Educate Magazine Fall 2014

News on Innovations, Effectiveness, Collaborations, and Relevance from the College of Education at Minnesota State University, Mankato.

Fall 2014 | Volume Four | Number Three

Unlocking Equity in Our Schools

PHOTO BY CHELSEA KOCINA

America is a country rich with diversity; that diversity is evident in our schools.

Minnesota State Mankato has been instrumental in changing the system to better serve students of all cultures.

With an eye on equity, we are developing educational leaders who are prepared to meet the needs of all students. Turn to page 6 to read about our impact.

College of Education

Dr. Jean Haar Dean

Departments

Aviation Counseling & Student Personnel Educational Leadership Elementary & Early Childhood Education K–12 and Secondary Programs Military Science and Leadership Special Education The Children’s House

Centers

Center for Engaged Leadership Center for Mentoring & Induction Center for School-University Partnerships The mission of the Minnesota State University, Mankato’s College of Education is to prepare professionals who embrace big ideas and realworld thinking to ensure student success.

The purpose of Educate is to inform education stakeholders of the ongoing work of the College of Education and its impact on the education profession. Educate is published two times per year by the College of Education and distributed to faculty, staff, students, alumni, and education supporters. The College of Education welcomes ideas for feature stories and other content consistent with the mission of the magazine. Please e-mail story ideas to col-of-education@mnsu.edu.

Educate Fall 2014 | Volume Four | Number Three

Greetings, Minnesota State Mankato is a member of the Minnesota State Colleges and Universities (MnSCU) system. With 31 institutions and 54 campuses located in 47 Minnesota communities, the system serves more than 430,000 students. MnSCU’s strategic framework demonstrates its commitment to serving the needs of the state by • ensuring access to an extraordinary education for all Minnesotans; • acting as the partner of choice to meet Minnesota’s workforce and community needs; and • delivering the highest value, most affordable option to students, employers, communities and taxpayers.

As a College of Education and as a member of Minnesota State Mankato and MnSCU, we embrace the responsibility to serve the public. Cognizant of the ever-changing needs of children, families and communities, we diligently align research, best practices, and relevant experiences to ensure we prepare our candidates to be • innovative: critical thinkers, data-based decision-maker, life-long learners; • effective: competent, reflective, 21st century educators; • collaborative: communicators, interdisciplinary, teacher leaders; and

College of Education Minnesota State University, Mankato 118 Armstrong Hall Mankato, MN 56001 Phone: 507-389-5445 Fax: 507-389-2566

We are consistently challenged to examine our actions and decisions. As we strive to

Designer Wendy Johnston

We are recognizing a need to intentionally pause, interrupt, and change past routines,

Managing Editor/Writer Carol Jones Photographers Chelsea Kocina Dan Smith Wes Taylor Print Coordinator Doug Fenske

• relevant: student-centered, culturally responsive, versatile.

remain innovative, effective, collaborative, and relevant, we are discovering some of our practices, procedures and policies can actually hinder our ability to achieve our mission. practices, and behaviors in order to meet the needs of all students.

On a regular basis, I witness educators interrupting past practices and taking strong stances to do what is right. The stories we share reflect various levels of interruption. I encourage you to read them with a careful focus on the changes we are making as we strive to remain true to our mission to prepare professionals who embrace big ideas and realworld thinking to ensure student success.

Best regards,

Jean Haar A member of the Minnesota State Colleges and Universities System and an Affirmative Action/Equal Opportunity University. This document is available in alternative format to individuals with disabilities by calling the College of Education at 507-389-5445 (V), 800-627-3529 or 711(MRS/TTY). EDUC171NE_3/14

4 Expanding Cultural Understanding In an effort to help young leaders develop an appreciation of other cultures, the Army ROTC offers a month-long international immersion program for contracted cadets. The CULP (cultural understanding and language proficiency) program helps educate future leaders in ways a typical classroom cannot.

6 Unlocking Equity in Our Schools

National education statistics show the percentage of white students in K-12 schools to be less than 50 percent with expectations the rate will continue to decrease.

Integration without accommodation of diverse cultures and learning styles is contributing to the growing achievement gap between white students and students of color. The Department of Educational Leadership recruits and prepares leaders who are instrumental is systemic change aimed at unlocking equity in our schools.

8 New Doctors in the House

Established in 2007, the counselor education and supervision doctoral program is one of only about 50 programs in the nation to have received accreditation from CACREP. Its new Ed.D. graduates are effective educators equipped to prepare the next generation of professional school counselors, mental health counselors and college student affairs professionals.

10 Our Community of Support

Scholarships make a world of difference for our students. An awards dinner in September provided an opportunity for the College of Education to show its appreciation for the community of support provided by a wide variety of donors.

11 Leading by Example From student retention to technology to mental health education, COE faculty routinely contributes to the profession through research.

Educate is also available electronically. If you prefer to receive Educate electronically, please contact the College of Education at col-of-education@mnsu.edu

Expanding Cultural Understanding The College of Education’s Department of Military Science offers an Army ROTC international immersion program that helps educate future leaders in ways a typical classroom cannot. foundation of trust between future U.S. Army officers and Thai Army officers who will serve as military leaders in both countries.”

Cadet Bryce Hickman traveled to the Czech Republic to participate in a military-tomilitary contact mission. “Our team spent time training with combat, construction, and rescue engineers at bases near Bechyne and Olomouc.

We participated in exciting training such as rock climbing, canoeing,” said Hickman. “We fired the Czech Army’s small arms, trained in land navigation, learned about the Czech Explosive Ordnance Disposal, and received combatives training from the best instructor in the Czech Republic.”

But before he met with his military counterparts, Hickman was awestruck by the beauty of the city of Prague. “The architecture of the buildings was like I have never seen before,” he said. “Prague is gorgeous and there is something picture worthy everywhere you go.” Appreciation of other cultures, lifestyles and perspectives is one of the primary objectives of the CULP program.

For Cadet Zach Yozamp, CULP seemed like a great opportunity to travel

internationally. He left his preference for location blank on purpose. “I was open for anything,” he said. “I was fortunate to be assigned to Cape Verde, a group of islands off of Senegal.”

Yozamp taught English to military cadets as well as students at the officer candidate school. On weekends, they traveled and became familiar with the islands and the people. “Our team helped paint a local school on one of the islands,” he said. “The mayor came and welcomed us; it was a big deal.”

When Cadet Paching Yang applied to the CULP program, South America was her first choice. She speaks Spanish and wanted the opportunity to use it. Instead, Yang was assigned to Vietnam. “Actually, I was glad they chose Vietnam for me,” she said. “It was great to be there on a humanitarian assistance mission. It was a great way to build trust between the countries.”

Yang taught English to Vietnamese Army and Navy officers. “They were very eager and enthusiastic students,” she said.

On weekends, her group traveled throughout the country and learned about

PHOTOS BY WES TAYLOR

In an effort to develop cultural awareness and foreign language proficiency skills of young leaders, the Army ROTC’s CULP (cultural understanding and language proficiency) program offers cadets the opportunity for international travel. During a month-long service trip, cadets are actively involved in humanitarian service, military-to-military training, and/or social, cultural and historical education. They gain critical skills relevant to building intercultural relationships.

Cadet Elliot Johnson applied to the CULP program at the suggestion of his master sergeant. The Army response was short and sweet. “One day I got an email that said, ‘Congratulations, you have been selected to go to Thailand. Click YES or NO.’” Johnson clicked YES. His assignment was to teach English to Thai Army pre-cadets.

In addition, Johnson’s group traveled locally with Thai Army pre-cadets and participated in local cultural activities and sightseeing. “An important goal for our team was relationship building,” he said.

“Spending time together as cadets helps build a

Cadet Johnson 4

Cadet Hickman

local customs and cultures. “Personally, the most impactful day was the day we trekked 10 kilometers in the mountains with a group of Hmong people,” said Yang. “My family is Hmong and they came to the United States as refugees during the war. I speak Hmong, so I was able to communicate with the group. They asked me a lot of questions about how I came to grow up in the United States.”

The CULP experience opened the hearts and minds of the Minnesota State Mankato cadets who participated.

“The experience will stay with me for a lifetime,” said Johnson. “It changed me as a person and will help me work more effectively with people from other cultures.”

“I recommend to anyone who has the opportunity to travel internationally, ‘Take it,’” said Yozamp. “If I am ever deployed as an Army officer, I have a better understanding of the importance of becoming familiar with the local people and culture. Knowing the culture helps build relationships.”

“I am thankful to have received such a rare opportunity,” said Hickman. “My CULP

Cadet Yozamp

mission was a tremendous experience where I learned about the rich and torrid history of the Czech Republic. But more importantly, I learned that soldiers are soldiers wherever you go, and it is surprising what you can accomplish even if you don’t speak the same language.”

“The world is so big,” said Yang.

“Sometimes we are so zoned in to our own lives, we forget about the bigger picture. But when we go out there and actually experience a new perspective, we begin to understand how big the world is.”

CULP assignments are awarded on a competitive basis and depend on several factors such as GPA, physical fitness, and a personal essay. Once selected, cadets are assigned to one of 40 different countries, predominately in Asia, Africa, and Central and South America. Nationally, 1,200 ROTC cadets participated in CULP programs in 2013.

For more information, contact Gerald Bohl at 507-389-6220 or gerald.bohl@mnsu.edu or search Facebook for Maverick Battalion ROTC Program.

Cadet Yang

Minnesota State Mankato encourages students and faculty to expand their cultural understanding and global service. In 2014, the International Center offers 15 exchanges and two university partnerships along with 25 faculty-led international programs.

The College of Education offers international student teaching and/or field experiences in Australia, Costa Rica and the United Arab Emirates.

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PHOTO BY CHELSEA KOCINA

Unlocking Equity in Our Schools Passionate about meeting the needs of all K-12 students, Minnesota State Mankato’s Department of Educational Leadership uniquely prepares education professionals to lead and support systemic change designed to unlock equity in our schools.

In a state lauded for the quality of its education, Minnesota’s abysmal achievement gap is common knowledge. Achievement rates for students of color are far below those of their white peers. Low-income students do not fair much better.

Current Minnesota demographics show that nearly 40 percent of K-12 students come from low-income families; 26 percent are children of color.

To ensure that all students achieve, ‘traditional’ teaching strategies and ‘business as usual’ discipline policies are no longer an option in our schools. Not in the K-12 system and not in the university programs that train our future educational leaders.

As a developer of educational leaders, Minnesota State Mankato uses an innovative approach in an effort to eliminate the systemic racism that fuels the achievement gap. The Department of Educational Leadership actively recruits students of color, trains all education leaders using a curriculum developed with racial equity as a primary component, and supports students and alumni as they become leaders with the courage to close the gap. “[Minnesota State Mankato] has built an educational leadership curriculum based on racial equity,” said Stephen West, superintendent of Winona Public Schools and doctoral graduate in educational leadership. “The idea is that you cannot be a sound administrator, whether you are a person of color or a white colleague, without understanding that the core of your work is closing the disparities. In order to close the achievement gap, you have to fundamentally

change the education structure, and that can make people uncomfortable and angry.”

“Leading change and implementing racial equity policies and practices takes courage,” said Candace Raskin, professor of educational leadership. “We make sure students in our programs develop a clear focus, master necessary leadership strategies, and receive continued support as they implement change in their schools.”

Christina Hester, principal at Cooper High School in Robbinsdale, joined the Aspiring Principal Program, a professional developent program, when her school administrator suggested it. “Frankly,” she said, “as a black woman with school leadership experience, I wasn’t sure what I would get out of the program.”

Hester admits that she bristled a bit at an assignment the group was given. “I am busy enough,” she laughed. “But what began as an assignment to make a difference for 15 kids became a mission to interrupt what was happening to African American boys in our school and to raise their reading scores.”

For Hester, sharing experiences and talking about what being a leader through an equity lens really means—identifying ways to interrupt negative cycles—was her “Aha” moment. She was clear in her focus, but she realized her staff needed more information.

“My message was the right message, but I learned to add to it for my staff,” she said.

Isabel Rodriguez was encouraged to pursue advanced education and become an educational leader, but she was reluctant for many years. “For me, leadership was something others did. I had the desire,

but because of my fears, I saw too many obstacles and made excuses.” After she moved to Minnesota, she decided the time was right.

A former department chair of an English Speakers of Other Languages (ESOL) program in Florida, Rodriguez wanted an authentic educational leadership program and Minnesota State Mankato’s program at Edina rose to the top of the list. She is thrilled with her choice.

“As I move through the program, I have acquired the knowledge to work with other leaders in education,” said Rodriguez.

“Our work is rigorous and we are learning best practices from educational leaders who are implementing them daily. Our cohort consists of smart educators and visionaries.

Our professors keep me inspired. And, perhaps most importantly, I have acquired the confidence to know I can be part of making the education system better. Now, I don’t see any barriers, only possibilities!”

“Many programs talk the talk of racial equity,” said West. “But Minnesota State Mankato walks the walk. Everyone knows there is an issue, everyone knows what the issues are, but not everyone has the belief structure, commitment and courage to do the hard work. The Department of Educational Leadership doesn’t blame children or families for poor academic performance. It puts the responsibility for the education of each and every child firmly on the shoulders of the education system. It then arms leaders with the passion, data, focus, skills and support required to make a difference.”

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New Doctors Although each arrived at Minnesota State Mankato’s Department of Counseling and Student Personnel doctoral program with different experiences and different goals, these graduates shared a common desire: They wanted a doctoral program that would provide the experience, skills and strategies required for them to become effective educators equipped to prepare the next generation of professional school counselors, mental health counselors and college student affairs professionals.

NICK ABEL

As a high school counselor, Nick Abel supervised interns for several years. “I was fascinated by their wide variety of skills and experience,” said Abel. “Rather than just having an impact at the end of their training, I became interested in teaching them from the beginning.”

Abel chose Minnesota State Mankato for two primary reasons. “I knew the program had a strong history of preparing counselors,” he said. “And I wanted a program that was accredited by CACREP.” Even after he was accepted into the doctoral program, Abel continued to work fulltime as a high school counselor. “The number one factor in being able to get through the program as quickly as I did, while continuing to work, was the mentorship of the faculty, particularly my advisor, Dr. [Richard] Auger. Before I stepped foot on campus he was asking me about my plan; we talked about things like course sequence, teaching experience, and my dissertation in my first semester.”

Now an assistant professor in school counseling at Butler University, Abel said the teaching experience he gained at Minnesota State Mankato was invaluable. “I started out co-teaching with faculty, where I learned to plan a course and prepare materials in a safe environment. Teaching independently as an adjunct faculty member helped me hone my teaching philosophy.”

KATELYN ROMSA

As a first-year college student, Katelyn Romsa thought teaching art was her calling. Her experience at Minnesota State Mankato’s Department of Counseling and Student Personnel (CSP) helped her find her true passions—students and the helping profession.

Romsa started her education career as a high school art teacher in Arizona. She now works as a faculty member in CSP, preparing graduate students to work in college student affairs.

Initially, Romsa came to Minnesota State Mankato to get her master’s in college student affairs. “When my master’s student internship gave me the opportunity to teach, I realized how much I missed it. That experience helped me decide to pursue my doctoral degree.”

While it was rigorous and sometimes felt overwhelming, Romsa said the curriculum helped her develop confidence in her ability to overcome obstacles. In addition, the course content was effective in preparing her as a professor. “Every class taught me skills that I now use on a regular basis,” she said. “There is a key term in every course description that I am putting to use now such as group counseling, supervision, theories of student development, and helping skills.”

Romsa is grateful for the twists and turns in her education and career that brought her to this place. “I remember moments teaching CSP 110: Decision Making for Career and Life, looking around the room feeling secure and happy and thinking this is where I should be,” she said.

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in the House Established in 2007, the counselor education and supervision doctoral program is one of only about 50 programs in the nation to have received accreditation from the Counsel for Accreditation of Counseling and Related Education Programs (CACREP). “There is a real possibility that in the near future, faculty in counselor education will need to graduate from CACREP-accredited programs,” said recent graduate Nick Abel. “We are at a real advantage having a program of this caliber in our backyard.”

MASAHIKO SATO

In Japan, students must choose a career by age 16. Changing your mind later is not really an option. As a high school student, Masahiko Sato chose the field of chemical engineering. “After working a couple years, I knew it wasn’t for me,” he said.

“Suicide and bullying have become increasingly common social issues in Japan. I developed an interest in the topics,” Sato said. “However, counseling is a western concept and practice. There are no counselors or psychologists in Japan’s schools. There are no university programs to prepare people for these careers.”

Sato came to the U.S. to pursue a degree in counseling. He earned his master’s degree and worked as a hospital staff psychotherapist. After a couple years, Sato applied to Minnesota State Mankato’s doctoral program in counseling education and supervision.

As a doctoral candidate, Sato investigated experiences of underrepresented groups working as supervisors in counseling. “Overall,” he said, “the field struggles to recruit people from racial and ethnic minority groups.”

In addition to research, Sato taught courses in counseling and student personnel. “The opportunity to teach really helped prepare me for my current position,” he said.

Sato works as an assistant professor in counselor education at Winona State University.

Armed with teaching experience and research expertise, he is poised to help other students from diverse backgrounds succeed as counselors in the field of mental health.

MARGUERITE OHRTMAN

With plans set on law school, Marguerite Ohrtman decided to earn a teaching degree to accompany an undergraduate major in history. However, her student teaching assignment changed her plans for law school; she discovered a love for teaching. After earning a bachelor’s degree from Iowa State University, she taught two years at middle- and high-school levels.

Ohrtman found she especially enjoyed the one-on-one interaction with students. She applied to the professional school counseling master’s program at Minnesota State Mankato— the alma mater of her mother and several uncles. “My first day in the program, I knew I wanted to go on to get my doctorate,” she said, smiling.

After earning her master’s, Ohrtman enrolled in a Ph.D. program in North Carolina. She maintained contact with Minnesota State Mankato’s CSP faculty mentors. Wanting to engage more with students, Ohrtman chose to return to her alma mater to finish her doctoral degree.

Like other CSP doctoral candidates, she worked full-time as a school counselor while pursuing her Ed.D. Ohrtman earned her doctoral degree from Minnesota State Mankato in May 2013 and now serves as the director of school counseling and the director of clinical training at the University of Minnesota. “In addition to teaching, the most valuable thing I took from Minnesota State Mankato was the skill of mentoring. I had wonderful mentors at Mankato, not just one person, but several people mentored me on different topics,” she said. “I try to recreate that now in my current position.”

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PHOTO BY DAN SMITH

A Community Through the collaborative generosity of donors, the College of Education awarded more than $145,000 through 101 scholarships to 70 students.

A scholarship awards dinner in September provided the opportunity for recipients and donors to meet. Scholarships and gifts to the College of

Anamarie Montoya, special education major, received the 2014 COE Dean’s Scholarship.

“The scholarships I received allowed me to devote more time to my education,” she said. Montoya is determined to learn as much as she can and aspires to follow in the footsteps of today’s donors. “I will use the tools learned at Minnesota State Mankato to give back immediately as a teacher and in

PHOTO BY DAN SMITH

the future as a donor.”

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of Support Education support student teachers so that they can be engaged in their schools without amassing large debt; allow students to participate in

Leading by Example In addition to teaching, COE

international community service and increase their global awareness; and

faculty routinely contributes to the

support faculty-student research that enhances the education profession.

profession through research. Here are a few highlights: ANNE DAHLMAN

Finding strategies for student success in higher education Dahlman is investigating strategies of postsecondary students’ academic engagement that support retention and degree completion.

Strategies examined are referred to as “High Impact Practices” and include programs such as study abroad, first-year seminars, capstone courses, internships, and experiences around diversity. Data from Dahlman’s research will be used immediately for institutional improvement locally and statewide.

JASON KAUFMAN, CANDACE RASKIN

Telepresence: democratizing the higher education classroom Kaufman and Raskin are conducting research on the use of telepresence—a combination of technologies that creates an environment simulating face-to-face meetings. “By allowing a class to synchronously work face-to-face across two or more distributed sites,” wrote Kaufman, “a professor may effectively engage in meaningful dialogue with students who are geographically disadvantaged.”

JENNIFER PRESTON

The experiences of homeless queer-identified youth Preston spent more than a year working with homeless queer-identified youth of color in Minnesota’s Twin Cities area. She asked the often-overlooked group to photograph their experiences then she compiled a book to share with others. Preston’s work continues as she documents participants’ reactions to the book.

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118 Armstrong Hall, Mankato, MN 56001

PHOTO BY DAN SMITH

As a first-year student at Mankato Teachers College in 1958, Bob Lykke felt unprepared. He needn’t have worried. More than 50 years later, he still feels great appreciation for the early professors who helped him to believe he could be a high-level learner. “That is what excellent teachers do—help students believe they are capable,” he said. In 2014, Lykke ’62, ’67 and his wife Mary ’61 established the Bob and Mary Lykke Student Teaching Scholarship at Minnesota State University, Mankato. Join us and the Lykkes as we continue to prepare great teachers who instill confidence in all students to believe they, too, can be high-level learners. For more information, contact Jeff Halbur at jeffrey.halbur@mnsu.edu.