College of Education, 2020-2021 in Review

A Publication for Friends and Alumni of the College of Education

COLLEGE OF EDUCATION 2020-2021 IN REVIEW

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Strategic Plan 2021-2026 VISION To be known for our quality preparation of educators, leaders and clinical professionals through a commitment to diversity, innovation, equity, identity, professional leadership, and dedication to access for each and every learner MISSION We are committed to excellence, impact, and continuous improvement VALUES •Collaborating within and across diverse contexts •Applying knowledge and skills to develop the potential of individuals •Leading for Excellence •Learning through inquiry, experience, and reflection to impact learning GOALS STUDENTS Provide an engaging, relevant, high-quality academic experience To instill inquiry, a passion for learning and best teaching practices FACULTY AND STAFF Develop environments, systems, and resources that support creativity, innovation, research, and scholarship COLLABORATIONS Build collaborative synergies with educational systems, organizations, agencies, learning communities and individuals RESOURCES Establish efficient, effective, and well-managed systems to maximize fiscal, human, and physical resources

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Actions that Impact STUDENTS 1. Enhance systems that support studentrecruitment and retention particularly of individuals from underrepresented groups 2. Foster student academic and professional growth 3. Use instructional strategies that respect and valuediverse experiences and perspectives 4. Provide timely and appropriate advising throughclear and consistent program communication 5. Maintain intentional field-based experiences withhigh-quality mentors and organizations 6. Faculty facilitate opportunities for students tobecome participants in research

COLLABORATIONS 1. Support faculty and staff to develop interdisciplinarycollaborative work across the university 2. Foster research collaborations among faculty andeducation students with school districts andeducation agencies particularly the Obama MagnetUniversity School 3. Develop partnerships that recruit and retaineducators from underrepresented groups withschools and family communities 4. Prioritize resources to support crossculturalcommunication and creative activity with theuniversity, regional community and professionaleducation partners 5. Enhance outreach and collaborative efforts with ourCollege alumni

FACULTY AND STAFF 1. Support faculty and staff efforts to maintain andimprove current academic courses and to innovatenew ones through current and alternate educatorpreparation routes and mechanisms 2. Recruit and retain more faculty and staff fromunderrepresented groups 3. Create conditions and secure resources to supportcreative activities, social networking, educationalpartnerships and new products or services 4. Establish seed funding and administrative supportfor creative activity particularly in educationalreform or systemic initiatives5.

Promote and disseminate research findings andnew initiatives that impact educational change

HUMAN AND PHYSICAL RESOURCES 1. Prioritize hiring decisions that support diversity, equityand inclusion goals and contribute to potentialprogram expansion 2. Enhance infrastructure and supports to transform highdemand areas into globally accessible programs 3. Support department chairpersons, programcoordinators and associated staff to receive training todevelop professional skills and leadership 4. Enhance technology-supported professionaldevelopment, learning, research and clinical workthrough dedicated spaces within the College ofEducation, and local public/private partnerships 5. Increase fundraising efforts that specifically supportstudent learning, faculty innovation and initiatives tosupport

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FEATURES

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The Challenges of Teaching in a Virtual Environment

We have come to view technology as a blessing, a miracle of our modern times. Its ubiquity is a testament to its astonishing popularity and scope of influence in our lives.

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Changing the World One Student at a Time

In the mid-60s, Cynthia McDaniels, then an eight grader, stood on the balcony of the Progressive Baptist Church of Berkeley, California, watching as Reverend Edward Stovall entered the church accompanied by a seemingly ordinary man.

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The Call to Education

The epiphany emerged gradually, slowly, in the form of a persistent voice.

Message from the Dean The College of Education Recognized for National Excellence Assistive Technology During Virtual Learning: An Opportunity to Model Davis Hall News New Programs

Reframing the Narrative of Black Boys Welcome New Faculty Graduation 2021

NSF Grants Southern a $1.4-million Grant to Increase Stem Teachers Streghtening Connnecticut's Library Community Faculty Excellence U.S. Secretary of Education Miguel Cardona Speaks on Campus Colloquium Series Taking Risks in the Name of Education

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DEAR ALUMNI AND FRIENDS...

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oday we live in a fragile and divided society locally, nationally and internationally. The last 18+ months have indeed been a struggle. Many of us continue to struggle. The pandemic has not just attacked us physically but mentally as well. It has challenged the way we communicate and for some has enabled forms of expression that at times has given me pause for thought.

I am not one to accept things for what they are without contemplating, questioning and reflecting. And I love just being in person as a social, “physical” human wandering around our beautiful campus or gazing out at the Connecticut shoreline and landscape molded by nature and us all around.

I have been an educator for over 25 years and as I transition with my colleagues into yet another wave of teaching and learning, I do not feel that we, as a community, are in a period of recovery but rather discovery and reflection. We might well be recovering from a sickness or losing a loved one but what we have seen this past year is a rapid exercise in the need to respect change and renewal in nature and in society.

For students this has been a challenging time to learn and at times, for them, just wrong.

For some being online has helped, for some, particularly very young learners who might have limited connectivity in their homes it has been catastrophically detrimental, which will be further exacerbated in our society for decades to come.

Teachers have had to rethink their profession and daily work routines. But as an educator, a well-prepared teacher is always ready

for change and adaptation and continuous improvement. But that requires an inner spirit and energy, and community support.

Administrators, leaders and elected officials have had to listen harder than ever.

I call on all of you to help guide us into this new era of teaching and learning as our College of Education delivers new programs and initiatives and enhances our continuing programs. As we build beyond our school systems to help educate communities both locally and globally we hope that you can see our identity grow and can help us exemplify new forms of impact on the art and science of teaching and learning.

Please do not hesitate in contacting me with your thoughts and ways of supporting our ongoing mission.

My very best wishes,

Stephen J. Hegedus Dean, College of Education

Southern Connecticut State University | 1

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College of Education Recognized for National Excellence

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he Council for the Accreditation of Educator Preparation (CAEP) has announced that Southern’s College of Education is one of 39 providers from 16 states and Puerto Rico to receive accreditation for educator preparation programs. The fall 2021 review by the CAEP Accreditation Council assessed Southern’s performance against nationally recognized standards that were developed to ensure excellence in educator preparation programs.

“CAEP is an extremely rigorous accrediting agency that relies on valid, timetested measurements,” said Joe Bertolino, president of Southern Connecticut State University. “To receive this affirmation of our programs’ excellence is incredibly validating – but to receive it without conditions is exceptional, and a testament to our commitment to providing the best academic experience we can to our future teachers and school leaders.”

Programs are often granted accreditation

EXCELLENCE IN EDUCATOR PREPARATION ACCREDITATION

provided additional evidence can be shown for meeting specific standards. Southern was not asked to submit any revisions or supplemental information.

“To receive zero conditions or areas for improvement is so unusual,” said Jane Gates, provost for Connecticut State Colleges and Universities. “It’s outstanding, really.”

CAEP is recognized by the Council for Higher Education Accreditation and was created by the consolidation of the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council. Approximately, 700 educator preparation providers participate in the CAEP Accreditation system.

“These institutions meet high standards so that their students receive an education that prepares them to succeed in a diverse range of classrooms after they graduate,” said CAEP President Dr. Christopher A. Koch. “Seeking CAEP Accreditation is a significant commitment on the part of an

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educator preparation provider.”

Stephen Hegedus, dean of Southern’s College of Education said he was “very proud of the dedication and hard work of the faculty and staff of the College of Education and associated departments.”

“It has taken many years to obtain this achievement,” Hegedus said. “To receive full accreditation with no conditions was a high expectation that I knew we could meet.

“I’m thankful to the many students, graduates and employers who met the accreditation team earlier this year offering testimony to the high quality of our programs. We are dedicated to continuing such commitment to excellence for years to come.”

Southern has been a leader in preparing Connecticut’s teachers, principals, and school administrators since the university’s founding as New Haven State Normal School in 1893. The College of Education’s alumni regularly receive high accolades at state and national levels, including 2016

National Teacher of the Year (and now U.S Representative) Jahana Hayes, ’05.

The College has also received major national grants to further its efforts to boost the ranks of teachers of color in K-12.

Recently, the National Science Foundation awarded Southern $1.4 million to help bolster science and math education in the state’s high-needs school districts by recruiting and training a diverse, highquality pool of STEM teachers.

Earlier, the College launched the Minority Educator Initiative, a project designed to increase the number of minority students pursuing a career in K-12 education by offering targeted scholarships and a high school mentorship program.

Southern Connecticut State University | 3

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e have come to view technology as a blessing, a miracle of our modern times. Its ubiquity is a testament to its astonishing popularity and scope of influence in our lives — it has become less a luxury than a necessity. Yet for all its benefits, when it comes to teaching grade schoolers, technology is a poor substitute for faceto-face interaction, collaborative learning, and, most of all, flesh-and-blood teachers.

When the Barack H. Obama Magnet University School opened on Southern’s campus on Jan. 7, 2020, it was impossible to imagine that it would shutter its building two months later. Citywide closures to prevent the spread of the COVID-19 virus sent administrators and teachers scrambling to pivot lessons online, and although the Obama School aims to integrate the latest educational innovations into its curriculum, no one could prepare it for an overnight transition from one mode of instruction to another.

“This has been a real learning curve for everybody,” says Principal Susan DeNicola, ‘86, M.S. ‘90, 6th Yr. ‘99. “Even for the people who were extremely tech savvy, this has definitely been a real shift in the way we were teaching prior to the pandemic.”

But teachers at the Obama School have more than adapted to the new setting; they have embraced it in an effort to advance the school’s mission to serve as a nationwide model in pedagogical practices. This includes an opportunity for Southern education majors to immerse themselves in experiential learning.

This year, however, student teachers Justin Pelazza, who will be graduating with an M.A. in teaching, and Haley M. Dattilo, an undergraduate in early childhood education, have had to fulfill their student teaching requirements “without ever setting foot into a classroom with students,” as Pelazza puts it.

While both Pelazza and Dattilo are permitted

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THE CHALLENGES OF STUDENT TEACHING IN A VIRTUAL ENVIRONMENT Student teachers reflect on a new post-pandemic teaching modality

to teach live from empty classrooms, it was a different story back in March; teachers simply posted assignments online and expected students to complete them.

“We couldn’t get a handle on what was happening then, but once we became live in September we got a chance to see the kids’ faces,” says DeNicola.

Of course, live instruction brings with it a new crop of challenges. In the first weeks of school, students spent time familiarizing themselves with the features available on Google Suite and Google Classroom, their new homeroom, so to speak.

“It was a lot of teaching them how to do simple tasks, like copying and pasting or creating and resizing a text box,” says Pelazza, whose fourthgrade class had no trouble operating a computer.

Although logistics may burrow into class time, Pelazza admits that, generally speaking, lessons tend to move at a slower pace online. Not only must he toggle among four separate devices, he now spends twice as long getting through mini-

lessons as he would in a traditional classroom setting. That is, a 10-minute lesson may now take up to half an hour.

That’s just the beginning. There’s also the inevitability of distractions now that students are grounded at home and the question of how to ensure their focus remains on the teacher.

“It was very challenging to keep [students] interested in what we were doing because they had more unrestricted access to the Internet and got distracted by what was going on around them,” according to Dattilo, who student teaches kindergarten and third grade.

This potential for distraction is mainly why teachers like to use interactive online tools to keep students engaged throughout the day. Each morning students log into their Google Classroom accounts and check a digital notebook displaying their schedule for the day, complete with links to assignments and various activities. Sometimes these links direct them to sites such as Padlets, Southern Connecticut State University | 5

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an online notice board; DreamBox, which incorporates math lessons into games; or Epic, an extensive digital library. “We use a variety of different programs to supplement the education in all areas of the curriculum,” says DeNicola.

Online learning resources also provide ways for teachers to give incentives to inattentive students.

For instance, Peyton R. Northrop, ‘20, who student taught at the Obama School last spring and later subbed for fourth grade, says the most obvious sign her students were slacking was when they kept their cameras off. In turn, she decided to use a reward system to motivate them—if they handed in their work on time, then they would each earn ‘Dojo Points.’

“Kids would earn points toward a goal. Before the pandemic we would watch a movie or maybe have a pajama day. When we went virtual, we did little things, like play trivia games on Kahoot! at the end of the week,” says Northrop, who was recently hired as a pre-K teacher assistant at the school.

As one would expect, preschoolers and kindergarteners require a less rigorous approach to online learning. Their school day is broken up into smaller, more manageable chunks, and, unlike older students, they mainly rely on weekly packets and crafts sent to them by their teachers.

“Because we’re not there with them, they cut and paste, draw pictures, and now they’re learning to write sentences and sound them out,” says Dattilo. “They don’t know that in kindergarten you’re supposed to come into the class and sit on the carpet.”

The amount of time students spend sitting in front of a computer is based on grade level.

Preschoolers and kindergarteners assemble for their morning meeting, go off to work asynchronously, and then return for their next lesson. They’re on and off all day. Older children break off for lunch and recess, but they’re on until their 2:45 p.m. dismissal. Always there is a teacher available during breaks to address questions and offer additional support.

Sadly, remote learning is not as easy as firing up Google Meet and switching on a webcam — with students’ home lives flashing through a screen, there is also the legal matter of privacy. “Once you become live in a classroom, you’re seeing into students’ homes, and they’re also seeing into yours,” says DeNicola. “We had to make sure that, legally, everything was being done correctly.”

Teachers completed a Mandated Reporter Training at the beginning of the school year to

learn about ways to report suspicions of child abuse or neglect. “When we are virtual, it is a window into our lives, but it’s good to have that background knowledge on their home lives,” says Northrop.

It is amid challenges, however, that a sense of community grows. The relationship between parents, who have been crucial in their children’s education, and the Obama School has been greatly strengthened, says DeNicola. Teachers, as well as student teachers, have been handling the conversion to digital format gracefully, and, as DeNicola points out, the experience is preparing student teachers to thrive in any environment.

The ultimate blessing in disguise, though, may be that the pandemic struck at a time when our society enjoys a high level of technological sophistication.

“We made sure that every student had a device, whether it was an iPad or a Chromebook. The district even provided hotspots and Wi-Fi,” says DeNicola.

Of course, students at the Obama School seem to be adapting equally well, if not better, to the changing times. Roughly ten percent of the student population is absent daily—a number that mirrors pre-pandemic attendance rates. “Growing up in such a tech-fluid world, I think our generation was better prepared for it and was able to readily incorporate more tech into their lives,” says Northrop.

The days of traditional education may not yet be behind, but innovation is certainly on the rise. ■

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Left to right: Susan DeNicola, Principal of The Obama School; Peyton Northrop '20, teacher at Obama School; Justin Pelazza, SCSU graduate student, elementary education; and Haley Dattilo, current SCSU undergraduate

➢

How to know BOMUS is right for your child?

☑ Your child is interested in expressing new learning through hands-on activities that allow students to build and create. ☑ Your child wants to be a culturallyaware community member by learning how to communicate in Chinese and American Sign Language. ☑ Your child loves to investigate questions to realworld problems and use the latest technology, including robotics, to develop solutions.

Even for the people who were extremely tech savvy, this has definitely been a real shift in the way we were teaching prior to the pandemic

To learn more about the Barack H. Obama University School, visit https://www.newhavenmagnetschools. com/index.php/bomus

Southern Connecticut State University | 7

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Changing the World One Student at a Time

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Dr. McDaniels discusses her experience as a moderator and lifelong commitment to social justice

n the mid-60s, Cynthia McDaniels, then an eighth grader, stood on the balcony of the Progressive Baptist Church of Berkeley, California, watching as Reverend Edward Stovall entered the church accompanied by a seemingly ordinary man. Silence fell over the congregation. The man sat quietly behind Rev. Stovall, a sign of respect. When he stood up to address the congregation, the man spoke with authority and dignity, relating matterof-factly the events that skyrocketed him to the forefront of the Civil Rights Movement and garnered him significant media attention.

Rev. Martin Luther King Jr. confessed that he’d never intended to become a civil rights leader, but that he’d been chosen by virtue of his ministry as an official spokesperson. We do not always select our battles, he said, but we choose how to fight them. McDaniels listened enthralled as Rev. King alluded to his now famous “Letter from Birmingham Jail,” which she would read in one of her college courses years later: “Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue.”

A native of Oakland, California, McDaniels was raised by a hard-working single mother in an integrated cul-de-sac on Genoa St. As a child, she exhibited a precocious talent for learning and manifested a budding spirit of social justice. She would often put herself at

the service of others by eagerly offering to babysit for family and friends, volunteer as a candy striper at Alta Bates Hospital, or to clean for elderly neighbors. When her mother was struck by a car and spent a year in the hospital, McDaniels stayed with her uncle in Vallejo, California, where she attended a middle school mainly made up of upper-middle class white students. Here McDaniels confirmed what she suspected to be true: the duality in education persisted, a clear-cut boundary drawn along racial lines.

It is hard to pinpoint the exact moment in time that solidified McDaniels’ commitment to social justice—perhaps it was the bevy of civil rights leaders whose words galvanized a younger generation into nonviolent direct action.

Perhaps it was her years as an undergraduate at the University of California, Berkeley which instilled in her the confidence to create meaning in a world clamoring for it. Or perhaps it was the time she traveled to apartheid Southern Africa with the Peace Corps to share her curriculum development skills and improve education for African children. McDaniels recalls that when she arrived in South Africa, the white volunteers she’d met in Chicago, and travelled with to London and Nairobi, refused to get off the plane with her. She writes in her upcoming memoir, Cultural Misfits: “In a few short minutes, I had watched several developing friendships wither away, had seen the bond developed by our shared mission to southern Africa crumble under the weight of apartheid.”

McDaniels was not deterred. Instead, she cast

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Southern Connecticut State University | 9

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her mind back to the black American leaders who influenced her—Martin Luther King Jr., Angela Davis, Malcolm X—and summoned the confidence to walk off the plane and through customs alone.

“It seemed as though [Rev. King] himself returned to give me spiritual guidance,” she confesses.

Decades later, McDaniels, now the chairperson of Educational Leadership & Policy Studies, has taken the fight for racial equality to the virtual sphere. Since last October, she has been comoderating the new colloquium series with Dr. Stephen J. Hegedus, dean of the College of the Education.

The idea of the virtual colloquium—a conference at which guests speak about a related topic—germinated in the wake of the death of George Floyd and the wave of protests that broke out across the nation in response to it. Dr. McDaniels, who addresses diversity, inequalities, and racism from multiple perspectives in her educational foundations course, decided to join in the choir of voices demanding an end to racial inequality.

“We saw what happened to George Floyd and others, and I was looking at how all these corporate people issued a statement that they’re committed to social justice,” she says. She spoke with Dean Hegedus about ways to reach more people and increase the level of awareness.

“We thought of having an event that engages academic leaders, scholars, and educators who are having a broad impact on our educational systems at large,” Hegedus says.

“With this new virtual modality, our hope is to reach out to our friends and particularly our alumni to showcase the many ways in which the College of Education is advancing our commitment to social justice.”

McDaniels views the colloquium as an opportunity to educate the public about the lived experiences of minority people.

“We came up with the whole idea of a colloquium given the situation that was confronting our nation, and the fact that so many people needed to be educated about the black experience,” says McDaniels. “We need to ask ourselves: what do we need to do in our educational system?”

A renewed interest in racial awareness is at the core of education today and is fundamental to what McDaniels terms “difficult conversations.”

To have these difficult conversations is to give voice to themes that face educators and our

"Nonviolent direct action seeks to create such a crisis and foster such a tension that a community which has constantly refused to negotiate is forced to confront the issue." society; it is to orient oneself in the shifting political landscape and to lay the foundations for the advocacy that will indubitably follow. The colloquium, however, is not merely an occasion to converse, as the etymological root of the word denotes, but to problem-solve, to offer dynamic solutions, and to improve educational experiences for students, teachers, and leaders.

The colloquium is, ultimately, an ongoing conversation complete with resources to keep the themes alive. It is, in other words, a starting point for “nonviolent direct action.”

To achieve this end, it was decided that, instead of having a panel discussion with participants sharing their views, each colloquium would be limited to no more than four keynote speakers, all of whom were carefully selected for their unique insights into educational systems today.

“What others are doing is good because they’re having conversations which would never have taken place, but we’re also good at this,” McDaniels says. “As educators, we’re taking the full capacity we have to educate and using effective strategies that we know well.”

Indeed, educators and leaders who, like McDaniels, seek to interrogate and dismantle structures of power are spearheading the campaign to reform education from within and actualize the vision of equality dreamed by dozens of activists before them.

“Even in your classroom, you can’t change the world, but you can certainly help one student at a time,” McDaniels says.

All that’s needed is a nudge towards nonviolence direct action. ■

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Superintendent of Miami-Dade Public School Counties Alberto Carvalho and Congresswoman Jahana Hayes took place on Friday, April 23.

The colloquium series was co-hosted by the College of Education and the Office of Alumni Relations. To watch past colloquia and access resources, visit: SouthernCT.edu/Education/Colloquium

Southern Connecticut State University | 11

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Sea r c h Assistive Technology During Virtual Learning: An Opportunity to Model By Dr. Lauren Tucker

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ssistive technology (AT) is defined in the Individuals with Disabilities Education Act (IDEA) as any item that “increases, maintains, or improves the functional capability of a student” (IDEA, 2004). When focusing purely on the definition of AT and applying it to the challenge of virtual learning for many students with disabilities, a variety of tools are revealed as critical aspects of this new learning modality. In this unprecedented pandemic, teachers are consistently learning new tools and navigating foreign platforms and activities along with students, and it is natural to feel vulnerable, like we are stepping off the edge of a cliff, unsure of where it will take us.

Think of a scene in Indiana Jones in which there seems as if there is no way to get to the other side. But if we take a chance, a path is revealed. Once we take the risk, we can discover the path to accomplishing our tasks, just as Indiana Jones did. Most importantly, we must model the way for our students, so they don’t feel the same sense of worry as the path reveals itself.

We have an opportunity as teachers to model the use of built-in assistive technology to support the pandemic learning for our students now and impact their future use. Since many schools utilized Google or Microsoft platforms, I’ll focus on options within these two.

Built in Accessibility for Reading

The majority of the academic tasks our students need to complete require some aspect of reading—maybe they only need to read the assignment directions or they have to read an entire story to complete the task. However, many of our students encounter an immediate barrier with the need to read, especially those with reading challenges and ESL learners. While reviewing our expectations or an activity for students, we can model how to use text-tospeech; that is, the computer reads text aloud.

We can script out loud to our students what tool we are using and how it helps us to listen to and

GO understand the text. Google and Microsoft both have options to do this for free. The Chrome extension Read and Write for Google, by Texthelp, will read any text out loud for the user. It will simultaneously highlight the sentence and word while it is reading them.

On the Microsoft platform, Immersive Reader is built into Microsoft products. In Microsoft Word it can be accessed under the “Review” menu, where there is a “Read Aloud” option. This feature can also be a great editing tool. Students can listen to their typed work before submitting it to a teacher or printing it out.

If students are working in Microsoft Teams or OneNote, they can also access the Immersive Reader under the “View” menu.

Modeling how we use these tools teaches our students where and how to access these necessary supports. Many students are also experiencing increased challenges with inconsistent routines, learning environments, and new tasks. I have found that many students are benefiting from increased options and supports to remove additional barriers to their learning. To complement removing assignment obstacles, facilitating executive functioning supports is also a perfect use of tools as assistive technology.

Executive Functioning Supports

As a professor and mother, I had to level-up my organizational game during virtual and in-person teaching and learning hopscotch. Similarly, our students are experiencing the same disorientation, challenges, and worries. I have found that increasing the executive supports available for my students helps me stay organized and improves their performance.

Microsoft To Do has integration with Outlook Calendar and Microsoft Teams so you can create aList for your class and share it with students, paraprofessionals, or parents. You can add files to tasks, reminders, and/or repeat a task.

Similarly, Google Forms has Google Keep which is also a task or to-do list. Google Keep allows you to also share specific lists with others, set reminders and alerts. I usually create a class task list with cues

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Left to right: Dr. Lauren Tucker, assistant professor of special education; Lindsey Zanchetti, 6th Yr.; Anne Munkenbeck, M.S. '22; Eva Balich, M.S. '22; Natalie Caldwell, '20, M.S. '21; Jon-Erik Newell, '10, M.S. '22; and Kelly Erazmus, '18, M.S. '22. referencing the assistive technology tools within the task to remind students when they can access tool to remove barriers.

One of the features I love most about Google Keep is the ability to open a side bar with Google Keep while working in a Google Document on the left and a Google Keep note with a reminder of the R.A.C.E.1 strategy on the right. Students can also drag and drop information from their Google Keep directly into their Google Document.

or improve the functional capability of a student” (IDEA, 2004)—be it in virtual or on-the-ground learning. Assistive technology and universally designed tools are beneficial for all students, but vital to success for some. We can help reveal the path of implementing these tools within their learning. ■

Long Term

Although we are teaching and learning in extreme circumstances right now, we can create long-term routines and strategies to impact accessibility and learning. Universal access on platforms is increasingly built-in and transparent. Given this increased access, all students, regardless of ability, can harness the use of this technology to facilitate learning. We can utilize these features available to all students as technology to “increase, maintain, 1. R.A.C.E. is an acronym for restate the question, answer the

question, cite evidence, and explain evidence.

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DAVIS HALL NEWS

Fa st F a c t s. 202 0- 2021

•

32 %

increase in College of Ed Graduate enrollment over the past two years (Fall 19 – Fall 21)

21

•

% of students enrolled in the College of Education for Fall 2021 are Hispanic or African American. This is a six percent increase since Fall 2018.

•

% completion rate for all teacher preparation programs.

•

85

44 %

of students are Pell eligible.

64

•

% of students ever have made the Dean's List.

•

% employment rate for graduates with advanced licensures.

•

85

86 %

passage rate on state licensure exams for initial programs.

$1.4 million

• a grant will add 30 full-tuition scholarships for future teachers in the STEM disciplines, provided they plan to teach in high-need school districts for at least four years after graduation.

■ New Academic Advising

Center Opens in Davis Hall The College of Education has a new Academic Advising Center (AAC). This is part of a three-year implementation of the Academic Advising Centers in all of the schools and colleges across campus. Dr. Judy Terpstra, professor in the Department of Special Education, is the faculty coordinator for the College of Education's Academic Advising Center. The Academic Advising Center also has a full-time professional advisor, Emily Cole (pictured above). Emily and Dr. Terpstra have been working together through the summer and fall semesters to get the AAC up and running, including meeting with all the departments, chairs, coordinators, students, and advisors.

MORE ABOUT ACADEMIC ADVISING CENTERS:

Inside.SouthernCT.edu/advising/academicadvising-centers

MO

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NEWPrograms

Advance Your Career.

■ M.S. in Curriculum and Instruction The Department of Curriculum and Learning is starting a new MS in Curriculum and Instruction in the fall. This newly approved MS is intended for those who already hold their teaching certification. The new MS is 30 credits, or 10 courses. Five of the courses are core courses that all students take. Among these five is a brand-new course, EDU 563: Teaching for Equity and Justice, which all students in the program must take. Students can also choose from six concentrations: STEM, Digital Teaching and Learning, Language, Literacy, and Culture, Science Education, Elementary Education Curriculum, and Equity and Justice in Education.

MORE AT:

SouthernCT.edu/academics/curriculum-andlearning/programs

■ M.S. in Applied Behavior Analysis Applied Behavior Analysis (ABA) is a science of learning and behavior. The focus of ABA is on the relation between an individual's environment and his/her behavior in real-life situations. Research has identified consistent laws of learning and behavior that form the core principles of behavior analysis. By examining and understanding these principles, changes can then be made to help individuals experience more success in their daily activities.

At Southern, all of the ABA programs run on a cohort system, whereby new students are accepted every three months, move through the coursework together, graduate together, then a new group begins. The next cohort will be starting in the Fall of 2022 and already have a number of interested candidates.

MORE AT:

SouthernCT.edu/asd-center/services/abai

■ Ed.D in Counseling Education & Supervision

The Department of Counseling and School Psychology is proud to announce their new doctoral program in Counseling Education and Supervision. The Counseling Education and Supervision doctoral program (CES Ed.D) is aiming to a national need for CACREP-accredited doctoral programs in counselor education and supervision, and at the same time the CES Ed.D will also serve a specific need for such programs in the New England region.The doctorate in counseling education and supervision offers three tracks: counselor education, clinical counseling and supervision, and leadership and management. The admissions process has begun, and our first student cohort will begin classes in summer 2021.

MORE AT:

SouthernCT.edu/program/counselingeducation-and-supervision-edd

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Reframing the Narrati ve of Black Boys

Dr. Nicole Madu researched how Black boys' experiences are affected and shaped by Black male teachers.

The idea for Nicole McGowan Madu’s doctoral dissertation developed out of her experience as a kindergarten teacher in Detroit, when her gut told her something wasn’t right systemically. “I was disappointed with the ways we were encouraged to manage Black children [with harsh discipline], especially boys. I knew I needed to look into how to make schooling a better experience for them,” Madu says.

Madu, now a professor in the Early Childhood Education department at Southern Connecticut State University, moved to the East Coast determined to study how Black boys experience school, more specifically, how their experiences are affected and shaped by Black male teachers. Madu knew her gut instinct — that Black boys lack positive male role models — was right when “it took me a year and a half [just] to find Black male teachers for the purpose of my study.”

While attending graduate school in New York City, Madu completed months of classroom interviews and observation of school children between ages five and eight. Her dissertation, which she completed May 2021, examines the ways in which Black youth and schools would benefit from promoting

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"We push Black boys into manhood earlier. They aren’t given the chance to make mistakes. They need that freedom to try harder. Black boys need to be able to be themselves and still feel valued."

more positive learning environments for Black boys, as well as the importance of recruiting teachers who view their teacher identities as being connected to role modeling and the empowerment of Black boys.

“The biggest thing I took away was the importance of showcasing affection [like hugs, high-fives and positive, encouraging messages] and letting children make mistakes in the classroom,” Madu says. “We push Black boys into manhood earlier.

They aren’t given the chance to make mistakes. They need that freedom to try harder.

Black boys need to be able to be themselves and still feel valued.”

Madu and her research were recently featured in an article in the New Haven Register, “SCSU prof: Black boys need male Black teachers who share positive messages” by Pam McLoughlin. ■

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Welcome New Faculty It is pleasure to welcome Dr. Ebony Perouse-Harvey to the College of Education. This fall she will begin a tenure-track appointment as assistant professor in the Department of Special Education. Dr. PerouseHarvey is a graduate of the University of Michigan’s School of Education with a specialization in teaching and teacher education. In addition, she holds a master’s degree in special education and a J.D. She is also a New York University Steinhardt Faculty-First Look Scholar and a University of Michigan School of Education Diversity, Equity, and Inclusion awardee. Dr. Perouse-Harvey's main research interests and teaching practice centers around the creation of professional development that support both special and general educators in recognizing the impact of the intersectionality of race, class, gender, and (dis)ability in their classrooms and special education practices during the referral, support, and transition phases of the special education process.

Distinctive to her scholarship is use of critical frameworks to assist pre-service teachers in analyzing inequities within special education and providing practice-based opportunities that incorporate reflection with individually scaffolded support over time. Her dissertation, entitled "Speaking Up for ALL Kids: Developing Pre-Service General Education Teachers as Advocate through Critical Coursework and Simulated IEP Meetings," explored the ways preservice teachers enact practices that perpetuate or disrupt inequity in their interactions with students of color identified with (dis)abilities and their families using in-person simulated individualized education program meetings.

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New College of Education Faculty Meet Dr. Denver Fowler

Q: What is the biggest research question on your mind right now?

Dr. Denver J. Fowler currently serves as the chairperson and associate professor of Educational Leadership and Policy Studies.

Q: What were you doing before coming to SCSU? DF: Prior to arriving at SCSU, I served as the chair of the doctor of education program, professor of PK-12 educational leadership, and interim dean of the School of Education at Franklin University.

I've also held appointments at The Ohio State University, California State UniversitySacramento, the University of Mississippi, Bowling Green State University, and University of West Florida, respectively.

Q: What is your vision as a chairperson for the Department of Educational Leadership & Policy Studies?

DF: As the incoming chairperson, my overall vision for the department is to ensure our programs are the best and most innovative in the state and region. In essence, when prospective students across the state are determining where they want to complete their Ed.D., Sixth-Year Certificate, and 092 or 093, I want them to think of our College of Education and the programs offered within our department. We will aim to do

Dr. Denver J. Fowler

this through a number of initiatives, including, exploring the possibility of offering additional modals of our programs and courses (face-to-face, hybrid, & online), exploring additional options for the dissertation (e.g., dissertation in practice in addition to a traditional dissertation), and ensuring our courses are directly aligned with the most recent extant literature, best educational leadership practices, and, as always, the most recent educational leadership/ technology standards. We aim to prepare the folks who will lead all of the other graduates coming out of the College of Education. I feel a great responsibility to ensure our programs are effectively preparing school leaders who will “hit the ground running” and go on to successfully lead all stakeholders, including students, staff, parents, community members, and business owners.

DF: Selfishly, the biggest research question on my mind right now is my research. Generally speaking, my research is focused on educational leadership (namely research on the superintendency & principalship) within the PreK-12 educational setting.

More specifically, my research is focused on: (1) ethical school leadership — investigating the ethical leadership perspectives of school leaders and how they vary according to district characteristics and leader demographics; (2) leading for equity in schools — examining how school leaders effectively lead for equity, equality, social justice, inclusion, and multiculturalism in schools; and (3) 21st century school leadership — exploring how school leaders successfully use educational technology (including social media) in schools to support classroom instruction, professional development, and stakeholder engagement. ■

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y New College of Education Faculty Meet Dr. Nicole Madu

developing. Too frequently, Black children are not afforded second chances within classrooms across the country. Both teachers featured in my study expressed love and affection towards Black boys especially when they needed a little extra support. We have been living in unprecedented times during the COVID-19 pandemic and I do believe that we need frequent reminders to treat each other (particularly our children of color) with extra kindness and care as we work forwards navigating the unknown future of education.

Dr. Nicole Madu joined the COE as an associate professor of Early Childhood Education in the Department of Curriculum and Learning.

In 2020, she graduated from Teachers College, Columbia with a Ph.D. in education. Her dissertation is titled '"I am a much bigger version of you:' Exploring the Relationship Between Black Boys and Black Male Teachers in Early Childhood Education."

Q: What were you doing before coming to SCSU? NM: I am a teacher from Detroit, Michigan. Teaching young children is truly a passion of mine and I have experience working with students from kindergarten to second grade. I completed my doctorate studies at Teachers College, Columbia University and during this time I also provided coaching and instruction to novice early childhood educators in New York City. Prior to coming to SCSU, I worked with novice early childhood educators in New York City, as I completed my studies at Teachers College, Columbia University.

Q: What is the biggest research question on your mind right now?

NM: I am interested in learning more about how to attract more

Dr. Nicole K. Madu

Black men into the field of early childhood education and also how to ensure Black men feel supported within this field. The two teacherparticipants of my dissertation started to touch on these ideas and I’d like to continue to learn more.

Q: In your dissertation, you examined the relationship within early childhood classrooms between Black male teachers and Black male students.

Could you share a finding from your research that you think is applicable to social justice and social movements both on campus and abroad?

Q: What is your teaching philosophy?

NM: My teaching philosophy is grounded in creating an environment where students feel loved, respected, appreciated, and a part of a larger community.

I always aim to instill a sense of a classroom family where both teacher and students learn with and from each other. In doing so, I strive to uplift every student, highlighting individual differences and implementing culturally relevant and responsive practices. ■

NM: From my observations and interviews of Black male teachers working with Black boys in early childhood education, I was motivated and reminded that all children deserve safe spaces for making mistakes, as this is a key aspect of learning and Southern Connecticut State University | 19

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NSF Awards Southern a $1.4 Million-Grant to Increase STEM Teachers in High-Needs School Districts Dr. Carrie Sherwood secures a $1.4 million-grant to award scholarships.

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n fall 2019, Dr. Carrie Sherwood, assistant professor of curriculum and learning and coordinator of secondary science education, conceptualized of a grant to bolster STEM education in Connecticut. She did not know that a pandemic and the birth of a child later, she would be receiving much-anticipated news: the National Science Foundation had awarded Southern a five-year, $1.4 million grant to recruit diverse, high-quality, culturally responsive secondary STEM teachers.

According to Sherwood, Connecticut is in dire need of hiring qualified math and science teachers, especially in undeserved school districts. “People who are teaching math and science in those districts are often teaching out of field,” Sherwood said.

Even job listings reflect this need: math and science teacher jobs are always available and take longer to fill. “The goal is to fill that need in the state to put more math and science teachers who are highly qualified to do the work,” Sherwood said.

University data reports that, between 2017 and 2019, 46 students received either a bachelor’s or master’s in chemistry, but only one pursued a 7-12 teaching certification.

Similarly, out of 30 physics graduates, only two became certified teachers.

The Robert Noyce Teacher Scholarship Program intends to address this imbalance in education by supporting 30 full-tuition scholarships covering expenses for SCSU students in their final two years of college. The scholarship, however, is conditional: recipients must agree to teach in school districts that

cater to a traditionally underprivileged student population for at least four years after graduation. The NSF designates districts as “high need” based on the following criteria: 50 percent of students are eligible for free or reduced lunches, more than 34 percent of teachers do not hold degrees in the academic field in which they teach, and teacher attrition rate is 15 percent or more.

In addition, the grant will also cover fees and provide each recipient a $800 stipend to be spent on books and supplies. Candidates must maintain a 3.0 GPA or higher, be a science or math major, and be admitted to the College of

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Education’s teacher preparation program.

Southern is partnering with Gateway Community College (GCC), New Haven, Hamden, and Meriden school districts, and even a regional education service center.

“We intend to recruit students from the community colleges, especially Gateway,” Sherwood said. “And we hope to place student-teachers in this program in the New Haven, Hamden and Meriden schools, where they would gain valuable experience.”

Susan Spencer, academic coordinator of mathematics at Gateway and Co-PI to Sherwood, is tasked with identifying potential high-achieving math and science students at Gateway who might not have considered education as a possible career path. The goal is to encourage them to apply to Southern and the College of Education simultaneously in order to qualify for the scholarship.

“The teachers developed through this program will be an essential element of this pipeline as they will inspire and lift up the next generation of STEM students from backgrounds that are traditionally underrepresented in these fields,” said Spencer, ‘99, M.S. ‘05.

Dr. Stephen Hegedus, dean of the College of Education and a renowned researcher in mathematics education, is hopeful about the

Dr. Carrie Sherwood

impact of the program on schools in the community.

“This will allow us to recruit and support students into STEM teaching, as well as support them during and after they complete their teacher preparation programs,” Hegedus said.

Gateway CEO William Terry Brown looks forward to seeing a new generation of problem-solvers emerge from this project.

“With all the scientific and technological advances and challenges that face us today, we need dedicated, creative teachers more than ever to inspire our children to develop new technologies, develop new solutions, and explore the mysteries of our natural world,” Brown said.

Recruitment will begin in earnest this fall, but the 30 recipients will not be chosen all at once. The first cohort of students is expected to begin the program next spring. Additional cohorts will be selected in subsequent years. ■ (Anyone interested in applying for the program can contact Carrie-Anne Sherwood at sherwoodc4@southernct.edu).

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Tai Olasanoye, '04, M.S. '17, offers a personal account of his road to becoming an educator.

T

he epiphany emerged gradually, slowly, in the form of a persistent voice. Sometimes this voice is described as loud and clear, summoning the hearer to take up his life’s mission. Others describe it as a gently commanding whisper.

Tai Olasanoye, '04, M.S. '17, simply ignored it.

He heard it as a kind of humming and felt its magnetic pull, but he didn’t wonder at it. It was too ironic to even entertain the possibility of what it wanted him to do, but the more he ignored it, the more it pestered him.

As a native of Hartford, Olasanoye had been, as he put it himself, a “feral, reckless youth” from the inner city. He didn’t like school, roamed the streets, and disregarded authority.

He had a habit of instigating fights to settle scores, even if there was no score to settle, and rubbed elbows with felons. Education was the farthest thing from his mind, though his father, a stern Nigerian immigrant, would often demand he read and study.

“I was like, ‘Why are you always asking me about studying? Who cares about that? Why is that so important?”’ Olasanoye says.

At the time, Olasanoye, still young and reeling from his parents’ divorce, didn’t understand the power of education and the constellation of possibilities that it maps out. He barely graduated from high school, scraping by on Cs, Ds, and Fs, and could never maintain the minimum GPA to qualify for the football team. Instead, he dabbled in underage drinking and drugs, the lawlessness of the streets appealing to him more than anything the classroom had to offer.

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Olasanoye spent a couple of years in this manner, just “hanging out,” as he describes it, but even that lost its luster over time.

When he finally sat down to examine his life, he quickly concluded that he needed to change the trajectory of his future.

His sisters were all in college; childhood friends had either met violent deaths on the streets or were serving prison sentences; and Olasanoye realized he was on the fast track to nowhere.

“When I saw my friends go to jail, I started to ask, ‘What am I doing with this?”’ Olasanoye reminisces. “This can’t be like this; there’s got to be more.”

Bad grades and behavioral problems, however, ended up eroding people’s confidence in Olasanoye’s academic abilities. Most of his closest relatives and friends did not think he had the drive to go through with college. “When I told my mom I wanted to go to college, she laughed at me,” he says, hurt creeping into his voice. “She laughed.”

His mother’s sneering dismissal ultimately cinched Olasanoye’s decision to enroll as an undergraduate student at Southern in the early 2000s. “It might be for all the wrong reasons that I went to college, but I wanted to prove them wrong,” he admits.

Once at Southern, Olasanoye struggled with classes and was eventually put on academic probation. At the end of each semester, he’d talk himself into quitting, certain that he’d made a mistake. This went on until the start of his junior year when Olasanoye’s friend, who lived in his dorm, reminded him that he had only a handful of semesters left—hardly worth the trouble of quitting. On the other hand, whenever he confided his insecurities to his mother, she would insist that he come home. But Olasanoye didn’t go home; it would feel too much like a defeat.

“As an athlete, I never considered myself

I didn’t have a Black male teacher until I got to college. I never saw becoming an educator as an option for me.

a quitter, so I looked at this as a challenge to myself,” he says with a sheepish grin on his face. His friend’s reality check, coupled with a desire to silence his naysayers, prompted Olasanoye to buckle down and raise his GPA to the minimum required for graduation.

Finally, Olasanoye accomplished what he set out to do—he walked across the stage on Commencement Day, a B.A. in communication to his name. With a diploma in hand and a stronger sense of self, Olasanoye set out on the first leg of a journey that continues to this day—he packed up his bags and headed south to Florida.

In Florida, Olasanoye drifted in and out of insurance and customer service jobs, hoping the change of scene would help him collect his thoughts and try “to find [his] way.” It only reinforced what his inner voice had told him to be true but he had denied for so long. “I wanted to get my master’s degree in special education,” he says. Shortly after, he returned home to Connecticut and made his way back to Southern—of all places.

One afternoon, as he wandered Davis Hall on the Southern campus, he ran into Dr. López-Velásquez, associate professor of special education and coordinator of undergraduate programs. Olasanoye was lost, and Dr. López-Velásquez, who had been passing by, stopped to offer him assistance.

Relieved at seeing a friendly face, Olasanoye soon jumped at the opportunity to ask about

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Left to right: Moses Olasanoye and Lucia Adenika, Tai Olasanoye’s parents; Nya Cohen, Olasanoye’s niece; Tai Olasanoye, M.S. '17, English teacher at Innovation Charter High School; Dr. Kara Faraclas, chairperson of special education; Dr. Kimberly Bean, graduate coordinator of special education; and Dr. Angela López-Velásquez, undergraduate coordinator of special education

the process of becoming a certified teacher.

This was to become a turning point in his career.

“She guided me through the first steps,” he says. He later met Dr. Faraclas, chairperson of special education, and Dr. Stephen Hegedus, dean of the College of Education. Olasanoye credits all three for his subsequent success in the education program and his 2016 nomination to the Dean’s Student Leadership Group (SLG).

Each cohort in the SLG is selected for its outstanding personal and academic qualities, as well as for demonstrating leadership skills both on campus and in the community at large.

“I can’t put into words what these people mean to me. They were they every step of the way, laying out the path for me to do this,” he says.

Southern plays an equally significant role in Olasanoye’s academic and professional growth. He says that his training at Southern has made him a viable candidate for the workforce and a strong graduate school applicant. “I wouldn’t be in a situation where I get to have my dream job and my dreams fulfilled if it weren’t for my professors and Southern,” he says. “I’ll always be Southern strong.”

Over two decades to the day since he began his undergraduate studies, Olasanoye, now an English teacher in charge of his own classroom, chuckles at the irony of it all. “I hated school when I was a kid, and I ended up working at a school,” he says.

When asked why he wanted to become a teacher, Olasanoye answers without missing a beat: “I didn’t have a Black male

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teacher until I got to college. I never saw becoming an educator as an option for me.”

Among his students, mainly African American males, Olasanoye is working hard to dispel stereotypes about what a teacher should look like. When he walks into his classroom on the first day of school, he is usually welcomed by expressions of incredulity. Some students whisper to each other or point to the diamond stud earrings glittering on Olasanoye’s earlobes, clearly impressed by them. Other gawk at his Nikes or electric guitar. The bold ones ask what everyone else is thinking aloud, “Could this really be our teacher?”

Unfortunately, students, especially minority students, are not accustomed to having Black male teachers in the classroom, so seeing Olasanoye standing before them in cotton slacks, diamond studs, and Nikes comes as a shock.

“I like to pick their brains, so I ask them to describe what comes to mind when they think of a teacher,” he says. Most respond by saying teachers are white and either male or female.

Sometimes they’re Black women. Almost none thinks a Black male could be a teacher. By this point, Olasanoye leans back against the edge of his desk, facing his class with his jaw set in a firm line. “I want you to get those ideas out of your head,” he tells them. “Don’t let anybody tell you that you have to look a certain way to be or do something.” This is his first step towards building rapport with his students.

Olasanoye belongs to a cadre of teachers intent on reforming prejudiced modes of thinking and encouraging more racial sensitivity. Students are not to blame, as Olasanoye makes clear, but

those who have reinforced the view that teaching is exclusively a white profession.

To override these views, Olasanoye has set himself the task of teaching his students about the racial problems plaguing the country and ways to overcome them. He assigns them to read Ibram X. Kendi’s Stamped and George Orwell’s Animal Farm, and though the latter is not necessarily his favorite, he recognizes its importance to the curriculum.

As an English teacher, Olasanoye is aware of the precision and power of language to upend the status quo and usher in transformative change. The manner in which he addresses students, and his word choice, make the difference between disciplining a talkative child positively and losing his students’ respect.

Above all, Olasanoye strives to mold himself into the role model he wishes he’d had growing up, into someone his students could look up to and trust. “I talk to them like young adults,” he remarks. “Kids just want to feel that you care about them.”

Olasanoye takes an interest in his students’ lives, bonding with them over hobbies, sports, and music. He also makes sure to warn them against the dangers of drugs and exhorts them to steer clear of them.

“They need guidance, and I hope to provide that for them,” Olasanoye adds.

But all good things come to an end, because Olasanoye bade farewell to his students this past July. It is for a good cause, however—to embark on the second leg of his journey as a teacher.

“I will be teaching ninth-grade English at Innovation Charter High School in New York,” he says, smiling. He plans on keeping in touch with his students remotely and is in talks with a colleague about hosting a Zoom meet between students at both schools, past and

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present students. “It’s a good way for Connecticut and New York teenagers to share their experiences,” he says.

As for the future, Olasanoye is already thinking about returning to Southern for a Sixth Year Certificate in Educational Leadership and Policy Studies. “I want to put myself in a position where I have the credentials to be an administrator if I want to,” he says. “That’s the next logical step.”

The classroom, however, is where Olasanoye’s heart is.

“I love to interact with students on a personal level,” he says. “You can have some of that as administrator, like when principals go around the building, but it’s still not as intimate as when you’re in there with them every day.”

There’s pride in his voice when he speaks of his class, not unlike a father boasting of his children’s accomplishments. More importantly, he is filled with excitement when he considers the ways in which he could inspire underprivileged students to harness the potential in them. Few believed in Olasanoye, but he is breaking the cycle by believing in all his charges and pointing the way forward.

“They can be anything they set their minds to,” he concludes. ■

"Olasanoye belongs to a cadre of teachers intent on reforming prejudiced modes of thinking and encouraging more racial sensitivity."

[Right] Tai Olasanoye standing next to a "Black Lives Matter" sign in Queens, NY. Southern Connecticut State University | 31

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g n i n e h t s ' g t n u e Str nectic unity Con Comm y r a Libr

I

n 2014, Dr. Hak Joon Kim turned down an invitation from his daughter, a then college student living in South America as a medical research team member, to visit Cusco, Peru. It was a lifetime opportunity for Kim, chairperson of the Department of Information and Library Science, but he had a legitimate reason for declining: just the year before, Southern’s Master of Library Science degree program had lost its ALA accreditation for the first time since it was granted in 1971. With the accreditation set to expire in 2015, Kim opted for missing the trip and bent to the task hand—earning full accreditation back.

“We got our accreditation renewed continuously for over 40 years,” Kim says. “In 2013, we lost our accreditation, so our Department had to redevelop the original master’s program.”

In a letter, the American Library Association (ALA) cited the major issues prompting it to withdraw its accreditation: student outcome was not evident and several fulltime faculty members did not have publications to their name.

The ALA requires library and information studies programs to meet and report on five standards for accreditation every seven years: systematic planning, curriculum, faculty, students, and administration, finances and resources.

To begin the accreditation process, Kim established an accreditation advisory committee that would offer

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input as the Department of Library Science overhauled its master’s program. Among the accreditation advisory committee were ILS faculty members, representatives from public and government libraries, SCSU librarians, and even a student from the SCSU chapter of ALA. This rigorous planning culminated with the launch of the new Master of Library and Information Science in 2016, built from the ground up.

The difference between the former ILS and the new MLIS is the latter’s stronger emphasis on information, science, and technology. “The program went through the accreditation process all over again, which includes pre-candidacy, candidacy and full accreditation,” says Kim. “It was basically a six-year process.”

With 25 new courses added to the class roster, a format that is 100 percent online, and the only accredited program of its kind in Connecticut (and one of just three in New England), the MLIS witnessed a large influx of graduate applications this past admissions cycle. The program's popularity is not limited to land, either—a past candidate worked towards his MLIS while stationed aboard a submarine.

“Just in headcount, our enrollment went up 50 percent,” Kim says. “But if we count in credit hours, enrollment increased 70 percent.”

Kim believes that potential candidates waited until the accreditation process was finalized to apply. It makes sense, for an ALAaccredited degree is required for most librarian positions in the United States.

Yet meticulous preparation, countless meetings, and thousands of pages’ worth of documentation are beginning to bear fruit. In May, Connecticut Library Consortium (CLC) awarded the MLIS Department and MLIS Advisory Committee the 2021 Jan Gluz Cooperative Spirit Award. The Jan Southern Connecticut State University | 33

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Dr. Hak Joon Kim

Gluz award is given annually by the CLC to library leaders who embody the “cando attitude and cooperative spirit” of Jaz Gluz, CLC’s late former bookkeeper/office manager for whom the award is named.

In an email, Jennifer Keohane, executive director of Connecticut Library Consortium, listed the redesigned and reimagined library education as well as the group effort and talent lent to overcome challenges and “make the library community in Connecticut stronger” as reasons for recognizing the SCSU MLIS Department and the MLIS Advisory Board with this honor.

Dr. Stephen J. Hegedus, dean of the College of Education, is proud of the achievement following seven years of hard work.

“This is the product of the shared commitment and diligence of the faculty and senior administration at Southern,” says Hegedus.

The recognitions do not stop here, however. In April, Kim himself became the recipient of the Special Achievement Award given by the Connecticut Library Association (CLA). CLA noted that Kim’s “nomination received many letters of support, highlighting the significance of [his] achievements in spearheading the reaccreditation” of the MLIS program.

In 2028, the MLIS Department will be required to submit another self-study to once again determine the eligibility of the program for accredited status.

“We will have to submit that self-study in seven years. The format is the same, but the content will be different because things change,” says Kim. “The faculty, students, and even culture change. We have to do it all over again.” ■

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FACULTY EXCELLENCE

Okobi Earns Carnegie African Diaspora Fellowship

D

r. Elsie Rogers Halliday Okobi, professor of educational leadership and policy studies at Southern, will help train library staff members in Kenya as part of the Carnegie African Diaspora Fellowship Program.

Okobi recently was awarded a fellowship that will take her to United States International University – Africa, located in Nairobi, where she will offer professional development training for 90 days. The exact timing of the project is uncertain because of the COVID-19 pandemic, but she is hopeful that it could occur by fall.

The Carnegie African Diaspora Fellowship Program is designed to reverse Africa’s loss of highly trained natural-born citizens by helping African Diaspora scholars give back to the continent’s next generation by sharing their expertise. The program also seeks to develop long-term, mutually beneficial collaborations between universities in Africa and those in the United States and Canada.

“Having been involved in higher education in the United States for four decades, this award provides me with the opportunity in a small way to give back and contribute to narrowing the digital divide in Africa, as well as help in attainment of United Nations Millennium Development Goals for sustainable

development,” Okobi said. “I hope that my participation will help develop global digital citizens in developing countries.”

Training topics will include digital reference services, information literacy concepts, establishment of library outcomes and assessment, and learning communities. She will collaborate with library administration and staff at United States International University to help improve the delivery of services. The project also will include the development of assessment tools using appropriate and measurable service outcome goals.

The program is funded by the Carnegie Corp. of New York and managed by the Institute of International Education in collaboration with United States International University – Africa. A total of 471 fellowships have been awarded for scholars to travel to Africa since the program’s inception in 2013.

Fellowships match host universities with African-born scholars and cover the expenses for project visits of between 14 and 90 days, including transportation, a daily stipend, and the cost of obtaining visas and health insurance.

Okobi also earned a Carnegie African Diaspora Fellowship in 2019, when she developed and presented a month-long training program for librarians at the American University of Nigeria to update staff and faculty on digital information skills.

She is a Fulbright Specialist Scholar for Librarianship, having traveled to Hanoi, where she developed and presented training for faculty and library managers at Hanoi University of Culture.

Okobi, who joined SCSU in 1990, has been active in various Connecticut library community and organizations during her tenure. She is a member of American Friends of Kenya — a New London-based, non-profit organization that works to develop school media centers, provide books and train teacher librarians to run the centers. In 2012, she traveled with the group to establish school library centers and conduct school media specialists training workshops in Kenya.

She also has worked with noted Harvard University professor Henry Gates Jr. on the publication of the Dictionary of African Biography. ■

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U.S. Secretary of Education Miguel Cardona Speaks on Campus

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.S. Secretary of Education Miguel Cardona recently spoke on campus during Southern’s 12th annual “Empowering Lives: A Celebration of Heritage and Esperanza/Hope” event, as part of the university’s observance of Hispanic Heritage Month. Other speakers at the event included SCSU President Joe Bertolino; Dian Brown-Albert, director of multicultural affairs; Diane Ariza, vice president for the Division of Diversity, Equity, and Inclusion; Samantha Maces, Multicultural Student Ambassador; and Stephen Hegedus, dean of the College of Education, among others.

Each speaker discussed the importance of access to education, and diversity in education, specifically among Latinx communities.

Cardona shared how important diversity, equity, and inclusion in education are, and responded to questions from students and faculty concerning a range of education-related issues, from the pandemic response, to LGBTQIA+ representation, to community access to resources.

The event concluded with Azhaleia Reyes, the president of the Organization of Latin American Students (OLAS), reciting a poem in Spanish, before traditional Latin dishes were served.

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Left to right: Stephen Hegedus, dean of the College of Education; Dian Brown-Albert, director of multicultural affairs; Gladys Labas, associate professor of educational leadership and policy studies and director for equity and language; U.S. Secretary of Education Miguel Cardona; and SCSU President Joe Bertolino

Cardona was sworn in as the 12th U.S. Secretary of Education on March 2, 2021.

He previously served as the Commissioner of Education in Connecticut, a position he held after being appointed by Governor Ned Lamont in August 2019. In this position, he faced the unprecedented challenge of responding to the COVID-19 pandemic and led the safe school reopening efforts in Connecticut.

Cardona has two decades of experience as a public school educator from the City of Meriden. He began his career as an elementary teacher. He then served as a school principal in Meriden in 2003 where he led a school with outstanding

programming for three to fiveyear-olds, students that were bilingual, and students with sensory exceptionalities. He proudly served in this role for ten years. In 2012, Cardona won the 2012 National Distinguished Principal Award for the State of CT and the Outstanding Administrator Award from UCONN’s NEAG School of Education. He then transitioned to lead the work of Performance and Evaluation in the district.

He then assumed the role of Assistant Superintendent for Teaching and Learning, overseeing teaching, learning, and leadership alignment.

A lifelong Meriden resident, Cardona attended Meriden

Public Schools and graduated from Wilcox Technical High School. He attended CCSU for his bachelor’s degree and UConn where he completed a master’s in bilingual/bicultural education, Administrator Preparation Program, a doctorate in education, and Executive Leadership Program (Superintendent) Certificate. He is very active in his community, serving on several non-profit charitable organization boards of directors. He has had several articles published in AASPA Perspective, National School Boards Association, District Administration, and the Scholars Strategy Network. ■

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Look Whooo's Talking

s SOCIAL Southern

Colloquium Series

Challenges of School Leaders: Equity, Race and Diversity in a Time of Uncertainty 57 views • Premiered Nov 10, 2020

Southern Connecticut State University The COVID-19 pandemic that abruptly shut down schools and the death of George Floyd awakened the consciousness of Americans on racial inequalities and other social injustices. American society and schools were thrust into a crisis mode and the College of Education mobilized by initiating a forum to provide guidance and support for students, faculty, alumni to understand and engage in the difficult conversations that were taking place around the nation. Co-hosted by Dr. Cynthia McDaniels, chairperson of Educational Leadership Department, and Dr. Stephen Hegedus, dean of the College of Education, the colloquium series are conversations on race, social justice, and equality in education today. The first colloquium of the semester, "Challenges of Schools Leaders: Equity, Race and Diversity in a Time of Uncertainty," focused on the ways in which the COVID-19 pandemic exarcerbated racial, soci-economic, and academic inequity. Special guests included Dr. Chip Dumais, 6th Yr. '04, Superintendent of Brandford Public Schools Hamlet Hernandez, '84, MS '99, 6th Yr. '00, and Superintendent of New Haven Public Schools Dr. Illine Tracey, '82, MS '83, 6th Yr. '84, 6th Yr. '01, Ed.D. '10.

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3

The Intersection Between Race and Autism Drs. Fred Volkmar and Kari Sassu were invited to discuss the complex intersectionality of race and autism. This event explored the challenges associated with diagnosis, early intervention, training standards and available resources with various communities.

Southern Connecticut State University 43 views • Jan 7, 2021

Preparing Our Students to Address Cultural and Racial Disparities in Schools Dr. Jessica Powell, doctoral student Jonathan Berryman, and Clarisa Rodrigues, ’16, talked about preparing educators to understand inequities in schools and classrooms. Dr. Powell gave the audience an overview of two frameworks—critical feminist and critical race—through which to look at inequities; Jonathan Berryman shared his experience as a music teacher and the realities that pupils face; and Clarisa Rodrigues discussed Latino and bilingual issues facing schools.

Southern Connecticut State University 32 views • Feb 3, 2021

COVID 19: What is the Future of Our Children's Education?

Alberto Carvalho, superintendent of Miami Dade County Schools, discussed the future of education in the COVIDera. Superintended Carvalho shared his journey to becoming an educator with the audience, which included immigrating to America and a period of homelessness. His talk was followed by reflections from Congresswoman Jahana Hayes, a Southern alumna and 2016 National Teacher of the Year.

Southern Connecticut State University 81 views • Apr 27, 2021

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TAKING RISKS IN THE NAME OF EDUCATION

C

harles “Chip” Dumais, executive director of Cooperative Educational Services (CES) and chair of the advisory board at the College of Education, never envisioned himself as an educator. As an undergraduate, he studied physics at Rensselaer Polytechnic Institute, but he soon discovered an interest in education when he was asked to support some classes either through recitation or laboratory setup. As he provided support to science classes, he came to the dawning realization that schools should be emphasizing STEM in the curriculum as early as elementary school. With this in mind, he decided to volunteer at a local elementary school down the street from the university.

Dumais stayed at Rensselaer for graduate school, where he taught and was awarded a research assistantship. As graduation neared, he decided that he aspired to a life outside the laboratory. Determined, he signed up for Connecticut’s Alternate Route to Teacher Certification (ARC) and began teaching physics and calculus at a high school in Higganum, Connecticut.

“I actually completed some graduate work at that time, and I changed districts, so I ended up going to Derby,” he says. “While I was there, I was looking for another program to get involved in and I learned of Southern’s program in educational leadership and policy studies.”

Initially, Dumais was looking to enroll in another science program, but Educational Leadership & Policy

Studies opened his eyes to the possibilities for teachers to influence perspectives and have a greater impact in the classroom and beyond. “Whether it be leading a department to leading a school to leading a district, superintendents, teachers, and principals do a fantastic job within their districts of making a good impact on kids,” he adds.

He has more than made an impact since his career in education began. He has served as assistant principal in Westport, led Newtown High School in Sandy Hook as its principal for four years, and served as superintendent of the Amity Regional School District in Woodbridge.

Because of his vast experience with several school districts, Dumais thinks teachers’ sphere of influence should not stop at the boundaries of their districts; instead, their collaboration should be expanded to reach the regional and even national level. “The work needs to be done on the local level, but the vision and the opportunity need to happen on a larger level,” he says.

That is the only way to decrease the gaps—racial, socioeconomic, and academic—that exist in Connecticut education and a major reason why he has devoted his life to this line of work.

At CES, Dumais is drawing from his experience as former principal and superintendent to provide highquality instruction and services to school districts and communities.

“We take big risks on behalf of districts when they’re limited to how much risk they can take,” he says. As an example, he participated in the development of Southern Connecticut State University | 41

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a diagnostic center which small- to medium-size districts would be hard pressed to get off the ground.

The diagnostic center was designed to support students who are at-risk academically by placing them with a professional team of psychologists, social workers, and special education teachers all of whom work together to identify the cognitive and emotional challenges to the student’s flourishing. Once that is identified, students can then be placed in the appropriate educational environment, thus saving school districts time and money. Six such centers, some with a focus on technology and innovation, exist in Connecticut—all of which afford opportunities for students and even staff to update their skill set and broaden their knowledge.

The hope is that students not only explore their interests early on—and discover where their talents lie—but that they take an active interest in STEM— disciplines with a disproportionate number of vacant seats unlike, say, the arts. Dumais thinks students who figure out where their interests overlap with STEM are at a great advantage. The second—and, in a sense, the most important—factor in fostering students’ passion for STEM is quality instruction.

“We want to create opportunities for teachers to become more skilled, more knowledgeable, and more interested in some of those opportunities,” Dumais says. “And that’s what this facility does.”

The facilities may even provide a platform for student teachers seeking to gain further experience, but it cannot be a substitute for actual student teaching assignments. “One of the things that I’ve learned over the years is that even though I’m not a superintendent in the region around Southern, I’ve stayed involved with the university because our efforts to engage student teachers or new leaders,” he says.

But to engage new students and leaders, there must be cooperation and consensus. According to Dumais, the biggest challenge for Connecticut education is the imbalance of power between individual district authority and state mandates. For instance, every district—totaling 200—has a unique curriculum, but districts do not often see eye-toeye with state government. Indeed, disagreements can cause a district to retreat into itself as opposed to collaborating with other districts “as a unit.” Of course, it would make sense if all districts operated on the same curriculum, amenable to individualization, if only to make student transition to a new school district more seamless. Unfortunately, this continues to be a work in progress.

“We’re noticing that student mobility has generally increased over the years. When a student now moves from district A to district B, and he’s using a curriculum that’s more similar than different, the student transitions are the better and student performance improves,” says Dumais.

Similarly, teachers who move from one district to another may spend less time transitioning if they’re following a more uniform curriculum.

This brings us back to risks, and the role Dumais plays to aid districts in meeting their needs—at minimal cost to them.

“We would like to be considered the professional development arm of the State Department of Education,” says Dumais. “We pay close attention to legislation to get out ahead and figure out what districts need, and when they’ll need it, and how we can provide it before they spent a lot of time and energy developing different programs and professional development.”

He believes, however, that a willingness to adapt to the changing times and adopt innovation is key to enhancing the quality of education and appealing to the interests of each individual child. Especially, Dumais is a strong supporter of individualized education.

“I think that we need to create ways that are more like microcredentials,” he says. “Instead of attempting to satisfy the school’s entire curriculum, we should have microcredentials for the pieces that I need to demonstrate and give students the opportunity to demonstrate them in different ways. This really what personalized education is about.”

He compares this attitude to innovation to a square knot.

He learned that he’d been tying his shoes in a granny knot the weekend he spent with his son, an Eagle Scout, on a Navy vessel. Granny knots come undone easily, says Dumais, but square knots don’t. This fact he already knew, but he never thought about applying it to shoes. So, when he reached down to tie them, he tied them in a square knot. It took him some time to get accustomed to this new routine, but his point is straightforward: some of the simple things we do every day, we think we’re doing right, and just because they work does not mean there isn’t a better way to do them.

“The little bit of examination of those things that we do on a daily basis in schools might create opportunities for kids that just turn out so much better than we had ever imagined,” Dumais remarks. “Look for opportunities to take risks on behalf of districts to make education better for kids and teachers across the entire region.” ■

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THANK YOU FOR SUPPORTING SOUTHERN'S STUDENTS.

$23,741 WAS RAISED BY THE COLLEGE OF EDUCATION THROUGH CONTRIBUTIONS FROM 81 DONORS.

The College of Education also won the Provost's Challenge, which was an extra $2,000 for the College that brought in the most donors.

THERE'S STILL TIME TO MAKE A GIFT ONLINE AT

SouthernCT.edu/giving OR USE THE ENVELOPE IN THIS ISSUE.

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