been able to work and to make sure others could pursue part-time and keep a better balance

for the last two semesters in the career program. Their support motivates me and teaches me to support others in need who, one day, will pay it forward.”

The Flores family – David, his sister Maria, brother José and their mother, Maria, established the scholarship ten years ago. “We would tell other people interested in establishing scholarships that what seems improbable is very possible. You don’t have to be a Rockefeller,” says David Flores.

Because of their father and mother’s influence, the entire family has benefited

Josefina Regalado-Valdes is doing her student teaching in a bilingual classroom at Waukesha’s Bethany Elementary School.

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BILINGUAL EDUCATORS

from their own educations and wanted to give that gift to others. “It’s a doable thing, but it’s also our responsibility,” says David Flores.

“It’s so easy to take and not replenish, but it is our responsibility as citizens to make sure that the educational opportunities are there.”

A specific focus of the scholarship, inspired by Salomón Flores’ work, is to encourage diversity in education, says David Flores.

“We wanted to recognize young people who have the capability or promise to diversify the voices in education,” he says. It’s important for children of all backgrounds to have teachers in the classroom who look like them, or share their culture or understand their language, he adds.

Josefina Regalado-Valdes sees being bilingual as an asset, and she tries to encourage her young students to embrace other cultures and learn other languages. In her student teaching classroom at Bethesda Elementary in Waukesha, the English native speakers are role models for the Spanish speakers and the Spanish native speakers are role models for the English speakers, she says. “I love diversity and appreciate the opportunity to learn about other cultures and languages."

She shares her own story to help encourage her students. Growing up in a small town in Mexico, she had no opportunity to go to college and now has become an adult learner. “They are sometimes surprised that I am still a student,” she says with a smile.

“I encourage my students in second grade to go to college. I explain to them about my experience. If you work hard and try your best, you will find people that will support you through scholarships. If your parents can pay for your career, great, but if not, there are people who will want to support you in achieving your dream, just like I have been supported.”

GROWING NEED FOR

SCHOLARSHIPS

APPROXIMATELY 7,100 English language learners in MPS speaking

50 DISTINCT LANGUAGES

HOLA !

13,500 STUDENTS in World Language Programs HELLO! grades K4-12 learning

7 DIFFERENT LANGUAGES

41 SCHOOLS OFFERING BILINGUAL AND / OR ESL PROGRAMS ACROSS THE DISTRICT ADULT ESL CLASSES IN

Since it was established in 2009, the Salomón H. Flores Memorial Scholarship has provided support for 14 students. Regalado-Valdes, who also received a Milwaukee State Teachers College scholarship this year, is one of two recipients for 2017-18. For more information on how to contribute, visit giftplanning.uwm.edu or contact Development Director Carol Wacker at wackerc@uwm.edu.

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FIVE BILINGUAL PARENT CENTERS ACROSS THE DISTRICT

LANGUAGE SPOKEN AT HOME Percentage of the total population living in households in which a given language is spoken at home.

0% Spanish Hmong German Chinese French Dutch Other Asian Polish Arabic Russian African

2% 0.8% 0.7% 0.3% 0.2% 0.2% 0.2% 0.1% 0.1% 0.1% 0.1%

4%

6% 4.5%

8%

10% 12%

Count

244k 41.0k 36.4k 14.8k 12.5k 10.6k 8,524 6,894 6,324 5,758 5,432

Helping Hands SOE STAFF MEMBERS KEY IN ESTABLISHING SCHOLARSHIP

THE AFRICAN-AMERICAN FACULTY STAFF COUNCIL (AAFSC) presented its first two

scholarships last fall. The event was part of the reception for the UW-Milwaukee African-American community, including African-American and African diaspora faculty, academic staff, university staff, undergraduate and graduate students.

The scholarship effort grew out of discussions among African-American faculty and staff about increasing the graduation rates of students of color, according to Diana Borders, co-chair of the Council and assistant director of Business Services for the School of Education’s Office of Charter Schools.

Kathy Berry, student services program manager in SOE, is also active in the AAFSC. The council worked with UWM’s Development department to establish and award the first scholarships. The first two were awarded to Hailey Bell, a senior in nursing who graduated in December 2017, and Carrie Anderson, a senior in industrial engineering, who planned to graduate in May 2018.

Two years ago, the council established a scholarship committee to research, establish, collect and award funds designated for African-American students. The focus of the AAFSC scholarship is on students in their senior year who have proven they are successful.

The funds will assist them in completing their program and graduating from UWM. “As representatives of UWM, we wanted to demonstrate our commitment to the students we interact with on a daily

Brenda Cullin of Economics, (far left) and Diana Borders of Education (far right) with this year’s winners of the African American Faculty and Staff Scholarship, Hailey Bell (center left) and Carrie Anderson (center right).

basis,” said Borders. The council decided to award the scholarship to seniors because many of them often face lastminute financial challenges as they near completion of their academic programs.

TEMKIN SCHOLARSHIP FOR ADULT EDUCATION THE FAMILY OF LEAH TEMKIN, WHO EARNED her master’s degree

in Administrative Leadership/Adult Education, has established an adult education scholarship in her honor.

Temkin, who died March 3 at age 89 (see In Memoriam on page 29), started her career in adult education as a volunteer working with functionally illiterate adults. A mother of four with a bachelor’s degree in sociology from UWM, that experience inspired her to return to UWM for the master’s degree. She was a long-time reading teacher at Milwaukee Area Technical College.

She also earned a doctorate in education from Nova University and became a cluster coordinator for that university’s distance learning doctoral program.

The family planned for the scholarship to start in the 2018-2019 academic year, but made a generous donation that allowed the first scholarship to be awarded this past fall. Michael Garamoni, a doctoral student in adult education, received the first Leah Temkin scholarship.

SPRING 2018 EDLINE 13

SCHOLARSHIPS

Every Dollar Helps SCHOOL OF EDUCATION SCHOLARSHIPS TOP LAST YEAR'S TOTALS

Scholarships awarded to School of Education students for the 2017-18 academic year at the annual scholarship banquet: FRANK ADAMS MEMORIAL SCHOLARSHIP D Mary Louise Williams (deceased) R Rae Frey WILMA H. BERG SCHOLARSHIP D Wilma H. Berg (deceased) R Jared Matthews Alyssa Molinski Matthew Smith ROLAND CALLAWAY MEMORIAL SCHOLARSHIP D Joan Callaway (deceased) R Xiaoling Wu DAY/FINCH MEMORIAL SCHOLARSHIP D Linda Finch R Rae Frey DEAF/HARD OF HEARING EDUCATION CONFERENCE SCHOLARSHIP D Amy Otis-Wilborn R Cayla Mrnik Savannah Wallace DEAN ALFONZO THURMAN & U.S. BANK SCHOLARSHIP D Dean & Mrs. Alfonzo Thurman, U.S. Bank Corporation and multiple individual donors R Andrea Delgado CHRIS AND SVEN DIKANDER MEMORIAL SCHOLARSHIP D Ellen Swan Dixon & Estate of Hilma Christine Dikander R Cheryl Bledsoe Moriah Boehlen Allison Craighead Savannah Henningfield Heidi Kangas Marissa Meier Joseph Menting

Mikala Sebastian Darrell Ward EDUCATION GRADUATE STUDENT SCHOLARSHIP D Multiple individual, foundation and corporate donors R Emily Bilicki Kaitlynn Bonner Gabriela Dorantes Nancy Kenok Nachia Moua EDUCATION UNDERGRADUATE STUDENT SCHOLARSHIP D Multiple individual, foundation and corporate donors R Lana Nickelson Ruth Niles II Megan Renzelmann Jennifer Schoenbauer JOSEPH AND LORETTA EISERLO/ROBERT KUEHNEISEN SCHOLARSHIP D Estate of Robert Kuehneisen R Rylee Anderson Krystal Antrim-Jones Dakota Avila Kohout Ariel Baesman Lexy-Ann Bergman Paige Blanchette Cheryl Bledsoe Meghan Borgwardt Dakota Campbell Alexandra Campos Syllisha Clendenen Nicholas Comella Macey Davis Rodney DePass Rebecca Eaton Emma Eiden Samantha Garcia Marroquin Christopher Holoyda Molly Janssen Ebenezer Keane Rudolph Drew Knoten Karen Lattimore-Rogers Nicole Lesser

14 UWM SCHOOL OF EDUCATION

Brandon Lindemann Kayla Loos Cecily Lyons MacKenzie Mailander Shaloun Mims Kaela Rahaman Jennifer Rapsch Lucy Seger Jessica Skaggs Michelle Stephan Jane Stueber Raquel Sylvester Katherine Thompson Kathleen Tokarz Kaitlin Trokan Chelsea Vickery

THE JAMES FISHER ADULT EDUCATION FUND D James C. Fisher R Calvin Lewis SALOMÓN H. FLORES MEMORIAL SCHOLARSHIP D Maria Flores in the name of the family of Salomón H. Flores R Josefina Regalado Valdes Graciella Rodriguez GREATER MILWAUKEE FOUNDATION CECILE M. FOLEY EDUCATION SCHOLARSHIP D Greater Milwaukee Foundation Donald P. Timm Fund R Kaitlynn Bonner Jennifer Busch Matthew Carbonelli Jennifer Collier Jaimie Gluesing Jamie Lalasz Kelly Lewis Ryan Mason Brittany Miller Cynthia Schmahl Michael Smith Hillary Vara Shuang Wang

SYDNEY J. HAMBLING ’37 SCHOLARSHIP D Marguerite D. Hambling (deceased) R Gabriela Dorantes Breana Farrell Pachoua Lor RICHARD AND DAWN HANEY SCHOLARSHIP D Dr. Richard E. Haney (deceased) and Mrs. Dawn A. Haney R Kirsten Mahuta REUBEN K. HARPOLE, JR. EDUCATION SCHOLARSHIP D Mildred and Reuben K. Harpole, Jr. Alpha Phi Alpha Foundation Helen Bader Foundation Marshall & Ilsley Corporation Wisconsin Energy Foundation Multiple individual, foundation and corporate donors R Armani Stone WILLIAM B. HARVEY SCHOLARSHIP D William B. Harvey R Krystal Antrim-Jones Nicole Lesser JOHN AND LOUISE HATTON SCHOLARSHIP D Mr. John (deceased) and Mrs. Louise Hatton R Andrea Reyes EARL AND KATHRYN HENRY SCHOLARSHIP D Patricia Finlayson, Jill Finlayson, Earl Henry and Susan Yatesa R Sierra Horton Alexandra Mathusek

HERD-BARBER INNOVATION AWARD D Jackie Herd-Barber R Jacarrie Carr Graciella Rodriguez JEAN E. HOFFMANN SCHOLARSHIP D Jean E. Hoffmann R Jenna Makarewicz Krysta Moy ROBERT C. JASNA SCHOLARSHIP D Robert C. Jasna R Jennifer Lares THE EMILY KACHEL ROBERTSON ’80 SCHOLARSHIP D Emily Robertson R Heidi Kangas Joseph Menting KELLNER SCHOLARSHIP D Mary and Ted Kellner R Jesus Castellon Willy Diaz Tapia Henry Kepner MATHEMATICS EDUCATION SCHOLARSHIP D Henry Kepner R Dominic Freres ALYCE M. KRAEMER SCHOLARSHIP D The family of Alyce M. Kraemer R Lexy-Ann Bergman Marybeth Falish Sierra Horton Cecily Lyons COZETTE (KRUEGER) SCHOLARSHIP D Estate of Evelyn A. Krueger ‘42 R Kacey Campbell Taylor Hagenbucher

ROBERT KUEHNEISEN/ TEACHERS FOR A NEW ERA SCHOLARSHIP D Estate of Robert Kuehneisen R Elizabeth Baumgarten Adelina Benavides Anna Benton Atsuko Borgmann Jacarrie Carr Gabriela Dorantes Amanda Hanrahan Allison Hochmuth Holly Hofmann Megan Hofschulte Matthew Kessler Debra Klich Michael Kozlowski Ching Lai Nina Linneman Lauren Mascari Arli Mohamed Alannia Mosley Haley Pierson Andrea Reyes Jessica Schuld Telashay Swope Farr Janae Teer Jennifer Vice-Reshel Darius Wright Stephen Zeczkowski ROBERT AND HOPE LONGWELL-GRICE SCHOLARSHIP D Robert and Hope Longwell-Grice R Elizabeth Baumgarten LOVE KINDNESS AWARD D Mike Robertson R Jacarrie Carr DOROTHY B. MAKSIMOWICZ SCHOLARSHIP D Henry A. and Dorothy B. Maksimowicz Trust R Lexy-Ann Bergman Kaela Rahaman

LEE H. MATHEWS SCHOLARSHIP D Family of Lee H. Mathews R Sierra Horton MICHELLE A. MILLER MEMORIAL SCHOLARSHIP D Mr. Edward and Ms. Faye Miller R Anna Benton MILWAUKEE STATE TEACHERS COLLEGE SCHOLARSHIP D Paul Melrood on behalf of the Milwaukee State Teachers College Class of 1941 and multiple individual, foundation and corporate donors R Meghan Borgwardt Kacey Campbell Allison Craighead Margaret Crowley Andrea Delgado Taylor Hagenbucher Stephanie Hauski Molly Janssen Drew Knoten Marissa Meier Josefina Regalado Valdes Michelle Stephan Armani Stone CASPER AND MARY ONDREJKA SCHOLARSHIP D Linda Paul R Christopher Holoyda MARGUERITE PAVLIK-GOSTOMSKI SCHOLARSHIP D Family and friends of Marguerite Pavlik-Gostomski R Alexandra Campos Andrea Delgado

RACINE COMMUNITY FOUNDATION JEANNETTE F. SOKOL SCHOLARSHIP D Alice Sokol R Graciella Rodriguez CHESTER A. AND MILDRED RAASCH ’45 SCHOLARSHIP D Estate of Chester A. and Mildred Raasch R Jeffery Christensen Angela Harris Robert Kreml Nicole Luke Adam Vue Zhifang Wan Xiaorong Wang Kimberly Watson RUSSELL D. WATSON ADULT EDUCATION SCHOLARSHIP D Helen Robinson R Jennifer Freiheit Michael Garamoni Kathleen O’Regan SOE GENERAL SCHOLARSHIP D Dean Alan Shoho R Derrick Cole Alexandra Fischer Rebekah Freda Ebenezer Keane- Rudolph Jenny Nithalangsy Stephanie Rydzinski SOE SCHOLARSHIP ENDOWMENT FUND D Walter and Ruth Mundschau R Emily Carroll Kari Garon Ericka Johnson URA M. AND JOHN C. SILVEUS SCHOLARSHIP D Estate of Marian Silveus R Alexandra Maier Clayton Martin

ARTHUR AND MAGDALENE SINGER SCHOLARSHIP D Estate of Arthur and Magdalene Singer R Joy Arnoldussen D’Astou Badji Cheryl Bledsoe Samantha Brown Allison Douglas Danielle Downes Jenna Ebert Sarah Elliott Elizabeth Franzke Kaitlyn Kaiser Stephanie Krausert Nicole Lesser Ger Lor Caroline Ogden Chelsea Peters Rachel Raczynski Cynthia Schmahl Carissa Schneider Sarah Severson Brian Summerfield Raquel Sylvester Samantha Wawronowicz Noah Wolfe Xiaoling Wu CLARA HERTEL SLAYMAKER SCHOLARSHIP D Dale Ihlenfeldt (deceased) and Elinor Slaymaker Ihlenfeldt R Savannah Heningfield Sierra Horton STELLA JOHNSON STAUNT SCHOLARSHIP D Norma Jean Larson R Meghan Johnson JENNIE D. STEINBERG SCHOLARSHIP D Jennie D. Steinberg ’42 (deceased) R Rodney DePass

LEON HOWARD SULLIVAN FELLOWSHIP D Dr. Alfred and Isabel Bader R Kate Negri Xin Wu THE TESSMER BOENING SCHOLARSHIP D Estate of Amy Tessmer Boening R Atsuko Borgmann Rachel Dobrauc Michael Garamoni Edward Janairo Parisa Meymand Rebecca Reese Leah Rineck Adrianna Rodriguez Jennifer Vice-Reshel HARVEY A. UBER SCHOLARSHIP D Edith “Edie” M. Anderson R Allison Craighead Alexandra Fischer LOUISE S. ULM SCHOLARSHIP D Jack F. (deceased) and Corinne V. Reichert R William Brownlow Michael Josh Kevin Peterka Mark Udovich CARA AND LUCY WAECHTER SCHOLARSHIP D Lorna Waechter (deceased) R Margaret Crowley Marjorie Struck YOUTH LEADERSHIP SCHOLARSHIP D Anonymous R To be determined

THE SCHOOL OF EDUCATION AWARDED

$411,600 IN SCHOLARSHIPS

256 AWARDS 213 STUDENTS AVERAGE AWARD

$1,930

PER STUDENT “We want to give a special thank you to all of the donors who so generously provide much-needed support to our future teachers, administrators, community educators, and school psychologists and counselors.”

Dean Shoho

SPECIAL THANKS TO THE SCHOLARSHIP COMMITTEE

Rob Longwell-Grice Liliana Mina Hillary Vara Jenn Busch Candance Doerr-Stevens Marty Sapp

D

DONOR(S)

R

RECIPIENT(S)

Judy Winn

TEACHING

April Gagliano, UWM alumna, front row at right, was the Advanced Career Award winner. Jackie Herd-Barber (center), who serves on the School of Education’s Board of Visitors, received the Champion of Education Award. At left is Alyssa Mussa, who won the Early Career Award. Other UWM alumni nominated for awards included Maria A. Garcia-Rodriguez, Advanced Career Award Nominee; Brittany Light, Advanced Career Award Nominee; Wanda Montgomery, Champion of Education Award Nominee; Kelly Schaer, Champion of Education Award Nominee; Casey Silkwood, Early Career Award Nominee.

16 UWM SCHOOL OF EDUCATION

Celebrating Teachers UWM ALUMNI HONORED AT EVENT

A NUMBER OF ALUMNI OF UWM’S SCHOOL of

Education were among those honored at the fifth annual Celebrate Teachers and Teaching last fall.

The focus of this year’s event, which is a collaborative effort of the Education Deans of Greater Milwaukee and nine local schools of education, was early childhood education.

The celebration was held at Milwaukee Area Technical College.

Among the School of Education graduates honored as educators and education champions were: • April Gagliano, a kindergarten teacher at MPS’s Academy of Accelerated Learning, who received the Advanced Career Award • Maria A. Garcia-Rodriguez, Advanced Career Award nominee • Brittany Light, Advanced Career Award nominee • Wanda Montgomery, Champion of Education Award nominee • Kelly Schaer, Champion of Education Award nominee • Casey Silkwood, Early Career Award nominee Also honored was Jackie Herd-Barber, who won the 2017 Champion of Education Award.

She serves on the UWM SOE Board of Visitors and is an active community volunteer and education advocate. Angel Hessel, senior lecturer in Curriculum & Instruction, served as co-chair of this year’s event.

At the event was Dr. Dipesh Navsaria, a physician and associate professor. Navsaria is a physician and associate professor of pediatrics at the University of Wisconsin School of Medicine and Public Health. One of the areas he focuses on is early brain development.

He practices primary care pediatrics at a federally qualified health center in South Madison, and is the founding medical director of Reach Out and Read Wisconsin and the founder and director of the UW Pediatric Early Literacy Projects.

In an interview before the event, Navsaria talked about the changing challenges facing teachers in early childhood education.

“We used to think years ago that learning started at age 6,” he said. “Our public school system was set up to start at first grade. When we realized learning started a little earlier, we imported this thing called kindergarten from Germany. And then we realized learning actually starts younger and younger and now we know that it begins at birth.”

New certification rules impact teaching THE STATE OF WISCONSIN LEGISLATURE RECENTLY ESTABLISHED

measures are most appropriate for their students, Pasternak explains. English Education, for example, is offering all three new guidelines for teacher certification. And other revisions options – GPA, Praxis II and a portfolio. “Students now have to the state rules for certification – known as PI-34 – are three different means to demonstrate being considered. their content knowledge – means that In 2017, the legislature “softened” the do not privilege only one type of learner.” certification requirements for teachers in Another emergency rule, however, is response to a statewide teacher shortage more troublesome to teacher education – a shortage that some commentators and programs like UWM, Pasternak says. analysts have attributed to the passage of That is a provision for alternative Act 10, which dismantled teacher's unions certification that would allow organizations in the state, and a decline in the state's other than universities to approve licenses. funding of education.

The American Board for Certification Some of the provisions of the new More flexibility in of Teacher Excellence, which offers a legislation – such as those impacting how earning license streamlined online process for earning new teachers qualify for licenses – were certification in 12 states, began advertising passed as emergency measures, and were Students have choices in Wisconsin in November 2017. “Students effective immediately. Students accepted in ways to demonstrate do not have to show proficiency in content to UWM teacher education programs as proficiency knowledge, they don’t have to do field of Sept. 1, 2017, are covered under the experience and they get the same license as new rules; students accepted prior to that someone who has gone through a rigorous date will continue to follow the old rules, Aligns with UWM’s university program,” says Pasternak. according to Donna L. Pasternak, professor access mission While some educators suggest that of English education, chair of the SOE’s school districts may prefer to hire Council on Professional Education, and university-qualified teachers rather than NCTE policy analyst for higher education those certified through these alternative for the state of Wisconsin. organizations, others aren’t sure that’s Parts of the new rules that offer more the case. flexibility in entering teacher education New certification agency “School districts are being put in a bad programs may be helpful for UWM not affiliated with position,” says Pasternak. “Some are going students, Pasternak says. colleges/schools to be forced to hire teachers that don’t have PI-34, which was established in 2002, of education the same qualifications as people who’ve set out strict qualifications for teaching been through university programs. It’s licenses including benchmarks for Grade Student teaching, not that they are necessarily bad teachers, Point Average (GPA): demonstration of content knowledge but we are not holding them to the same content knowledge and teaching ability not demonstrated standards,” says Pasternak. The schools through portfolios; and the Praxis I that will suffer are those that have (CORE) and Praxis II tests. historically had difficulty hiring qualified “All those benchmarks were obstructions Questions on quality teachers. Says Pasternak, “We’re creating to underrepresented students,” says of preparation an unequal workforce that’s going to have Pasternak. "We have data on that. people who are less qualified in the most Students from underrepresented groups Less-qualified teachers needy districts.” have historically not done well on those may go to poorer, benchmarks in comparison to other rural districts students."

The new, more flexible rules give On March 21, 2018 the Department of UWM students more options to determine Public Instruction submitted a summary of proficiency, she explains. “They allow us proposed changes to the PI-34 licensure rule to determine what is proficient in content to the Legislature for referral to standing and basic skills knowledge in a way more committees. All final documents are published on the PI-34 admin befitting a university with an access mission.” rules page at dpi.wi.gov/policy-budget/administrative-rules/pi-34 Each teacher education program at UWM is deciding what

+ PROS

CONS

SPRING 2018 EDLINE 17

STUDENT PROFILE

Making Math Add Up DOCTORAL STUDENT/LECTURER HONORED FOR TEACHING

LEAH RINECK LOVES MATHEMATICS AND LOVES TEACHING mathematics.

Rineck, a doctoral student in the School of Education’s urban doctoral program, is also a senior lecturer in the mathematical sciences department.

Last year, she was honored with the Academic Staff Outstanding Teaching Award, based on her work in improving the way developmental mathematics is taught at UWM. “If you understand mathematics, you’re going to have better career choices.

It’s going to open doors for you,” says Rineck. “If we tell students they need mathematics to get their degree, it’s our obligation to help students be prepared in mathematics.”

She is part of a mathematics team that introduced innovative techniques to help students who came to UWM not ready for college-level mathematics. That program has helped reduce the time these students spend in noncredit courses, and improved their mathematics abilities to the point where some are even pursuing additional, advanced courses.

which teaching approaches work best in classrooms for all learners. She has a strong base in mathematics education and practical teaching experience.

Her own interest in the subject started young, she says. She always enjoyed mathematics in elementary and high school, and even “If you understand mathematics, you’re tutored other students.

In college, she started going to have better career choices. working toward a pre-med It’s going to open doors for you.” degree, but found herself floundering in biology.

“I was taking math courses “One of the best examples of her for fun,” she recalled, and so decided success is the large numbers of her to earn her bachelor’s, then her master’s, students who complete not only her in mathematics. She began teaching in developmental mathematics course, but UWM’s mathematics department. are so motivated to continue learning that “I enjoyed teaching so much that I stayed they also complete the college-level math on as a lecturer.” course,” wrote Professor Jonathan Kahl She also became involved in in nominating her for the outstanding mathematics department projects to academic staff teaching award. improve the way classes were taught, Rineck is focusing her doctoral earning a number of teaching awards research in education on finding out along the way. In addition, she presents 18 UWM SCHOOL OF EDUCATION

at conferences, and brings back and shares what she has learned about teaching and learning with colleagues..

“She goes out of her way to make sure she knows how students learn best,” Kahl wrote in nominating her for the teaching award. Rineck has also started a department book club, focusing on books about improving teaching and learning.

After 10 years of teaching, she returned to school for her doctorate in education to be better able to teach the subject, and do research on what works, balancing her teaching with doctoral studies and a family that includes her husband and two daughters.

One common problem that many struggling mathematics students face, she’s discovered is “math anxiety” because of previous bad experiences or even one “small hiccup” – a timed test that didn’t go well or a discouraging comment from a teacher.

Many of these students end up in the developmental mathematics classes at the

NEW GRANT

Leah Rineck (center) chats with students Chelsea Sayes and James Norton.

university, needing several semesters of noncredit remedial work before starting to earn college credit.

Among the tools she and her colleagues use in the classroom are more interactive and hands-on activities and “flipped classrooms” – which have students watch a video on a lesson or work on it online before coming to class so they can discuss issues they’ve had together. “It helps them understand the concepts … It’s very student-driven,” says Rineck.

Today’s students generally don’t learn as well with traditional lectures as they do by hands-on experiences, trying out different approaches. She tries to foster the attitude that there is nothing wrong with struggling. “People struggle with different subjects – I used to struggle with writing.” And she also puts a strong emphasis on developing study skill early in her classes.

Her doctoral research is looking at practices in teaching mathematics to different age groups, and trying to figure out what works and what doesn’t.

For example, Tennessee has experimented with a model that involved having students take remedial and regular classes at the same time. Initial results showed improvements, but further analysis showed that the students who improved most Madeline Wood were those who were fairly close to the and Ryan Kirk work on a cutoff for regular classes. Those who had problem. bigger gaps didn’t improve as much.

In general, she said, she favors trying research-proven methods in classes, then layering in additional new techniques to keep improving.

“I like to try a lot of things, taking the best practices from K-12 and adult learning.”

The results of the changes in UWM’s developmental mathematics program that she’s been part of have been positive. Approximately 70 percent of first year students complete developmental mathematics now, compared to a historic rate of 55 percent, according to Kahl. And, retention rates have also increased from the historic 75 percent to a persistence rate of just under 90 percent.

Rineck says her reason for continuing the work is simple – “I like the ‘light bulb’,” she says, the “aha” moment when a student grasps the concept they never thought they could master.

As Kahl puts it, “Students in her class finally find success in mathematics – something very few have experienced in the past.”

TEACHING CULTURALLY DIVERSE CLASSROOMS PUBLIC SCHOOL CLASSROOMS ARE OFTEN MODERN-DAY melting pots. Desks may belong

to a girl from Somalia, three students whose first language is Spanish and a Burmese boy whose family spent time in a refugee camp.

They are there to learn alongside students from Latino, Caucasian, African-American and Asian families that have been in the United States for generations.

So the modern-day challenge for teachers is complex. They must respect each child’s cultural strengths while promoting academic achievement and well-being. Along those lines, UWM’s School of Education has formed a partnership with Milwaukee Public Schools to study and support culturally responsive teaching.

UWM is working with 12 schools to instruct current and aspiring teachers how to best engage diverse learners. The project’s principal investigators are Donna L. Pasternak, a professor of English education, and Kristen Taylor, director of UWM’s Office of Clinical Experiences.

Culturally responsive teaching incorporates strategies and philosophies as simple as showing respect for a student’s home language.

The project involves teachers assessing their own cultural awareness and learning strategies developed for students from different backgrounds. Specific approaches will vary according to student demographics within each school.

UWM will work with staff at the 12 schools to design and expand professional development and improve culturally relevant practices schoolwide. The schools will also serve as placement sites for student teachers from UWM and the UW System who want to build their skills in culturally relevant practices.

The effort is funded through a three-year, $5 million grant from the U.S. Department of Education. The grant also helps education assistants become certified teachers.

ONLINE EDUCATION

Jim MacGillis takes part in an emergency preparedness exercise with other first responders.

The Perfect Blend ONLINE/BLENDED PROGRAM AND GI BENEFITS MAKE MASTER'S DEGREE POSSIBLE FOR LOCAL OFFICER

WITH A FAMILY AND A FULL-TIME JOB with the Milwaukee Police

Department, Jim MacGillis faced some challenges in finishing his master’s degree in administrative leadership/ adult education. He wanted to focus on distance education and vocational technical education, and doing most of the work online made it possible.

“For the most part, I liked the online learning format because it fit in with my very busy lifestyle,” says MacGillis, who started the program in 2012 and graduated in December 2017. UWM was close enough for some of his initial blended (online and in-person) classes, and, as a veteran, he was able to use his Wisconsin GI bill benefits because UWM is a public university.

The quality of the program appealed to him, he says. “I also wanted to go to a school with a very good reputation, especially where I wanted to focus my 20 UWM SCHOOL OF EDUCATION

interest, which was adult education.”

He’s even published a number of papers based on his work. MacGillis was a lieutenant and instructor at the Milwaukee Policy Academy when he started. He’s now an acting captain working as a supervisor with the multi-jurisdictional High Intensity Drug Trafficking Areas program. The task force, which includes representatives from local police departments, state and federal officials, reviews overdose deaths, as well as “Len Bias” cases (finding who supplied drugs) and works on stopping the flow of drugs. It is also responsible for investigating drug gangs and the violent crime associated with them as well as educational programs with K-12 schools and colleges and universities.

His courses and degree at UWM have helped him both at the police academy and in his current position, MacGillis says. Public education outreach is a big part of the task force’s work.

“My work at UWM has helped me become a better teacher and leader.”

At the Police Academy, he was able to bring what he was learning and studying into professional development classes.

For example, one of his research projects was on using data in training to reduce deadly force incidents. “I wanted to make sure that my own agency wasn’t training people the wrong way. I found out through research that what the data

showed supported our adult learning theories and what we were doing at the academy, but it also showed some of our own shortcomings.”

In his current position, he’s also using the skills he learned at UWM. “We just started a new overdose task force and I’ve been trying to work with peers in getting all these people trained on what the expectations, the goals and objectives are and what the measurable outcomes are for both my home agency – the police department – and for the program.”

If that sounds familiar, he says with a smile, it’s a similar process to what he learned in adult education courses.

MacGills says, “I’ve always considered myself a research nerd. I like the practical application, but I also like the research that goes along with it.”

His UWM degree has also opened up a lot of doors for him, says MacGillis, giving the opportunity, for example, to participate in the Justice Department’s LEADS (Law Enforcement Advancing Data through Science) program. With law enforcement relying more on data and analytics, that type of research background is vital.

For MacGillis, going back to school at age 40 was an easy decision, one his wife and family encouraged. And, he adds, “I wanted to be a good example for my kids that it’s never too late to learn.”

ONLINE EDUCATION

DID YOU KNOW?

UWM OFFERS

MORE THAN

30 ONLINE

PROGRAMS SOE programs available completely or mostly online • Adult, continuing and higher education administration master’s degree • Community engagement and education major • Cultural foundations of community engagement and education master’s • Deaf and hard of hearing master’s or certificate • Educational administration and supervision certification • Reading teacher certification • Teaching and learning in higher education certificate

UWM.EDU/ONLINE

Leading Online ONLINE DOCTORAL STUDENT PUTS WHAT SHE’S LEARNED INTO PRACTICE

CHRISTINA TROMBLEY IS A SCHOOL OF EDUCATION recent graduate who now

leads online programs.

She just finished up her doctorate in administrative leadership with a focus on adult education at the same time she is directing Drake University’s online education program.

After starting her career with the Small Business Development Center network, she had moved into university administration, working with the UW System for 20 years and serving at UW-Green Bay as assistant vice chancellor until last year.

“I knew if I wanted to be in higher education and continue to move forward in administrative positions, the PhD was a necessity, and the UW-Milwaukee School of Education was a very good choice for me,” she says.

Since she was based in Green Bay at the time, she needed a program flexible enough to allow to her to complete her degree while working full-time.

“I think UW-Milwaukee does a very nice job of understanding the needs of adult students,” she says. When necessary, she could make the two-hour commute to campus one night a week, but she was also able to go part-time and do a good portion of the classwork online.

Then, in the summer of 2017, she received the offer to move to Drake University to direct their online education program, which was just getting started.

Plans are to introduce the first online programs at Drake this spring. At the same time, Trombley was finishing up her dissertation and graduating from UWM in May. Her view, she says, is that online learning outcomes should mirror what is happening in the face-to-face experience, though “how you get there may be extremely different.”

For example, teachers can’t take a class

they’ve been teaching for a long time and “just kind of venture online and hope for the best. You have to take the mode of delivery into consideration and be sure you’re reaching the same level of outcomes.”

Learning online can actually be a better choice for some students, Trombley says.

“For the most part, you get that opportunity to reflect before you have to respond, where in face-to-face, students who need to process or reflect don’t get that chance to get involved in discussions as much as those who are more verbal and get there first."

Her dissertation is focused on faculty perceptions and experiences in teaching a mix of traditional and nontraditional students in their online classes. “Online learning was very focused on adult, nontraditional students for a while, but what you’re seeing now is that traditional students are wanting more access to online learning.”

With research showing that adults approach education differently than younger students, classroom challenges are different for the instructor, she notes. In general, she notes the younger students may just be doing what’s necessary and studying what’s going to be on the test; nontraditional students are internally motivated – they are there to apply what they learn.

In addition, she says, nontraditional students tend to have a large set of priorities and responsibilities – children, aging parents and jobs.

She is very excited about the opportunity at Drake. “My entire career in higher education has been adult-learner-focused.

This is an opportunity to really be part of building something from the ground up at an institution that is highly regarded.”

SPRING 2018 EDLINE 21

ALUMNI

From Classroom to Norway ALUMNA ENJOYS POST-TEACHING CAREER AS AN AUTHOR

22 UWM SCHOOL OF EDUCATION

SANDY BREHL ALWAYS ENJOYED WRITING LITTLE NAME poems for the children

in her classes and encouraging them to craft their own stories. Brehl, a School of Education alumna with bachelor’s and master’s degrees in special education, taught for 40 years – 20 in Milwaukee Public Schools and 20 in the Whitnall School District.

Those experiences planted a seed for her writing that finally developed after she retired.

“I’ve always been a reader, always been a storyteller, but I never viewed myself as

a writer in large part because when I went through school creative writing was not a thing. It was all about the mechanics, the structure and the diagramming of sentences.”

That changed in her years of teaching.

“When I started teaching children the craft and the excitement of writing, I discovered I was a writer,” says Brehl, who now lives in Muskego.

“Mari’s Hope,” the final book in her series about a young girl growing “I can see up in Norway that any during the Nazi occupation, child at any was released in given age October 2017. is on a Brehl’s continuum inspiration for the books came from moving a trip to Norway through with a friend who their life.” was Norwegian and wanted to re-establish contact with her father’s family. Brehl, whose own family was German-American on her father’s side, had read and taught about World War II, but wasn’t aware that Norway had been occupied during the war.

As she listened to family stories, she says, “I sat there with my writer’s brain and storyteller’s heart, hearing every one of my friend’s relatives – this was decades after the war – and they still kept circling back to the five-year occupation of Norway. I came home knowing I had to write those stories.”

It took her a couple decades and many false starts before she found the focus for how she wanted to tell the story.

She thought of doing picture books with traditional costumes and mountain scenes, or doing an adult book. But her own experiences teaching young people led her to the idea of writing for a middle school audience.

Then, through her research, she found a collection of primary sources that had been gathered by a Norway scholar.

Citations included journal entries from Norwegian teens during the occupation.

“Journals were extremely dangerous to keep, but they kept them anyway because they felt their stories needed to be told.”

At that point, says Brehl, everything seemed to fall into place. “The young character who travels through all of these books, Mari, stepped into my mind and said: ‘If you get out of my way, I can help you do this.’”

That first book – “Odin’s Promise” — was all she planned on this topic.

When she got it published, she says, “I had accomplished what I wanted to.”

The book, published in 2014, won the Midwest Book Award for children’s fiction that year.

But her readers had other ideas. “Odin’s Promise” only covers the first year of the occupation and “readers told me they knew there was a sequel coming,” she says. So, after more extensive research, “Bjorn’s Gift” and now “Mari’s Hope” followed, tracing the wartime life of a young girl and her family and friends who found the courage to resist.

Both her teaching career and her years at UWM laid a foundation for her writing, she says. Her degree was in special education, but she taught in both regular and special education classrooms and worked with children from first through sixth grade.

“I can see that any child at any given age is on a continuum moving through their life. I like meeting them where they are.”

At UWM, she had numerous opportunities to research and write, even though the focus was not on fiction. “I had the freedom to try courses that helped and independent study work that required a great deal of writing.

That helped me hone in on what I was trying to say and learn how to say it effectively.”

She also recalls the notes she received from professors at UWM that encouraged her.

Personal notes on writing became a gift she shared with her students. “ I can’t stress enough for any teacher or parent or anyone who plays a significant role in anyone else’s life, if you can give honest encouragement to someone about the strengths Brehl’s books are available at Amazon.com and can be ordered through local bookstores like you see in what they’ve done, Boswell Books or Barnes & Noble, where these it will stay with them and be the photos were taken. She is also available for encouragement they need when school and library visits. For more information, they’re having a difficult time.” go to her website at sandybrehl.com.

Brehl, who is an active member of the Society of Children’s Book Writers & Illustrators, has a number of works in progress and characters demanding their stories be told. Several picture books are out on submission, and she is working on a book that focuses on a Norwegian Jewish family who escapes deportation. And, then there’s the fictional fifthgrade boy in contemporary America who is demanding her attention for his book. “I’ve been working with him on his problems in fifth grade and he’s been annoyed that I’m not getting back to him.”

While there are no guarantees that any of them will be published, she is hopeful, says Brehl.

“The ‘Odin’s Trilogy’ books are the first books I’ve had published, but hopefully not the last.”

Sandy Brehl especially enjoys interacting with readers and writers in school visits, she said. Resources and program descriptions are available on her website at SandyBrehl.com and she invites readers to reach out directly through the contact tab.

ALUMNA WINS GLOBAL EDUCATOR AWARD CLAUDINE CLARK, A WORLD LANGUAGE TEACHER AT

Madison’s East High School, was awarded the Wisconsin Global Educator of the Year Award this past winter.

State Superintendent Tony Evers presented the award to Clark at the Wisconsin State Education Convention in Milwaukee.

A release from the Department of Public Instruction said that nomination letters for the award cited the thousands of dollars in scholarships Clark secured so her students could see the world. She’s recognized for bringing international teachers to her school and promoting language learning.

She earned her bachelor’s of science degree in secondary education, French and English as a second language from University of WisconsinMilwaukee. She has taught in the Madison Metropolitan School District for ten years.

Before that, she taught in Hortonville, Green Lake and Janesville.

SPRING 2018 EDLINE 23

FACULTY & STAFF

A Warm Welcome to New Faculty and Staff NICHOLAS E. HUSBYE is joining the Middle Childhood Early Adolescence program in

Curriculum & Instruction this fall. Prior to joining the UWM faculty, he was an associate professor in elementary literacy education at the University of Missouri-St. Louis, where he coordinated the undergraduate literacy education coursework and provided leadership in the elementary education program. A former first grade teacher, Nicholas received his B.A. in elementary education at Michigan State University and completed his PhD in literacy, culture, and language education with a minor in gender studies at Indiana University.

His research interests include digital literacies and multimodality, literacy education, and children’s literature.

KELSEY AUTIN will be joining the Department of Educational Psychology and the Counseling

program in the fall of 2018. She is coming to the School of Education from the University of Florida – where she will be receiving her doctorate in counseling psychology in August 2018.

She has spent this year at Ohio State University for her clinical placement. She received her bachelor’s degree in psychology in 2011 and master’s degree in counseling psychology in 2013 from the University of Florida. Kelsey’s research focuses on freedom of work choice in marginalized populations, and she looks forward to continuing this program of research at UWM.

SARA JOZWIK will be joining the Exceptional Education faculty as an assistant professor.

Prior to coming to UWM, she was an assistant professor in the Department of Special Education at Illinois State University for three years. She received her doctorate from Illinois State. Formerly a special education teacher in Chicago Public Schools, she earned her master’s degree in teaching English language learners from Western Governor’s University and a certificate in bilingual special education from George Washington University.

ROD WHITEMAN will be joining the Administrative Leadership Department in the fall as an

assistant professor in K-12 Leadership. Whiteman comes to UWM from Indiana University where he graduated with his Ph.D. in education policy studies in 2017. He has been serving this year as a post-doc, working on developing preparation programs to improve urban school leadership. His research focuses on intersections of local policy implementation, educational equity in urban schools, and school leadership in education marketplaces. He also researches inquiry and methodologies in school leadership and policy scholarship.

TYREE BOLDEN has joined the office of Student Services as an academic advisor. Before

coming to UWM, he was a student services professional at UW-Madison where he worked in the College of Engineering and College of Letters and Science. He views his role in student services as a partner with students in assisting them to manage their academics while empowering them to learn how to be a successful student. Bolden received his bachelor’s degree in Communication Studies from the University of Minnesota-Twin Cities and also went on to receive a master’s degree in kinesiology and human development from the University of Minnesota-Twin Cities.

24 UWM SCHOOL OF EDUCATION

ALUMNI AWARDS

Honors and Awards DEANN HUINKER, professor and director of the Center for Mathematics and Science

NATE DEANS, a School of

Education alumnus, received an award as a Milwaukee Public School Alumni from Riverside University High School. Deans, who was featured in the 2017 EdLine magazine, is now a teacher at Riverside.

Education Research, was elected to the National Council of Teachers of Mathematics (NCTM) Board of Directors, as a director at large.

The NCTM Board of Directors sets the direction, establishes policy, and oversees the activities of the Council.

In addition to her positions in the School of Education, Huinker also holds an adjunct appointment in the Department of Mathematical Sciences.

Huinker is actively involved supporting school districts with the implementation of the Common Core State Standards for Mathematics and using research-informed practices to improve mathematics programs. Huinker is currently directing projects on the development of teacher leaders in mathematics (Pathways to Teacher Leadership in Mathematics), improving mathematics teaching and learning in grades K-3 (Strong Start Math Project), and transforming fraction instruction in grades 3-5 (Transforming Fraction Teaching and Learning Project).

NADYA FOUAD will be receiving the Leona Tyler Award for Lifetime Achievement

in Counseling Psychology from the Society of Counseling Psychology, Division 17 of the American Psychology Association in August 2018 in San Francisco, where she will deliver a keynote talk.

The Leona Tyler Award for Lifetime Achievement in Counseling Psychology is given to stimulate and reward distinguished contributions in research or professional achievement in counseling psychology. The award — Division 17’s (Society of Counseling Psychology) most prestigious — honors the former president of both the division (1960) and APA (1973).

MICHAEL HARRIS, principal

of Riverside High School, and Jackie Herd-Barber, UWM School of Education Board of Visitors member, were also honored.

SIMONE CONCEIÇÃO, professor and chair of the Department of Administrative

Leadership, received the 2017 Oustanding Service Medallion from the American Association for Adult and Continuing Education.

This award recognizes persons who have an outstanding record of service to the profession of adult and continuing education at the state, national, or international level.

Conceição has also been invited to be part of the Horizon Higher Education Expert Panel. The panel is commissioned to identify the trends that will drive technology adoption; the challenges that will impede the technology options available to institutions unless resolved; and the new developments in technology that the global higher education sector is most likely to consider over the next five years.

TAYLOR KOSS, UWM alumnus,

brought home two medals for Team USA after competing in Turkey in the 2017 Deaflympics. Koss, who was a star athlete for the Panthers over the past four seasons, won bronze medals in the 200-meter dash and 400-meter hurdles. He also competed in the 100-meter dash, 4×100 relay and the 4×400 relay.

DONNA PASTERNAK, professor of English Education, has been appointed to the

National Council of Teachers of English’s CAEP SPA Standards Revision Committee.

MICHAEL STEELE, associate professor in the Department of Curriculum &

Instruction, was elected president of the Association of Mathematics Teacher Education (AMTE).

SPRING 2018 EDLINE 25

Q &A Getting to Know You

These profiles are part of a new series we’ve started, called Getting to Know You, focusing on faculty and staff of the School of Education in both their work and off-campus life. Here are the first two profiles for 2018.

STEPHEN WESTER is interested

in how counseling psychologists can improve lives and help improve society.

RYAN MASON talks about what

he likes about connecting with the community as a university services associate in Student Services.

Stephen Wester What is your position here?

I’m a professor of educational psychology first and a counseling psychologist second. I see my primary role here as researcher and scholar. Most of what people see me do is as director of clinical training for our accredited counseling doctoral program. We currently have 43 students in that program. I’m responsible for them from interview through admission through dissertation, internship and graduation.

What led you to the field of counseling psychology in the first place?

I’ve always been interested in people.

I discovered a passion for figuring out why things worked the way that they did and why people function the way they do, why society teaches them what it does. I come from a family of engineers, and engineers are always looking for solutions, trying to figure out why something happens or doesn’t happen.

That played a large role in my decision to turn toward the academic side of counseling psych. I wanted to look at the social and contextual variables that affect outcomes. How can we as counseling psychologists, applied psychologists, improve lives and help improve society?

What do you like best about your job?

The people I work with. That’s overwhelmingly what keeps me in the counseling area and the department of educational psychology in general.

The other thing is the students. I enjoy working with the master’s students especially because I earned a separate master’s degree as well back in the day.

What you do for fun?

I don’t take my work home, though I know a lot of colleagues do. I’ve got pretty strict boundaries between the work, the office and the house. I enjoy martial arts.

My family and I have all been training at Ascension Martial Arts in Oak Creek for 14 years. My son started when he was four – he’s now 18 and a freshman at UWM. I joined about a year after that.

My wife has also trained, though she’s

taking a break because of an injury.

My daughter, who’s 23 and a graduate of the nursing program here, is working her way through the lower belts.

I play golf — my wife’s learning the game. I also have a passion for restoring old muscle cars, and I’m very much into hunting and shooting sports as well as the self-defense sports.

You’re kind of a Star Wars and science fiction fan, too? I remember seeing a lot of pieces in your office last time I interviewed you.

Yes. The Star Trek component in particular.

Star Wars is fun and always has been, but I’ve always been a Star Trek fan since I was a kid. I bring Star Trek, the philosophy and some of the ideals into the classes I teach as examples. The writers and actors wrestled with some of the same issues. My son’s middle name, Lafayette, is actually from the Star Trek series. We do conventions and attend events as a family. I have a uniform and phasers – the whole thing.

Your research area of specialty has been masculinity. What led you into that area?

I grew up in a nontraditional environment. I have a very feminist, second-generation mother and a very traditional – sort of in the Robert Holden, Lee Marvin model – father.

I have pictures of little me marching for equal rights back in the day, and I learned from my dad what it meant to be an honorable man. I developed an interest in gender as a construct, going back to my undergraduate days. I realized pretty quickly that there were a lot of pretty competent psychologists studying women, but not so many looking at the male gender – their lives and their roles and their problems that are impacted by the social construction of gender. So, I’ve been focused on that for 20 years.

Ryan Mason

Before becoming a School of Education student and staff member, Mason worked as a standup comic.

What is your job for the School of Education?

I’m the service associate, so I work at the front desk for the Office of Student Services, which is where most of the advising happens. My role is to be the first voice or the first face for current or prospective students, parents and transfer students. My job is to direct them to the right place or the right resources, helping them navigate the School of Education, and the University at large. Sometimes I help them navigate the certification process. I’m kind of a shepherd.

How long have you been at UWM? One year, but I’m an alumnus and worked here when I was in school 10 years ago so I have a strong familiarity with campus.

This position really feels natural. I love engaging with the undergrads, especially because they’re each unique and they all have interesting problems we can help with. I like being a problem-solver.

What was your undergraduate major?

Human resources with a minor in journalism and mass communications.

What I do now has a basis in what I studied. I manage people – particularly the student workers – and I use the communication style honed through the work I did through journalism and outside.

What did you do before you came to UWM? I worked in higher education (at the University of Wisconsin Law School) and also in entertainment. I was a working standup comic for about six years. I got paid for going onstage and telling jokes, which gave me confidence to talk to people. Then I had children and didn’t like being on the road so much.

How old are your children?

The boys are age three and one.

The one-year-old is easy compared to his brother right now.

How did you happen to come back to UWM to work?

UWM is where I’ve wanted to be for a long time. We were living in Madison and my wife, who’s also in higher education, received an opportunity at MSOE (Milwaukee School of Engineering).

It was a good move for our family. I was a stay-at-home dad for awhile, doing comedy, guest relations for Miller-Coors and working for Milwaukee Food Tours.

My life has changed in the last year and half from having a very unstructured lifestyle to a much more structured lifestyle, which I was craving.

Where do you and your family live?

A. We live in Riverwest and really love the neighborhood. It’s all UWM people near me. My next-door neighbor is retired from UWM. I’m a biker and am able to commute to work on my bike or on the bus.

And you are also a student in the School of Education?

Yes, I’m working on my master’s in administrative leadership with a focus on adult and continuing higher education administration.

What is your long-term goal?

I’d like to expand my role on campus to be able to affect as many people as possible. I feel like I’m a leader informally now because I have to be, but I’d like to prepare to be a leader in a more formal role in a department.

Do you have other hobbies besides biking?

A. My focus is on work, family and school so I don’t have much time for hobbies though I am a huge basketball fan. I was a season ticketholder for UWM for many years. I’ll watch anything related to basketball.

Are you going to school full time?

Right now, it’s part-time. There aren’t enough hours in the day for work and family and full-time school. I’d like to be done by 2020.

SPRING 2018 EDLINE 27

BRIEFS

A PANTHER GREETING A panther and a couple of soccer teams greeted students at Hartford University School on the first day of school Sept. 5.

Pounce, the University of Wisconsin-Milwaukee’s mascot, was accompanied by the UWM men’s and women’s soccer teams, who shared cheers and high fives with the arriving students.

Hartford University School, a Milwaukee Public School, is surrounded by the UWM campus, and frequently collaborates with university faculty and staff on community projects.

The rousing start was coordinated by Shannon Kilsdonk, principal at Hartford University School, and Kathy Litzau, senior associate athletics director at UWM.

A NEW LOOK All floors of the School of Education have received a fresh coat of paint and new signage in common entry areas.

The painting, which was mostly done over the winter semester break, is in tones that incorporate UWM brand colors and provide a consistent and fresh welcoming look.

The third, fifth and seventh floor of Enderis Hall received the new cosmetic facelift, thanks in part to a generous donation from an alumnus.

28 UWM SCHOOL OF EDUCATION

HEART DISEASE EDUCATION Karen Stoiber, professor in the Department of Educational Psychology, and colleague Cheryl Brosig of the Medical College of Wisconsin received a $50,000 multidisciplinary grant for a project titled “Optimizing Educational Outcomes for Patients with Congenital Heart Disease: School Intervention as a Component of Comprehensive Follow-up Care.” Funding for the project comes from Clinical and Translational Science Institute.

JOBS AND FREE SMILES The Office of Student Services held its third annual Educator Job Fair in March in the Union Wisconsin Room.

School districts and other employers came from all over Wisconsin and the Midwest as well as Texas and California. Approximately 35 employers met with students at the event. In addition, students were able to get a free photograph for their resumes and LinkedIn profiles, thanks to Troye Fox of Photo Services. Jeremy Page, assistant dean, and Student Services staff members Nikki Claas, Maggie Kaczmarek and Kamara Jackson organized the event, with the help of Jean Salzer, director of the Career Development Center.

IN MEMORIAM

In Memoriam LEAH (LEE) TEMKIN, who earned her

master’s degree in administrative leadership/adult education and a bachelor’s degree in sociology, died March 3 at age 89.

Temkin had a long career as a reading teacher at Milwaukee Area Technical College and also became a coordinator for Nova University’s distance learning education program. She earned her doctorate from Nova University.

A mother of four and a dedicated community volunteer, her interest in adult education was sparked when she volunteered teaching functionally illiterate adults. She and her husband, Blair (Bud) divided their time between Milwaukee and Boca Raton, Florida, for many years.

She is survived by four children, Terrie, Mark, Larry and Ron Temkin, grandchildren and great-grandchildren.

The family has established a scholarship, the Leah Temkin Adult Education Scholarship, in her name (See page 13) and memorial contributions may be made to that fund at givetouwm.uwmfdn.org.

DONALD B. NEUMAN, professor emeritus

of curriculum and instruction, died Nov. 4 in Arizona at age 83. He and his wife of 60 years, Barbara, had been living in Scottsdale for some years. At UWM, he was a science education professor for nearly 30 years.

“Always ready with a smile, he was a productive, respected teacher and scholar,” wrote his colleague, Erika Sander, associate professor emerita.

Neuman was born and raised in Milwaukee and attended the University of Wisconsin (BA 1956) and Michigan State University (PhD 1968). He served in the United States Army and was stationed in New Ulm, Germany, as a lieutenant in the medical service corps. In addition to Barbara, he is survived by children, Phillip (Hilda), Michael (Nancy), Joel (Amy) and Laura, as well as nine grandchildren.

“Don was a mentor to many of us with his perennial good nature and quiet dedication to preparing elementary science teachers.”

Craig Berg, professor of science education

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DONORS

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30 UWM SCHOOL OF EDUCATION

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LEGACY LEADERS Ms. Edith M. Andersen • Mrs. Hazel C. Bayley Ray W. G. Bayley Dr. Barbara J. Boseker ‘68 Robert A. Burke ‘50 • Margaret H. Ferris • David Gawlik ’71, ’73 and Cathy Gawlik ‘91 Col. Howard E. Gorfer • Mrs. Marguerite D. Hambling Ms. Adeline H. Hartung Mrs. Hilma Chris Dikander Ms. Grace M. Iacolucci • Ms. Evelyn A. Krueger • Mrs. Martha M. Krueger • Mr. Robert Kuehneisen • Mr. Norbert G. La Combe • Mrs. August G. Leeb • Mrs. Isabelle K. Mathews • Mr. Henry A. Maksimowicz • Steve C. Phan Mrs. Ruth C. Mundschau • Chester A. Raasch • Dr. Russell D. Robinson • Mrs. Magdalene A. Singer • Miss Jennie D. Steinberg • Mrs. Amy Tessmer-Boening • Marion L. Ward • Beth Waschow ‘71 Clarence (“Jim”) Wudi ‘64 Mrs, Phyllis Ann Wudi • Gary R. Yakes ’60 and Sandra W. Yakes ‘59

WHO ARE OUR DONORS?

Ms. Cynthia C. Schaus Mr. Terry L. Schubert Dr. and Mrs. Thomas L. Scott Ms. Deborah L. Semrad Mr. and Ms. Steven C. Shinn Ms. Deborah A. Schingen Mrs. Anne P. Schultz Mr. and Mrs. Mark B. Shumow Mrs. Bernadette Sinclair Mr. and Ms. Gordon K. Skare Mr. Bradley S. Smith Dr. Cyrus and Mrs. Regina Smith Miss Mary H. Sparks Mrs. Joanne L. Stahnke Bouda and Mr. Brian P. Bouda Ms. Sally A. Stock Mr. and Ms. George Stone Mr. and Mrs. James R. Stark, Jr. Mr. and Mrs. Jonathan P. Stolz Ms. Ms. Marianne K. Thompson Bonnie M. Thomson Ms. Judith A. Towle Ms. Carol A. Traband Mrs. Mary I. Van Beck Voelker Mrs. Karen A. Vande Sande Mr. James I. Walczak Ms. Linda R. Walker Mrs. Elaine J. Wanta Mrs. Cathy Wegner Ms. Mary D. Weinlein Dr. Marie E. Weiss Wells Fargo Community Support Campaign Mr. and Mrs. Richard Weng Mah Mrs. Ann Wilcox Bleuer Ms. Kitty L. Willkomm Ms. Corliss D. Wood Mr. Daryl M. Wunrow Mr. and Mrs. John G. Worm Mr. James J. Zahn Ms. Marcia G. Zientek Mr. and Ms. James H. Zucker Dr. Dennis C. Zuelke

THE MORE YOU KNOW

Mr. and Mrs. John H. Klarich Mr. and Mrs. Barbara A. Knetzger Mrs. Debbie L. Konings Ms. Kerry A. Korinek Mr. and Mrs. Roland R. Kohl Dr. William Kritek and Ms. Shelley Geiselman Mr. Daniel E. Kuzlik Ms. Patricia A. Ladwig Mr. and Ms. M. Lawrence LaFond, Jr. Ms. Ann Lederman Mrs. Janice M. Liebenstein Mrs. Susan M. Halloran Ms. Susan J. Manalli Mr. James A. Mather Ms. Patricia M. McKean and Mr. Dennis D. Schumacher Mr. and Mrs. Craig A.McGarry Ms. Diane E. McNally Tews and Mr. Grant D. Tews Mr. Andrew L. Meyer Ms. Carole F. Mikolajczak Mr. and Mrs. Edward Miller Ms. Joyce M. Mielke Mrs. Ann M. Miletti Mr. Robert A. Miller Mr. and Mrs. Richard M. Minga Mrs. Wanda J. Montgomery Mr. and Mrs. Thomas J. Moran Mrs. Shirley L. Mueller Mr. and Mrs. Donald B. Neuman Mr. Mark E. Novak Ms. Barbara N. Pittman Mrs. Mary Lynn Oliver Mr. and Mrs. Ken Piotrowski Ms. Barbara N. Pittman Mr. and Mrs. Joseph J. Ptacek Mr. and Mrs. William A. Pohlmann Mrs. Emily T. Raclaw Mr. and Mrs. Robert J. Rasmussen Ms. Donna L. Rehbeck Mrs. Janice M. Reid Ms. Mary L. Roepke Mr. Peter T. Roidt Mr. David J. Ross Mrs. Nancy J. Ryan Mrs. Mildred Salomon Ms. Margit A. Schatzman and Mr. Stephen J. Bleksley

800+ DONORS 461

LOYAL DONORS

764

ARE 65+

They give year after year, some in excess of 20 years!

680

ARE ALUMNI

* Members of Chancellor’s Society for donations of $1,000 or more to the School of Education and/or the University.

•

617

ARE FROM WI

45

Deceased

Legacy Leaders celebrate donors who have remembered UWM Foundation and the SOE in their estate plans. If you wish to discuss your longterm philanthropic intentions, please call Carol at 414-229-3080 or wackerc@uwm.edu for a private consultation.

ARE MEMBERS OF

CHAPMAN SOCIETY

304 13 5

HAVE GIVEN MORE THAN

HAVE GIVEN MORE THAN

HAVE GIVEN MORE THAN

$100+

$10,000+

$100,000+

DONORS LEAVE A LEGACY

THE SCHOOL OF EDUCATION IS PROUD TO roll out the inaugural class of Legacy

Leaders.

Legacy Leaders are donors who remember the School of Education in their will, trust or through other carefully planned gifting vehicles. Interest in such gifts is growing, and they can be such an inspiration to others to also leave their legacy.

ANYONE CAN BE A LEGACY LEADER

In fact, over the years, many folks have indeed made provisions in their estate plans. But we often did not know of their generosity until the person passed away.

How you name the beneficiary and how you wish the gift to be used are critical to meeting your needs as a donor. Plus, you may have an interesting story to share. So if you are in the planning stages, we encourage you to have a conversation with us (and don’t forget your professional advisors). We want to be sure your wishes are fulfilled exactly as you envision.

Most donors request their gifts go directly to assist students. As such, many scholarship funds have been established over the years – keeping our students on track and graduating so they can begin their important careers.

You may also inspire your loved ones to consider building on your planned gift or making their own gift as a donor. Giving is indeed contagious!

Check out this interactive and most interesting site at giftplanning.uwm.edu.

HERE ARE COMMENTS FROM A FEW OF OUR CURRENT LEGACY LEADERS

"Neither of my parents nor any of my grandparents attended college, so that influenced our decision to make a scholarship for first generation students a part of our planning," says Robert Longwell-Grice, senior advisor in the Office of Academic Services. He and Hope Longwell-Grice, associate dean of the School of Education, established a scholarship fund for aspiring college administrators that will become a permanent endowment when they retire.

Emily Robertson, who received her master's degree in administrative leadership/higher education, established the Emily Kachel Robertson Scholarship Fund to help students complete their degrees, despite external challenges that may threaten their graduating.

"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."

DO YOU WISH TO BE RECOGNIZED AS A LEGACY LEADER?

We appreciate you remembering UWM’s School of Education as you plan your charitable support currently, as well as when you plan for the future. If you would like to learn more about planned giving and other ways to give, please contact Carol Wacker, 414-229-3080 or wackerc@uwm.edu.

32 UWM SCHOOL OF EDUCATION

TAXING DECISIONS

Leading the Way

SMART WAYS TO GIVE

DONORS

With the introduction of tax reform this year, you may be looking at your finances and wondering how you can continue to be charitable.

Here are some smart ways to give in 2018: • Donate appreciated stock: With the stock market at or near all-time highs, give your appreciated stocks to a nonprofit and eliminate capital gains tax.

• Name us as a beneficiary of retirement plan assets: These assets remain taxable when distributed to a loved one but are tax-free when given to a nonprofit.

• Give from your IRA (if age 70½ or older): Regardless of whether you itemize your taxes, this gift helps you fulfill your required minimum distribution and is not considered taxable income.

• Gifts of real estate: Appreciated real estate may be subject to capital gains tax unless donated to charity or transferred to a charitable trust.

DOING BETTER IS POSSIBLE DON’T YOU LOVE WATCHING THE YOUNG OLYMPIANS, racing down

the slopes? Do the figure skaters' triple and even quadruple jumps leave you breathless?

I love hearing the announcers proclaim, “Personal best!,” even if an athlete’s score does not earn him/her a spot on the coveted podium. They tap a reservoir of tenacity and strength they probably did not know existed, until that moment – when they were called to stretch ever higher.

Their personal best both stuns and inspires – maybe even the athletes themselves.

I often hear alumni and friends say they wish they could give more … to “do better.” And I always say, “You can!”

For the careful long-term planner (never too young to start), you may wish to remember your favorite organizations when you are planning the distribution of your estate. Five percent of something could leave us breathless.

Estate can be a big word, sometimes thought to be a subject of only those with tremendous wealth. But most of us have estates – simply translated as assets. And because we accumulate assets, we have a legacy – things we may have amassed over our lifetime that can be given away.

When you plan, you control the distribution of your legacy. After you have taken care of those closest to you, now think about the charitable causes that best exemplify who you are as a person and the difference you wish to make.

By including charity as you plan for the future, you can accomplish what may have been unimaginable – your personal best. Think about the impact you can have by naming the SOE just 5 percent of your will.

Please turn to page30 to meet some of the folks who have remembered the SOE, should it be five percent of your will or five percent of your estate. Perhaps they will inspire you.

They are members of the inaugural class of Legacy Leaders, recognizing and celebrating planned giving.

Carol Wacker

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 ____________________________________________________________ EMPLOYER POSITION/TITLE BUSINESS PHONE

❑ 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

Nonprofit Organization U.S. Postage

PAID

MILWAUKEE, WI PERMIT NO. 864

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

Follow Us! /UWMSOE /UWMSOE /UWMSchoolofEd UWM.EDU/EDUCATION If you would prefer to receive the EdLine and other communications electronically, please send your email address to EdLine@uwm.edu

SCHOLARS HONORED THE SCHOOL OF EDUCATION’S PI LAMBDA THETA chapter gained

46 new members April 10 at an induction ceremony at St. John’s on the Lake.

This was one of the largest groups ever, according to Rob Longwell Grice, recruitment and scholarship coordinator and advisor to UWM’s Beta Epsilon Chapter, which was formed 55 years ago. In fact, one of the students became the 1,000th member of UWM’s chapter at this ceremony.

Barbara Michaels, one of the chapter’s founding members, spoke to the students about the value of Pi Lambda Theta and teaching, along with a panel of former teachers that

included Judith Moburg, Willette Knopp and Jill Wiedmann.

The chapter presented three scholarships at the event. Atsuko Borgman and Molly Janssen were awarded the Lura Carrithers scholarship, and Emily Andrews received the Willette Knopp scholarship.

In addition, the chapter appointed 10 new Pi Lambda Theta ambassadors who will attend School of Education functions, alumni events and community panels throughout the year to highlight issues in education.

For a complete list of those honored, see uwm.edu/education/ pilambdatheta.