College of Education Envision Magazine by The University of Idaho

Imagining Possibilities | Creating the Future

Experiential STEM

University of Idaho College of Education | Spring 2013

Table of Contents

stem

Shawn Tiegs

Sydney Amigo

From the Deanâ&#x20AC;&#x2122;s Desk

Alumni Notes

2 Dean Mantle-Bromley

24 Alumna Showered with Teaching Awards

Staff and Faculty 3 New Staff and Faculty

26 Kuna Teacher Experiences Life Abroad as a Fulbright Award Recipient

Features

29 Kristin Armstrong: Our Golden Girl

4 STEM

30 Moscow Parks and Recreation Director Celebrates Doctorate from COE

8 Back to the Earth Project 10 Northwest Nations Upward Bound 14 Making Mathematics Reasoning Explicit

Department and Center News

15 Technological Education Grant

33 Curriculum and Instruction

16 Adventure Learning

35 Leadership and Counseling

18 Melinda Hamilton

38 CDHD

Students 20 Sydney Amigo 23 Awards and Achievement

30 Movement Sciences

40 Center for Ethics

Donors 41 U-Idaho receives $3 million Grant 42 Inspiring Futures 46 Sue (Livingston) Bartlett

In Memoriam 48 Greg Halloran

envision Spring 2013 Editor/Writer Allison R. Stormo Contributing Writers Tom Hasslinger Amanda Cairo Paula Davenport Donna Emert Michael Kroth Jack McNeel Creative Director Karla Scharbach Contributing Photographs University Photo Services Brant Miller Jerome Pollos Shawn Gust Geoff Crimmins Tasha Dev

College of Education 875 Perimeter Drive MS 3080 Moscow, ID 83844-3080 astormo@uidaho.edu For the most current news and events, go to www.uidaho.edu/ed Find us on Facebook at facebook.com/UIeducation

The University of Idaho is an equal opportunity, affirmative action employer and educational institution. ÂŠ2013, University of Idaho. Envision magazine is published by the College of Education for alumni and friends. The magazine is free to alumni and friends of the University. Send address changes to: College of Education, University of Idaho, 875 Perimeter Drive MS 3080, Moscow, ID 83844-3080 (208) 885-6386. Email: astormo@uidaho.edu; www.uidaho.edu/ed

Spring 2013

From the Dean’s

Desk

Dear Friends and Alumni, I cannot remember an educated person telling me that she dislikes reading or that he really isn’t a “book” kind of guy. Instead, we pride ourselves on our literacy skills and can hardly imagine life without being able to read well, to analyze print, to make and derive meaning from words. Numeracy and scientific literacy, however, are less valued by our culture — even by those who are well-educated. I have heard graduate students openly proclaim they aren’t good with numbers and thus rely only on qualitative research to understanding the world. Parents widely admit that they cannot help even their upper elementary school children with math homework. Scientific knowledge is distrusted by many, in part perhaps because of the changing nature of the various sciences, where knowledge grows by leaps and bounds as new data are presented and old “truths” are shown to be only partially true or perhaps disproved entirely. The University of Idaho is working hard to ensure that its graduates are literate in the STEM (science, technology, engineering and mathematics) fields. And the College of Education is working especially hard to ensure that our graduates advance STEM education in whatever career they enter, but especially in K-12 classrooms. In this edition of Envision, you’ll read about the University’s new STEM Education director, Melinda Hamilton, formerly a bench scientist with Idaho National Lab in Idaho Falls. And, you’ll read about Anne Adams and her colleagues in U-Idaho’s Department of Mathematics and at Washington State University, who

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are regularly in schools to help teachers more deeply understand the mathematical concepts they teach in their classrooms. In the third year of their three-year grant, participating teachers say this work has deepened their knowledge and changed their skills as teachers of math. While our latest magazine doesn’t exclusively address STEM education, I think you’ll be impressed by the depth of our STEM education expertise and the breadth of our efforts. Our primary STEM goal, and that of many across the state and the nation, is to increase the numbers of students pursuing STEM degrees. A quick glance at the Idaho Department of Education’s STEM website will provide you with numerous reasons why our efforts are critical: http://bit.ly/ IdahoSTEM. You’ll see that America’s STEM degree numbers are declining while those in other parts of the world are rapidly increasing. Even in this country, for example, more than half of the degrees in engineering are awarded to foreign students. In order to compete in what has become a very globally competitive world, we must become a society that values numeracy, technology skills and scientific literacy in the same way we highly value reading, writing and print literacy. At the University of Idaho, we take this charge seriously, and in the College of Education, we’re doing everything we can to contribute to this goal. I hope you’ll enjoy reading about our efforts. Sending you warm spring greetings,

Cori Mantle-Bromley, Dean

Staff and Faculty

New Faculty

New Staff 1

1) David Yopp was hired as an associate professor in the Department of Curriculum and Instruction with a joint appointment in the mathematics department.

2) Tony Pickering was hired as the chair of the Department of Movement Sciences.

Julie Amador was hired as an assistant professor in the Department of Curriculum and Instruction.

Belle Baggs was hired as an assistant professor in the Department of Movement Sciences.

Bryan Austin was hired as an assistant professor

6) Allison Stormo has been hired as the marketing and communications coordinator.

7) Monica Martinez is an administrative assistant in the deanâ&#x20AC;&#x2122;s suite.

8) Carla Tibbals is an administrative assistant in student services.

9) Tammy Bowen has been hired as director of student services and certification officer.

10) Kristin Lincoln is an administrative assistant in the movement science department.

in the Department of Leadership and Counseling. Spring 2013

Idaho

Branching Out with Access to

STEM

Justin Hougham, a postdoctoral fellow, works with a youth on conducting science experiments at the Salmon River.

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STEM Overview

By Allison R. Stormo As the nation is recovering from the worst economic downturn in 75 years and doubledigit unemployment rates, some industries are struggling to find enough workers to fill job openings. Science, technology, engineering and math (STEM) fields such as mining and advanced manufacturing continue to see a lack of qualified employees. “The industry partners are saying ‘We can’t get and keep employees.’ ” said Melinda Hamilton, University of Idaho’s director of STEM Initiatives, which is a position supported by U-Idaho’s college deans under the guidance of Cori Mantle-Bromley, dean of the College of Education. While there are nearly four people seeking jobs for every opening in non-STEM fields in Idaho, there are about 2½ STEM jobs for every unemployed person, according to Change the Equation, which is a nonprofit initiative to improve the quality of STEM education. “Students are coming out of high school ill prepared or not interested in STEM, and end up not going into the field,” Hamilton said. However, most jobs require STEM literacy if not capability, she said. Competency is

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needed for economic viability, not only within Idaho, but nationally and globally. The concern with a STEM shortage has reached national levels, has drawn attention from lawmakers and the president. In summer 2012, President Obama proposed the creation of a STEM Master Teacher Corps — a networked community of talented educators to serve as a national resource committed to advancing STEM teaching and learning. The Senate bill that includes the Teacher Corps, Strengthen Our Schools and Students Act, was introduced to a congressional committee in late January and still remains in the Committee of Health, Education, Labor and Pensions at press time. The bill speaks to the core of facilitating more STEM-literate workers — getting students interested and engaged in STEM activities early in their education. “If you can do a better job of keeping them engaged, you do a better job in retaining them,” Hamilton said. The College of Education has been a driving force behind engaging students in STEM and improving methods to make it interesting and relevant to all students. “You are going to use STEM every day whether you recognize it or not,” Hamilton said.

Top: Students gather data during an Adventure Learning at Brundage Mountain excursion. Center: Water measurements at McCall Outdoor Science School is one way STEM is integrated into curriculum. Bottom: Students are introduced to climate studies through Adventure Learning @ Greenland in conjunction with College of Science at Summit Station.

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In the following pages, you will read about some of the stories, experiences and research that reflects our efforts to provide students the opportunity to learn the methodologies for STEM teaching, and to experience science in authentic environments as well as approaches to reach students from myriad backgrounds.

The College Leadership of Education Development Delivers for Teachers

We offer: Leadership Development Research Faculty Flexibility and Choice An online degree from the College of Education is a smart choice. • All programs are accredited by the National Council for Accreditation of Teacher Education. • We have a 30-year tradition of providing principal and superintendent certification. • We are the university of choice in Idaho in principal and superintendent certification. • Our alumni are regularly state and national award winners. • We are the only institution in Idaho that prepares teachers for the National Board Certification. • The college is recognized by U.S. News and World Report as one of the Top 100 graduate colleges of education in the country.

Online Degrees

Did You Know? The College of Education offers the following graduate degrees entirely online • Curriculum and Instruction • Educational Leadership Principal Endorsement • Educational Leadership Superintendent Endorsement • Master’s of Education with Special Education Certification • Physical Education and Activity Pedagogy

Designed for Busy Working Adults We invite you to learn more about the University of Idaho College of Education’s online programs at www.uidaho.edu/edonline or by calling: (208) 885-6772.

Styels Peters, 13, documents his GPS coordinates at the Indian Cliffs Trailhead before starting a hike with his STEM classmates at Heyburn State Park. Photo by Jerome Pollos | Coeur d’Alene Press

Watershed Youth Camp Aims to Get Native Students Excited About STEM Fields Written by Jack McNeel First published in Indian Country Today.

Hiking, biking and canoeing. It sounds like a great way to spend a couple of weeks in the summer while learning skills that will help in future years. That’s precisely what a small class of middle school students did as part of a pilot program for a larger program still to come from the National Science Foundation (NSF). The group was small, beginning with 12 students and ending with seven but served as part of a pilot program funded by $12,000 from the College of Education Dean’s Innovation grant. The Back to the Earth Project is funded for $1 million by NSF and will greatly expand this pilot project. It will continue for three years with camps that last three weeks and involve students from both the Coeur d’Alene and Spokane tribes. Marcie Galbreath, a graduate student at the University of Idaho, served as camp leader and helped develop the curriculum for the two-week camp in

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STEM Overview

August. She explained how these fun activities were combined with scientific studies. “We want to introduce the kids to STEM: science, technology, engineering and math.” Canoeing was a recreational part of the camp but coordinated with other studies related to STEM. “We take the kids out canoeing and they do chemical assessments on the water such as temperature, pH, dissolved oxygen and turbidity tests.” Those are all biological assessments, but they also do habitat assessment. “We’re doing all those things even while we’re out canoeing. We look at the land, birds and fish, the whole wetlands habitat,” Galbreath explained. The chemical assessments show how much dissolved oxygen there is and the students learn its importance. Not only its importance to fish but how it helps keep lead on the bottom of the lake. “They’ve learned about contamination in the lake and the role dissolved oxygen plays,” Galbreath added. The students biked a portion of the Trail of the Coeur d’Alenes, a 72-mile former railroad line now converted to biking, which begins on the Coeur d’Alene Reservation and follows lake and river shores for most of its length. Another activity was hiking the Indian Cliffs Trail to an area of huckleberry bushes, long a major food source for tribal members, where they talked about Native subsistence. Students heard from representatives of the tribe’s water resource and cultural departments with a focus on what foods are native to the area and what are not.

camp was canoeing. Others might have chosen biking or hiking but all learned about the importance of STEM in addition to having fun. Galbreath explained that middle school is traditionally when students are lost to science. “We want them excited about science, technology, engineering and math and keep them interested with hope they will come back and be stewards of their lands.” Anne Kern, an assistant professor in the Department of Curriculum and Instruction, was administrator for the camp. “This is part of a larger series of projects we have,” she explained. “We’re partnering with the Coeur d’Alenes and Spokanes to use this watershed because both tribes share it. It’s a way to build some stewardship, history and understanding of this place because this is their place.” “Building a work force, using this place with science, technology, engineering and mathematics, is our focus,” she said. “Encourage kids to go into those fields so they can come back and participate in the work force. We need to think about the sustainability of this place and the future. That’s really the driving force.” The students were loaned iPads and GPS units by the university. Students learned to use GPS units to determine coordinates within the study area and iPads to photograph those locations, thus producing a type of field guide. Those were shown to parents and community at the final wrap-up and barbecue.

Bazil Doran, a Coeur d’Alene tribal member and middle school student, said his favorite part of the

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Students work to analyze lava on Mauna Kea volcano in Hawaii. Based on classroom work done on campus with instructor Erika Rader, they had the knowledge to determine what kinds of eruptions had occurred based on the type of lava and how many layers were present at the site.

Northwest Nations

Upward Bound By Allison R. Stormo

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STEM Overview

Able Torres, a senior at Toppenish (Wash.) High School, analyzes lava on Mauna Kea volcano.

In the collective mind of the Northwest, simmers memories of the catastrophic eruption of Mount St. Helens in May 1980. The eruption south of Seattle, Wash., and the avalanche and ash that followed, killed dozens of people and destroyed highways, homes and infrastructure. It sent ash over Idaho and as far east as Montana. Now, 33 years later, high school students with parents who may have lived through the eruption spent six weeks in a program at the University of Idaho learn about volcanology and math, and see first-hand in Hawaii how volcanoes behave. Last summer, 24 high school students from the Coeur dâ&#x20AC;&#x2122;Alene and Yakama tribes participated in the Northwest Nations Upward Bound summer program.

Northwest Nations Upward Bound is a college preparatory program funded through the Federal TRiO Programs that serves students from lowincome households who are first-generation college students. TRiO programs work with students from disadvantaged backgrounds to help create pathways to college and encourage students to pursue a higher education. Nations is one of several TRiO programs at U-Idaho housed within the College of Education. Each summer, Nations brings about 20 students to the Moscow campus as part of a six-week education program. Last summer, additional funds allowed two dozen high school students to participate in the summer program in which housing, food, travel and a spending Spring 2013

Tiffany Gutierrez, a sophomore at Wapato (Wash.) High School, explores the shore.

Yadira Reyes designs a solar car in David Alexander’s class. Yadira is now a sophomore at Wapato (Wash.) High School.

stipend is subsidized. The students spent four weeks studying and learning with hands-on projects on math and volcanology followed by two weeks in Hawaii putting the science to work.

as Science Club, Future Farmers of America and Associated Student Body.

“The summer program helps them envision going to college. They get to feel what it would be like,” said Tasha Dev, interim director and coordinator of Nations. Dev said the summer program also allows them to shadow U-Idaho students and have a strong interaction in the university. Giving students the chance to connect and know people opens more doors to a higher education. “It is about helping them understanding they have skills and abilities to go to college,” said David Alexander, adjunct professor in mechanical engineering. “College is a pathway to greater things.” Alexander taught the math portion of the program. He guided students through the building of solar car kits. The students then tested for variables to see which went the farthest or fastest. They used math to apply the practical knowledge of the gear ratios, how to position cars in relationship to the sun when racing them and how wheel sizes can effect the speed. “The biggest part is helping them understand an education — which includes a math education — puts them in a position to do what they want to do and have more choices,” Alexander said. Manuel Equihua, a senior at White Swan High School, said beyond opening his eyes to more choices, Nations allows him to learn more skills on staying focused, social awareness and how the knowledge could help him in his roles in student groups such 12

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“I believe that students everywhere should be aware of the life changing opportunities that Upward Bound has,” the 17-year-old said. Lakeside High senior Kaitlyn Rhea, echoed Manuel’s thought. “It gave me the final push that I needed so that I will make it to college,” said the 17-year-old Plummer girl. “It gives you the opportunities and motivation to go to college.” Kaitlyn is planning on attending U-Idaho in the fall to pursue a bachelor’s degree in exercise science and health and has strong interest the College of Education’s master of athletic training 3+2 program, which will allow her to graduate with a master’s degree with just one extra year of post-baccalaureate work. Erika Rader, doctoral candidate in geology, also played a critical role in opening students’ minds to new subjects, often with hands-on projects. Rader taught the basics of geology in the summer volcanology class. She linked terminology with pictures and footage of explosions at Mount St. Helens and in Hawaii to give the students a new perspective on hazards of an active volcano and what experts can do to minimize risk to lives. Enter the lava cake—of sorts. Rader put the students to work in the kitchen to build a “volcano” from a cupcake. Each layer of frosting or embellishment of cookies, sprinkles and other assorted treats represented a different eruption product such as ash or lava. She combined footage and power point

STEM Overview

simulations that provided data for students to evaluate the situation. “The students had to give me hazard reports and make determinations if the eruption was dangerous and whether to evacuate,” Rader said. South Point — or Ka Lae — is the southernmost point in the United States, and one of many landmarks Nations students viewed in Hawaii.

Students used the knowledge during their two weeks in Hawaii to identify types of lava and how volcanoes in Hawaii erupt and behave differently than the one in their backyard. “The students were able to look at the environment and make their own conclusions,” Rader said. “They even went further in Hawaii than in the classroom and started instigating questions between each other.” During the two weeks, the students stayed at Kilauea Military Camp and Resort in Hawaii Volcanoes National Park. The summer program often is the first time students have had the opportunity to travel, Dev said. A tour guide from Hawaii spent time on campus to prepare students for travel by discussing what students might expect on site. Normand Dufersne, who owns a farm in Hawaii, gave the students lessons in cultural relevance, language and customs, and emphasized the connection of science to Hawaii’s native culture. Given that the students come from a Native American background, seeing the connection of culture to science in an authentic environment gives the student the hands-on learning opportunities that they can connect to on a personal level. “The students are not used to hands-on education at home, and this program allows them to learn without realizing it,” Dev said. While Manuel has been involved in Nations since his freshman year, last year was his first involvement in the summer program. He said seeing the culture in Hawaii was amazing and the summer program helped him learn to be a better person.

Students contributed to a social service project by planting palm trees on Kalapana Black Sands Beach. Their efforts helped to replant groves that were buried in a lava flow in 1990 that was created when Kilauea erupted and destroyed Kalapana village and the beach.

“Now that I have been through it, I only have one regret — which is not being fully involved in the program because I have learned an abundance of information that will help me in my future.” Spring 2013

$5 million National Science Foundation Grant Helps Train Math Teachers Anne Adams

Anne Adams, assistant professor of mathematics education, is continuing her work on a $5 million grant called Making Mathematics Reasoning Explicit (MMRE). It is a joint effort between University of Idaho and Washington State University. The funding from the National Science Foundation is bringing 72 teachers from eastern Washington and northern Idaho to WSU over a three-year period for further math teaching training. “The project allows us to provide support for teachers as they move to teaching the new Common Core Mathematics standards, which require them to engage students in problem solving and reasoning about mathematical relationships,” Adams said. “Such reasoning leads to deeper understanding both of mathematics and of the work mathematicians do.” Each cohort of 24 teachers from fourth to 12th grades go through a three-year process. In the first year, they spend three weeks in the summer on the WSU campus to work on changing their own style of

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teaching. In year two, they work with willing teachers in their own schools and in the third year, they invite more teachers and even those who are less willing participants to learn a new style. The training focuses on helping teachers learn new ways to show students how math is useful and teaching problem solving, reasoning and critical thinking instead of just teaching procedures. The MMRE team conducts a one-day meeting offsite during the school year with multiple other half-day meetings during the year in different parts of Idaho and Washington to accommodate outof-area teachers. This project represents a close partnership between higher education professionals and school professionals. Regional teachers and administrators are working with university faculty to develop courses and allow workshops for the project. The project also allows university faculty to conduct research about how students engage in reasoning and justification about mathematics, and how teachers develop ways to help students.

STEM Overview

Project Helps Create a More Employable Workforce Raymond Dixon

Assistant professor Raymond Dixon is helping create a larger employable workforce in Idaho. Under a National Science Foundation grant called “Creating a Regional Workforce for Rural Manufacturing,” University of Idaho is collaborating with the administrator of the grant, Lewis-Clark State College, as well as Northwest Intermountain Manufacturers Association and the Clearwater Economic Development Association. Dixon, a technical education assistant professor, is helping oversee LCSC’s $200,000 grant that helps train students in the use of solid modeling software used in technical education classes called Solidworks. To further increase STEM integration and the competency of the students, math and science teachers in six schools in northern Idaho and eastern Washington were trained on the software. In learning the software’s capabilities, the students connect STEM subjects to the software and increase their understanding and competency. Dixon says that giving more high school graduates access to knowledge in this area will allow them to better compete for technical jobs in Idaho.

In the project’s conception, Dixon said the question arose: “For those who are not going to college, it was asked ‘Why not make sure they have the competency to go to work?’ ” Learning this software in high school can make it easier for those students to make the transition to work and create a more employable workforce within Idaho. Curriculum to integrate all subject matters was developed in a STEM Reflective Guide, which allows student teams to use math, science and engineering concepts while using Solidworks in building a dragster model car. The curriculum created a hands-on experience where the student teams work outside the classroom, thus minimizing extra hours at school. The project pushes students to consider subjects such as the properties of wood from which the dragster is being created, aerodynamics, propellants, emissions, mass and volume in the design of the car in Solidworks. The grant started in August 2011 and will fund the project through July 2014. For more information, go to www.lcsc.edu/nsf.

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Adventure Learning

Students are getting out of the classroom and applying science in nature through a joint effort between the College of Education, College of Natural Resources and the McCall Outdoor Science School (MOSS).

MacKenzie, assistant professor in recreation, and Julie Stafford Son, assistant professor in recreation and the recreation program director — in COE’s movement sciences department and other researchers across campus.

Adventure Learning is an interdisciplinary project spearheaded by assistant professor Brant Miller in collaboration with Justin Hougham, a postdoctoral fellow in the College of Science and Karla Bradley Eitel, the director of education for MOSS.

Adventure Learning at UI, or AL@UI, is focused on promoting physical activity and STEM education through expeditions where K-12 students investigate real-world issues through authentic outdoor learning environments.

The Adventure Learning concept also works in collaboration with faculty — Susan Hogue

The first exploration was in 2011, and educational trips have included Greenland, Taylor Wilderness

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STEM Overview “STEM research is important for students of Idaho and students everywhere to participate in the economies of tomorrow. It will be increasingly imperative that they have the skills and literacy in science, technology, engineering and math to make good decisions, to experience discoveries and to enrich the quality of life for themselves and those around them.” — Justin Hougham, postdoctoral fellow and Adventure Learning co-coordinator

Research Station, Brundage in McCall and MOSS, which has served as a cornerstone for water science education under Adventure Learning through Water and MOSS. A key element of the project is to take the science and date through which students navigate and then connect to others through an online learning environment. It gives students invaluable skills through their participation online and puts into practice the marriage of science and technology by managing data and embracing collaboration. The process also helps students see how science is relevant to their lives and how it applies to local environments.

“It helps to make the science more interesting and relevant rather than having a bunch of facts thrown at them,” said Kirsten LaPaglia, director of Upward Bound Math Science. In addition, the online environment allows data to be shared and inquiry-based curriculum to be developed. Students, teachers and content experts from throughout Idaho can communicate and collaborate in exploration of the data. To read more about AL@Greenland, go to www.uidaho.edu/greenland Spring 2013

Meet Melinda Hamilton, Director of STEM Education By Amanda Cairo

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STEM Overview

The University of Idaho has named Melinda Hamilton as the new leader of Science, Technology, Engineering and Math (STEM) Education initiatives. Hamilton is working to coordinate the University’s numerous STEM efforts and capitalize on its significant expertise, explore future partnerships and provide leadership to ensure program growth and success. Hamilton, who previously served as the director of educational programs at the Idaho National Laboratory, or INL, for four years, began her university appointment Oct 14. “STEM education is an important priority for the University of Idaho, and I am pleased to have such a high quality individual such as Melinda Hamilton join our team,” said University of Idaho President M. Duane Nellis. At the University of Idaho, STEM education has disciplinary connections to every college. This position, and its focus, is supported by U-Idaho’s college deans under the guidance of Cori MantleBromley, dean of the College of Education. “We are pleased that Melinda Hamilton has joined the University of Idaho community and will lead our signature STEM education initiatives,” said Doug Baker, provost and executive vice president. “She will coordinate research across the university on a topic that is critical to Idaho and the nation.” As part of her duties, Hamilton will develop and implement a long-term, strategic plan for the University of Idaho’s STEM education and research initiatives by collaborating with statewide STEM practitioners and other institutions involved in STEM education and research; providing leadership in developing interdisciplinary proposals leading to extramural funding and increasing levels for STEM educational research activities; and providing leadership in STEM recruitment and retention at the university. “The University of Idaho is already a leader in the state, and nationally, in STEM education, but we have the opportunity to create a greater impact on several levels,” Hamilton said. “The economic impact this will have on the future of Idaho, in terms of education and business opportunities, is both exciting and endless.”

Hamilton has a strong commitment and leadership role to STEM education around the state. With INL, she established statewide relationships and programs with universities and colleges and managed all INL K-12 STEM education programs. She also set and implemented the INL vision for STEM education and coordinated with the State Department of Education, the State Board of Education, the governor’s office and the provosts, presidents and deans of the colleges of education of the three state-funded universities. In addition, she serves as a national leader as the key interface with national STEM education organizations and sponsors, including: TIES (Teaching Institute for Excellence in STEM); Change the Equation; the Multi-State STEM Network; Battelle National Laboratory STEM Network; Department of Energy’s Office of Science, Workforce Development for Teachers and Students; and the Department of Energy’s Office of Renewable Energy and Energy Efficiency Education Initiatives. She also has been appointed by the governor to serve on the Idaho State Experimental Program to Stimulate Competitive Research, or EPSCoR, Committee. “Working from the industry side of STEM education, I am excited to begin laying the foundation at the University of Idaho to better prepare students and the next generation of the work force,” Hamilton said. “The university has a strong partnership with INL and I can only see it getting better.” As a working professional, Hamilton kept academic ties throughout her career. Hamilton has served on two academic search committees at the University of Idaho, serves on several advisory boards at Idaho State University and for the state, and served as graduate adviser to a Washington State University student and a Northeastern University student while an adjunct faculty member. She also has served as a guest lecturer at Brigham Young University Idaho and University of Idaho – Idaho Falls. Hamilton earned her doctorate in soil science, with a microbiology emphasis, at Utah State University; and her master’s degree in botany, with an emphasis in plant ecology, and bachelor’s degree in biology at University of Nevada, Reno.

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Sydney Amigo

Goes to new a

Photos courtesy Sydney Amigo

By Allison R. Stormo

Sydney Amigo, a third generation Vandal, has learned she can’t take anything for granted. After spending her last semester at the University of Idaho student teaching abroad in Ethiopia, she appreciates her family, education and circumstances even more. “We have it so much better than everyone else there,” the 21-year-old said. She graduated in 2012 with degrees in Spanish and secondary education. Sydney, originally of Boise, did her student teaching in Ethiopia’s capital, Addis Ababa, at the International Community School. She taught ninth- and 10th-graders Spanish.

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Students

Continent to Learn

Love Home

The seed for teaching internationally was planted at an early age. She grew up in a bilingual home and spoke Spanish and English. Her father, Juan, is from Spain and is a Spanish teacher. He and Sydney’s mother, Teresa Noble, a school counselor and University of Idaho College of Education graduate, decided to move overseas when Sydney was 12 and her sister, Amaya, was 10. The family left Boise and moved to Germany for two years, then they lived in

Japan for two more years. It was during those years that Sydney learned to write and read Spanish. Before returning to the U.S. when Sydney was 16, her family traveled extensively, and she now has been to more than 30 countries. She says it was a priority for her parents to ensure she and her sister traveled and experienced the world. “I thought it was a great experience and wanted to do international teaching,” she said. Spring 2013

Ethiopia was not her initial student teaching assignment. When her top choices of India and Turkey did not work out, she was given Lagos, Nigeria, as her destination. However, Sydney decided it was not safe for her. In fact, the U.S. Department of State has issued a travel warning and recommends that U.S. citizens avoid all but essential travel to many parts of the country. Instead, she asked for a new option. She selected Ethiopia over Dubai and Jakarta. Sydney started her work by observing for two weeks. She transitioned into co-planning before solo teaching for a least a month. But she had a much different experience teaching abroad than her counterparts have in the U.S. “It was a lot easier teaching experience there than I would have had here,” she said, referring to the U.S. She had 24 students total and some classes had only five students. The small classes allowed Sydney to offer her students individualized attention. “They wanted to work for me because I wanted to work for them.” She wanted them to succeed. Even though she had great successes and helped some students bring their grades from a D to an A, that wasn’t the case with everyone. “I had this idea that all students have the same potential. I had this idea that they all had the same capacity to learn,” she said. Sydney had one student who really struggled. She met with the student one-on-one daily. And even though the student got outside help with other

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teachers, she still had difficulty remembering what she was taught. “But that doesn’t mean a teacher should stop trying,” Sydney insists, adding it breaks her heart when students can’t succeed as she would like them to. “I didn’t know how much I would care,” she said. In addition, Sydney had the opportunity to work with students of many nationalities. She had students who were German, French, Malian and Turkish. She said the vast majority of her students have lived in at least three countries. But while her students had traveled, she found many people living Ethiopia don’t finish high school. She met many individuals who did not finish school because they went to work to help financially support the family. “By far it is the saddest place I have ever been.” She said the poverty in the city was shocking. Sydney had this idea that the area would be metropolitan, but it was not as vibrant as she imagined. While she lived with a host family in a Western-style, there were shacks all over the city. She saw thousands of homeless people, pollution and poverty. “I couldn’t believe how many homeless people there were.” After her many trips abroad, Sydney always came back home feeling like she brought something with her. This time is no exception. “I can’t tell you how grateful I am to be from here.”

Student Awards/Achievements

Alumni award for excellence

The Alumni Award for Excellence is presented to approximately 40 undergraduate senior-level students and an additional 15 graduate and law students who have achieved outstanding academic success and have demonstrated career and professional preparation; campus and community leadership and involvement; or have been “leaders in the classroom, laboratory, campus and community.” In addition, each student lists the faculty or staff member who has been most inspirational to them. 2012 Excellence winners and their mentors:

1) Ryan Barbieri, graduate student, physical education with a focus on health education (Grace Goc Karp, physical education program coordinator, movement sciences);

2) Ellie Cantrell, senior, physical education with a minor in health education (Grace Goc Karp, physical education program coordinator, movement sciences);

3) Janelle Chow, senior, exercise science and health with a minor in communications (Helen Brown, instructor, movement sciences).

Students of the Year The Idaho Recreation and Parks Association honored U-Idaho students with 2012 Student of the Year awards at the joint Idaho/Montana Parks and Recreation Conference. The awards are given to emphasize and recognize academic and professional achievement of students in the field. The recipients are:

6) Nicole Fisher: senior, recreation; 7) KC Sheffler: master’s student, movement and leisure sciences with an emphasis in recreation; and 8) Caleb Struble: junior, recreation with a minor in military science.

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Photo by Shawn Gust, Coeur d’Alene Press

Alumna Showered with Teaching Awards By Allison R. Stormo

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Katie Pemberton, who graduated from the University of Idaho’s College of Education with a master of education in curriculum and instruction, has been honored with the Idaho Teacher of the Year Award. This follows an impressive two years for the Coeur d’Alene teacher. The Canfield Middle School teacher also received the Presidential Award for Excellence in Mathematics and Science Teaching for 2011 and was awarded the Coeur d’Alene School District Teacher of the Year for 2012. Pemberton has taught at Canfield for seven years. As Teacher of the Year, she received an all-expense paid trip to Washington, D.C. and was a nominee for the National Teacher of the Year..

Alumni Notes

“I am so incredibly honored. This is the most amazing profession,” Pemberton said during an assembly where Idaho Superintendent of Public Instruction Tom Luna made the announcement, according to the Coeur d’Alene Press. As one of only 97 recipients of the Presidential Award, she also received a weeklong trip to Washington, D.C. It is the nation’s highest recognition of K-12 math and science teachers for outstanding teaching in the United States. “I am humbled to be associated with such a distinguished group of educators. Teaching is my passion. I feel fortunate to live in a community that values education and to teach in a school district that supports and encourages innovation. The Presidential Award is an incredible honor. I am thankful to my colleagues, students and family for helping me become the teacher I am today,” she said in an announcement when she received the Presidential Award. As a leader in grant writing and technology use, Katie has received thousands of dollars in technology grants to create her 21st-century mathematics classroom. She provides her students with innovative and technology-rich mathematics lessons. Students are active and engaged in their learning and are required to think critically as they build a strong conceptual understanding of math. Katie received her bachelor’s degree in education from Eastern Washington University — graduating magna cum laude. She also holds certifications in kindergarten through 12th-grade reading as well as mathematics from kindergarten through ninth grade.

PAEMST finalist The following COE graduates were selected as Idaho finalists for the 2012 Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST), the nation’s highest honor for U.S. science and math teachers in grades kindergarten through 12th grade.

In science: Tauna Johnson, who teaches at Genesee Elementary School and received her master of education in elementary education in 1993.

In math: Crystal Silvers, who teaches at Ramsey Magnet School of Science in Coeur d’Alene and received her bachelor’s degree in elementary education in 2005 and her master of education in education leadership in 2011. Donna Wommack, of Genesee Joint School District, who received her bachelor’s degree in elementary education in 1987 and her master of education in special education in 1996.

For more information on the award, go to www.paemst.org

Spring 2013

Christy Hall stands in front of the Palace of Holyroodhouse in Edinburgh, Scotland. Commonly called Holyrood Palace, it is the official residence of the monarch of the United Kingdom in Scotland. The abbey is behind Hall. Photo courtesy Christy Hall

Kuna Teacher Experiences Life Abroad as a Fulbright Award Recipient By Allison R. Stormo

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Christy Hall has spent most of her life just a few miles from home. Except for the four years she spent at the University of Idaho, the elementary education alumna has been in the Boise area. But, now she is spending nearly a year teaching in Scotland. “I was a wreck all day long after saying goodbye to my family,” she said. The 1996 graduate was awarded a spot in the Fulbright Classroom Teacher Exchange Program for the 2012-13 academic year. She received her master’s in early childhood education from Boise State University. Hall is on leave from her position as a first-grade teacher at Reed Elementary School in the Kuna School District, where she has been for 14 years, to teach primary students (4- and 5-year-olds) in Bathgate, Scotland, at Boghall Primary School.

Alumni Notes

In turn, her exchange partner, Lee Buchanan, has taken over Hall’s classroom. Not only has the pair traded classrooms – they will be trading lives. They live in each other’s homes and drive each other’s cars. “My parents will be her parents for the year,” Hall said. The journey to get to the point of an exchange was a long one. Fulbright applicants first fill out a 27-page application, submit recommendations, an essay and evidence of permission to enter the program from the superintendent and principal of their school district. Teachers who qualify remain on contract with their home school districts, and maintain their salary and benefits while on leave. If an applicant passes the first stage, they are then interviewed. If selected, the commission goes through an extensive, three-month matching process to find a suitable exchange partner. The team looks at personalities, subjects taught, a school’s size and demographics as well as teaching philosophy. The applicants’ cities, style of living and family environment also are evaluated.

“We feel like we have trusted each other and feel comfortable doing that.” While the women may have found a kindred spirit in each other, they have had to make a great deal of adjustments in their new classrooms. “It is harder than I ever thought it would be,” she said. “It is a very humbling experience.” In the months before leaving, the commission offered those selected for the program online training with their international counterparts which included videos, papers and homework as well as on-site training in Denver and a mentor teacher, which each participant is required to have. Each teacher will need to adapt their education styles and learn the culture in their host countries. “They tell us, ‘You are experienced, confident teachers, and that is why you were selected. But you will be a brand new teacher.’ ”

“It is harder to find a Fulbright match than it is to find your soul mate,” Hall said.

Hall says that even though she has been teaching for 16 years she feels like a first-year teacher. She is teaching students younger than she has previously. She teaches Primary One which has 17 students who are 4 and 5 years old.

Hall was accepted into the Fulbright program the second time she applied. The first time, she made it through the initial screening, but a match was not made.

It is a challenge to teach in a new environment. “I’m trying to figure out how to teach based on how I used to teach without the things that I’m used to having in my classroom.”

When Buchanan and Hall learned of their match in the spring, they started talking via Skype weekly for months. They shared details about their lives, schools, professions and families.

Still, she has been able to experience new aspects of her career such as directing a Christmas play.

“We cannot believe how perfect a match we are,” Hall said. Both women are single, about the same age and neither have pets. It was a good time for each to go on such a journey. They also worked through many details on how to open their homes to each other for a year. As many in the program have, they created legal agreements similar to rental agreements as well as added each other to their insurance plans.

Hall has enjoyed the support of other teachers from the United States selected for the program who are placed the United Kingdom. She has been able to connect with them and travel throughout Europe on her breaks, including to London, Spain and Paris. “This is coming at a really good time at my life. I needed some excitement.” She added, “I want to thank the University of Idaho and the faculty of the College of Education for giving me the foundation for this amazing career and life.”

Spring 2013

Alumni Achievements John Ronald Langrell III ’80, ’81, ’84 is the new president of Bates Technical College in Tacoma, Wash. Langrell received a bachelor’s degree is psychology, a master of education in guidance and counseling and a post-master’s degree in vocational (teacher) education, all from U-Idaho. He also has a doctorate from Florida State University.

Chris Pelchat ’10 has taken a position with Stanford University as the director of Outdoor Education. He graduated with his doctorate in education. He previously was a professor at Ithaca College as well as the director of Outdoor Programs at Eastern Washington University.

Marc Skinner ’93, ’95, ’10 was promoted to associate dean of Interdisciplinary Studies at Brigham Young University Idaho. He also serves as director of Inter-University Relations. He received his bachelor’s degree in communication, a master’s of public administration and a doctorate in education with an emphasis in higher education administration, all from U-Idaho.

Charles Lindner’s ’11 dissertation was selected as 2012’s “Outstanding Dissertation” by the University Council for Workforce and Human Resource Education. His dissertation studied large datasets to explore sociodemographic and occupational variables to best predict participation in workforce learning. The award comes with a stipend and a plaque. Michael Kroth was the chair of the dissertation committee. Lindner graduated with a doctorate in education.

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Alumni Notes

Kristin Armstrong:

Our Golden Girl By Amanda Cairo Gold and silver are the marks of a Vandal, but for alumna Kristin Armstrong, it’s gold and gold after she won her second Olympic gold medal Aug. 1 in the cycling women’s individual time trial in London. “I would personally like to congratulate one of our very own, Kristin Armstrong, on her gold medal win in the Olympic time trials,” said University of Idaho President Duane Nellis. “We at the University of Idaho are very proud of all her accomplishments, especially on this world stage! Go Vandals and go Kristin.” After winning her first gold in the 2008 Beijing Olympics in the same event, a second gold medal was far from a sure thing. The Boise cyclist retired in 2009, but made a comeback after the birth of her son, Lucas, in 2010 and a broken collarbone sustained in a fall during qualifying competitions in May. She also crashed during the road race in London earlier in the Olympic Games and injured her elbow. “To come back as a mom and win a gold medal a second time is a dream come true,” Armstrong said after the race, according to USA Cycling. “I didn’t know until I had crossed the finish line,” she said in a post-race interview with NBC. “The information I was getting was it was a close race out there, and that I needed to give everything I had if I wanted it. I knew just one percent off the pedals is going to take you to second or third or even off the podium.” A true competitor, Armstrong pulled out the Vandal spirit and made history – becoming the oldest champion in a road cycling event. It’s one of the best early birthday presents Armstrong could have received, she turned 39 on Aug. 11. Armstrong graduated from the University of Idaho in 1995. She studied in the College of Education’s movement sciences department and earned a bachelor’s degree in education, sports physiology. While her dream job changed during her college years, from corporate wellness to physical therapy to working within her community to promote physical fitness, she knew there was more out there. With two gold medals under her belt, she now is officially retired from cycling, but far from done. In 2010, she told graduating Vandals during the Moscow commencement speech to not stress too much about the future, but take time to figure out what you want to do. “You have a lot of opportunity when you graduate to really think about what you want to do,” Armstrong said. “Make sure it’s something you want to do; if you’re not happy, it won’t last long.” Spring 2013

Moscow Parks and Recreation Director Celebrates Doctorate from COE

Moscow Parks and Recreation Director Dwight Curtis received a doctoral of philosophy in education in December. His dissertation examined if certified inspectors reduce playground equipment injuries. Photo by Goeff Crimmins, Moscow-Pullman Daily New

By Allison R. Stormo Moscow Parks and Recreation director Dwight Curtis can take a deep breath. After working on his doctorate for seven years, he finally can get outdoors without worrying about his research. “This is the first time in seven years I can go hunting and not feel guilty,” he said. It is a break Curtis deserves. He started working on his doctorate with the College of Education in 2005. After taking one class at a time while still maintaining his full-time director job, he has completed his education. He defended his dissertation in August, which was on research he conducted on playground safety, and then had the pleasure of walking through commencement in December.

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“The professors were very supportive,” Curtis said. “The city, my boss, the mayor and the council were all supportive.” Curtis can now round out his education from University of Idaho and claim he is 100 percent Vandal. Directly after high school, he entered the National Guard as a medic, then enrolled at U-Idaho to work on a biology degree where he also was in ROTC. However, Curtis took an elective class in recreation and was sold on it, and quickly changed his major. “I’ve always liked sports and recreation,” the McCall native said. “I love the outdoors.”

Department and Center News Movement Sciences With the exception of the six years he spent in active duty infantry special forces after graduation in 1984, he has remained in the recreation field ever since. He interned with Moscow Parks and Recreation his senior year and has come full circle to become the director. He didn’t think he would return to Moscow when he originally left, but he has been drawn back several times. His first parks and recreation job after transitioning from active duty to Reserves was in Ketchikan, Alaska. While he enjoyed his time there, his wife didn’t love it. “The deal was that if we left Alaska, I would go back to school.” Thus began the journey back to the Palouse where Curtis received his master’s degree in sport and recreation management in 1994. Even being immersed in academia, he remained involved in the physical aspects of the industry. At that time, he said the Latah County Parks and Recreation manager position was reserved for a U-Idaho graduate student. A vacancy came up and Curtis was asked to take over the job. “They had this junky old trailer for us to stay in – but it was free housing,” he said. “We couldn’t take a box spring inside because it wouldn’t go around the corners. Instead we had to put a mattress on the floor.”

Association Certified Playground Safety Inspector certification to help reduce and avoid injuries. Inspectors are trained to identify hazards on public playground equipment and the playground, rank the hazards and apply the knowledge to remove the hazards and create a system of inspection maintenance. Agencies spend a lot of money replacing old and worn out or dangerous playground equipment with ones considered safe.” However, he wondered if the effort and funding that goes into being a certified inspector was helping keep playgrounds safe. After talking to College of Education sport psychology professor Damon Burton, he realized how much research it would require, and he decided to work on his doctorate. After compiling the data from research in California, he deduced that the certification does help improve children’s safety in playgrounds. He hypothesized that a decrease in injuries will occur when certified playground instructors are hired, the playground safety inspector’s belief in the system will influence injuries rates and the value supervisors place on the certification program will affect injury rates. “His research promises to have an excellent chance to influence policy in Idaho and nationally,” Burton said.

There was no TV or cable. It was tiny. But it was just for a little more than a year.

Curtis’ research also helped him earn the 2012 Idaho Recreation and Parks Association Professional Award.

“It was like a camping trip but we knew it was temporary,” he said with a laugh.

“I was very impressed by his research,” said Eric Newell the city’s recreation supervisor who received his master’s from U-Idaho in 2007 and nominated Curtis for the award.

After receiving his master’s in 1994, he worked several jobs throughout the U.S. before returning to Moscow. Curtis started looking more closely at an increase in injuries from playground equipment and wanted to know why. “I started investigating and looking for answers on my own, but couldn’t find any,” he said. He says there has been a movement for a number of years for parks and recreations agencies to hire people who have received National Recreation and Parks

While Curtis will continue to promote his research, he plans on getting back to other outdoor-related activities and return to his hobby of taxidermy. “Working on a doctorate while having a full-time job is all-consuming,” he said. But for now, he is looking forward to catching a steelhead.

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“Although I was happy working with the Department of Defense, Idaho held a special place in my heart,” he said. “I had a great experience in Idaho.” While he is thrilled to be able to partake in his passions for the rich outdoor activities that Idaho and the Palouse offer, he is particularly looking forward to being embedded in a setting of higher education. Pickering is ready to promote the department and elevate awareness of the diversity of activities in fitness and health within movement sciences that have lifelong applications. “I am looking forward to reengaging with other scholars,” he said. “The faculty is even stronger now than when I left.”

Department of Movement Sciences Welcomes New Chair Tony Pickering came full circle when he returned to the University of Idaho to take a job as the chair for the College of Education movement sciences department. Pickering, who joined the faculty as an associate professor and chair in January, completed his doctorate in education – sport/exercise psychology from U-Idaho. “I have the chance to be at Idaho in the movement sciences department doing what I love, and working with faculty who I respect,” Pickering said. Though he grew up in Vermont, his ties to the Northwest run strong as he received a bachelor’s in physical education – biomechanics of sport, a master’s in physical education physiology of sport exercise and a master’s of business administration all from the University of Oregon. Pickering was employed at the U.S. Military Academy in West Point, N.Y., and worked with soldiers on mental skills such as stress management, confidence building and goal setting when he heard about the chair opening.

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Movement Science Achievements Helen Brown, instructor in movement sciences, was selected as part of the University’s Leadership Academy’s fourth cohort for 201213. The academy fosters leadership within the institution through the participation of faculty and staff in a yearlong leadership experience. Diane Walker, co-director of Dancers Drummer Dreamers and professor emerita of dance, received an Outstanding Achievement in Arts Education Award from the City of Moscow and the Moscow Arts Commission at the Moscow Mayor’s Arts Awards 2012.

Department and Center News Curriculum and Instruction

University Photo Services. Shawn Tiegs is among the latest Wright Fellowship program recipients to graduate.

Teachers Grow Careers the

“Wright” Way

By Paula M. Davenport    Unlike the majority of Idaho’s teachers, Shawn Tiegs entered the profession with a bachelor’s degree in mathematics – not education. But with his December graduation from the University of Idaho, he’s solidified his path to continued teaching success. Tiegs, a full-time math and science teacher at Nezperce High School, earned a master of education from the College of Education. He and his nine classmates — also full-time teachers—were able to pursue their degrees together through the college’s Wright Fellowship program.

“The special part about being a Wright Fellow is that all the classes are face-to-face and small in size. You really feel like you are part of a group of excellent teachers who are on a journey together to improve themselves,” said Tiegs, who teaches at the high school he attended.  Designed with full-time teachers in mind, the competitive fellowship offers intensive classes over four semesters and covers nearly all incurred costs and fees. “All of the Wright Fellows in our cohort were excellent teachers, and it was great to gain insight Spring 2013

and wisdom from them. Our professors also became an integral part of the journey. They treated us as professionals and valued our insight while challenging our thoughts—improving everyone,” Tiegs said.  Tiegs honed his teaching skills during his six years in the classroom, but he sprang at the chance to further improve his craft with the advanced teacher education fellowship at U-Idaho. “I have always felt like I belonged as a teacher, but I now feel that I can rigorously evaluate best practices within my own classroom and that has empowered me to improve my teaching,” he said. The experience wasn’t without its own challenges for the married father of five small children. Tiegs says he owes his wife, Dana, a debt of gratitude for tending the home fires while he attended classes in Moscow and did his homework assignments. He says his rigorous schedule sometimes required him to sacrifice time with his family “But it went by really fast because all the classes were very interesting and rewarding.” And while classes have ended, Tiegs says he will carry with him one of the Wright Fellowship’s finest positive outcomes. “Getting to know the other Wright Fellows was the best thing. I have forged many bonds and new friendships and have gained a huge appreciation for the fact that teachers from all over the state of Idaho are going through very similar things despite our different circumstances,” Tiegs said.

Curriculum and Instruction Achievements Raymond Dixon, assistant professor in curriculum and instruction, is working on a National Science Foundation Advanced Technological Education Grant to create a regional workforce for rural manufacturing that links technical education systems and students to local businesses.

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Would he recommend it to peers?  “Absolutely,” he said. “It would be impossible to participate in the Wright Fellowship program and not improve yourself as a teacher and a human being. It was a great experience, great professors, great peers and a great school!” What’s more, Tiegs is paying forward what he’s learned by mentoring U-Idaho student-teacher and Highland native Jed Pentzer. “I actually taught him biology when he was in 10th grade in my first year of teaching.” It’s just one more example of how the Vandal family tree sprouts new branches every year. For more information on the Wright program, go to www.uidaho.edu/ed/academics/wright-fellowship.

Tiegs has been selected by one of 27 STEM educators nationwide for the 2013-14 prestigious Albert Einstein Distinguished Educator Fellowship Program by the Triangle Coalition for Science and Technology Education. Educators will serve in Washington, D.C., for 11 months beginning in September at sponsoring agencies. Tiegs will be serving his term at the Department of Energy. He was selected through a rigorous process from a pool of 200 applicants. The program provides practical classroom insight in guiding education programs and policies, especially those related to STEM education.

Emily Duvall, assistant professor in curriculum and instruction and the project director for the Northwest Inland Writing Project, has conducted conferences and workshops aimed at helping teachers integrate and use the new Common Core State Standards throughout the school’s curriculum.

Anne Kern, assistant professor in curriculum and instruction, was selected as part of the University’s Leadership Academy’s fourth cohort for 2012-13. The academy helps foster leadership within the institution through the participation of faculty and staff in a yearlong leadership experience.

Department and Center News Leadership and Counseling

more courageous than others. Those assumptions are pretty much fingernails scraping across the karmic chalkboard of Stuntzner’s post-injury experience. The need for such a book has intensified for other reasons as well, Stuntzner said, noting that insurance companies are now reducing allowable hospital recovery time and rehabilitation care.

New Book Illustrates Adjustment to Disability By Donna Emert When Susan Stuntzner was 19 and injured her spine, there was not much information available to demystify the process of adapting to it. Her first book, “Living with a Disability: Finding Peace Amidst the Storm,” addresses that need. “It was written initially to be a resource for people going through the experience of acquiring a disability and adjusting to it, relating both my own experience and the knowledge I gained through education and research,” Stuntzner said. “Trying to adjust can be a very isolating experience, primarily because it is not easy to meet others who know what it’s like to live life following a disability.”  The book illustrates the arduous process of mental, spiritual, social and physical adjustment. It also exposes the dehumanizing cultural assumptions that people with disabilities are either weaker than or

“People with disabilities and their families are not given enough information,” she said. “And when they’re released, they’re on their own to figure it out.” The first book, published by the Counseling Association of India and available on Amazon.com, also will serve as a textbook for educating counselors in India. It incorporates questions at the end of each chapter aimed at students and professionals, and it concludes with an overview of approaches in the final two chapters.   Stuntzner is program coordinator and assistant professor for the Rehabilitation Counseling and Human Services Program at the University of Idaho Coeur d’Alene. She holds a master’s degree in counseling from Portland State University and a doctorate in rehabilitation psychology from the University of Wisconsin, Madison. She researched and wrote the books over the last 2½ years, while teaching and advising between 10 and 25 students.  While finalizing the first book and redrafting a second, Stuntzner’s greatest challenges included time management and the personal nature of the subject matter. “Just putting my life and experiences out there was difficult,” Stuntzner said. “I did it in hopes that it would help others. Unless you walk the path, you really don’t know what those experiences are like. No one ever really prepares you.” She recently submitted the second book, “Reflections From the Past: Life Lessons for Better Living,” for publication. It focuses on coping skills tied to resiliency. She is now at work on a third book, looking at how families are impacted by and cope with disability. Spring 2013

U-Idaho Counseling Programs Earn Highest Marks By Donna Emert If student success is the ultimate measure of the effectiveness of a degree program, then counseling programs at the University of Idaho are definitely measuring up. In the most recent round of testing completed this fall, the University of Idaho’s Rehabilitation Counseling, Counseling and School Counseling program students collectively achieved a 100 percent pass rate on their professional certification examinations. Those arduous, comprehensive exams are administered outside of the university by independent national boards. “The average pass rate for these exams may vary somewhat based on the group of students and professionals completing this exam, but this success rate is well above the average,” said Susan Stuntzner, assistant professor and program coordinator for the university’s rehabilitation counseling program in Coeur d’Alene. “That’s an achievement that reflects well on our students, and it really speaks to the strengths of our program.” Linda Taylor, who teaches graduate students in counseling and in school psychology on the university’s Coeur d’Alene campus, has had equally remarkable success: Her students earned a 100 percent pass rate on the National Counselors Exam, required to practice counseling; and on the Praxis II Exam, required to practice as a school counselor. The success is remarkable not only because it is well above the national rate, but also because it was achieved during a period of budget cutbacks and departmental restructuring. Stuntzner and Taylor both came to the university straight from their own doctoral programs about four years ago. Stuntzner holds a master’s degree in counseling from Portland State University and 36

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a doctorate in rehabilitation psychology from University of Wisconsin, Madison. She spent two and half years in Nebraska completing post-doctoral supervision in a state facility for persons with intellectual disabilities and other coexisting disorders as a psychology staff member. Taylor holds a master’s degree in counseling from Purdue University and a doctorate in school psychology from University of Nevada, Reno. “We followed in the footsteps of some very renowned professors in the university’s counseling programs,” said Taylor. “As new professors in the program, it is really heartening to achieve this milestone.”

Leadership and Counseling Achievements Kathryn Canfield-Davis, associate professor in leadership and counseling, is serving in the temporary role of chair of the Department of Leadership and Counseling. Laura Holyoke, associate professor of leadership and counseling, along with two of her graduate students, presented their research on women’s experiences of authentic leadership at this year’s Research on Women in Education National Conference in Coeur d’Alene.

Department and Center News Leadership and Counseling

Paul Harvey, talking about farmers in that recent Super Bowl TV ad, caused many of us to choke up. It’s not hard to see why. There is a paradox at play in some work environments, embodied in the phrase “do more with less.” I often contemplated what that really means. What, in particular, does the “less” mean? I think most of the time its intended meaning is fewer resources, which is understandable. We are going through challenging times.

Above and Beyond By Michael Kroth On the front page of the Oct. 12, 1972, edition of the Winfield Daily Courier, a photo shows three men conferring in front of a tractor. Dee Lewis, John Story and Clarence Long are getting ready to finish planting wheat. The work crew includes six other local farmers. Dinner is provided by two of their wives, and about 90 acres have been seeded in about six hours. The farm? It is the Grandview Ranch, located just outside of the small Kansas town of Winfield and owned by Hazel and Milton Kroth. I have a picture of that front page on the door to my office. Why? Because these neighbors were planting that wheat out of the goodness of their hearts for my grandmother—and out of respect for my grandfather, who had died unexpectedly the Sunday before. Because it reminds me of the power of relationships, of the goodness of people, and of the importance of small acts of kindness. Because it tells me that people will go above and beyond what they have to do just because they care—and not just for money. Because I can imagine how my grandmother felt when her husband was ripped out of her life and immediately facing her was a task that must have seemed impossible to accomplish. And then I can imagine how she felt when people showed up just to help her.

But it could also mean with less respect or less care or less understanding. It is when “less” signals to employees that they are just cogs in a machine, or resources to be deployed, or numbers on a spread sheet, that “less” really means less productivity, because all too often people then work only because they have to and not because they want to. When people have to do something, they are less likely to do any more than they, well, have to. The creativity, ingenuity, synergy, commitment and effort that managers want they never really get to see. Young men working for my grandfather on a hot, sweaty, harvest day in Kansas would look down and find a ripe, juicy watermelon he had planted for them long before, anticipating their needs before they even knew they would be working for him. My dad, remembering, said that he and the others got so much of the sticky, sweet juice over them that they had to go jump in the creek to get clean. My grandfather had the kind of insight into what keeps young people working by imagining their experience long before it occurred and then planning for it. Yes, my Grandpa Milton understood and cared for people. What would it take in your organization to motivate people to go above and beyond the call of duty? What would it take to get your own “wheat planted and harvested” when times are tough? My suggestion: Study human nature and human beings. Show them that you care about them. Search for what really motivates them, deep down inside. And don’t forget to plant watermelons long before they’re needed. — Michael Kroth is an associate professor of adult/ organization learning and leadership. This column was first published in the Idaho Statesman. Spring 2013

Julie Fodor, director of the Center on Disabilities and Human Development, has stepped into the role of president of the Association of University Centers on Disabilities. She oversaw the AUCD national conference in Washington, D.C., in December, which featured more than 180 presentations and more than 500 attendees. In addition to Fodor, the following staff and faculty gave presentations at the conference: • Matt Wappett, “How Stress is Killing You, and What You Can Do About It” and ThinkCollege Panel, postsecondary options for students with intellectual disabilities. • Cari Murphy, Shawn Wright, PreConference Workshop 3, “Mobile Me: Low-cost/No-cost Tools for Organizing Your Digital”. • Gwen Mitchell, “Leadership Education Beyond the Classroom” and “Individualized Education Program Goals for Children with Social and Behavior Challenges”. • Robin Greenfield, “Improving Child Outcomes in Rural Communities: Perceptions, Culture and the Use of Technology”. In late December, Fodor was honored with an invitation to speak at a luncheon at the White House.

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Department and Center News CDHD

Matthew Wappett, assistant professor with the Center on Disabilities and Human Development, served as a part of the U.S. Young Scholar Delegation to Taiwan. He also presented at the Malcolm M. Renfrew Interdisciplinary Colloquium sponsored by the U-Idaho Research Office, the College of Graduate Studies and the University Honors Program. The title of the presentation was “Laughter and Learning: Why Happy Students are Better Students.”

Olivia Lebens, a program adviser at the Center for Disabilities and Human Development attended the 2012 Association of University Centers on Disabilities annual meeting and conference titled “Innovating Today-Shaping Tomorrow.” She was able to attend as a recipient of the Staff Supplemental Professional Development Grant Award. Lebens participated in the Council on Community Advocacy meeting, the National Gateway to Self-Determination training and visited Idaho Sen. Mike Crapo’s office. Lebens will share the Self-Determination Self-Assessment Checklist with her colleagues at CDHD, College of Education, the CDHD Community Advisory Committee as well as other interested individuals. This Self-Determination Self-Assessment Checklist is a tool created for University Centers for Excellence in Developmental Disabilities to determine “the degree to which its policies, practices and personnel, at a given point in time, are promoting self-determination for people with intellectual and developmental disabilities and their families.”

CDHD’s Idaho Assistive Technology Program Participating at Federal Levels A project of the Center on Disabilities and Human Development, Idaho Assistive Technology Project (IATP), has been selected to participate in a new federal program set to distribute communication technology to people with vision and hearing loss. The National Deaf-Blind Equipment Distribution Program established by the FCC distributes equipment to low-income individuals who are deafblind. The goal of the group is to ensure that every person with combined hearing and vision loss has access to modern telecommunication tools from screen enlargement and software and video phones, to off-the-shelf products that are accessible or adaptable and the training necessary to use them. The program provides outreach, assessments, telecommunications technology and training free of charge to those who meet federal eligibility guidelines. For more information about Idaho’s NDBEDP, including a consumer guide and eligibility rules and to apply, go to http://bit.ly/IATPUI.

Robin Greenfield, CDHD Boise program director, and Matt Wappett, presented at the Idaho Partnership Conferences on Human Services in November called “Restore, Rebuild, Renew.” Greenfield presentation was “Figuring out the Steps to the Dance: Assessing Children with Very Complex Disabilities.” Wappett’s presentation was “How Stress is Killing You, and What You Can Do About It.”

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Department and Center News Ethics The Center for ETHICS at the University of Idaho offers study, intervention, outreach, consultation and leadership in developing and advancing the theory, knowledge and understanding of character education including moral and ethical reasoning, moral development, ethical leadership and ethical application. The center, through Director Sharon K. Stoll, professor of physical education, provides classes, workshops, applied interventions, evaluations, assessments and consultation about character education and all its perspectives to any organization, profession, industry and discipline. The center completed a series of lessons for the World Anti Doping Agency. WADA is an independent international organization created in 1999 to promote, coordinate and monitor the fight against doping in sport in all its forms. Composed and funded equally by the sports movement and the governments of the world, WADA coordinated the development and implementation of the World Anti Doping Code, a document harmonizing anti-doping policies in all sports and all countries. Now that a study has been developed with the help of the center, the next step is testing the curriculum. Preliminary data was reviewed by WADA in December, and an additional $21,000 for continued research has been released for 2013.

Work continues with Winning With Character, a nonprofit organization dedication to sport education, which served 55 high schools and three universities, working in character education in sports across the U.S. Winning With Character has contracted with the center to develop curriculum and evaluation tools and assessments for its intervention program which aims to challenge athletes to reach

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their full potential in the classroom, on the field and in society; provide understanding, reasoning and application of moral and ethical principles; and change thinking and behavior.

The Servant Sport Leadership Program was developed by the Winning With Character Foundation and the Center for American Football Coaches Association members to help coaches and teams develop a sense of unity built upon a foundation of character. Sport Servant Leadership is a 12-week, distance-learning course that is offered entirely online for continuing education credits. This online education program is endorsed by the American Football Coaches Association. The purpose is to create an environment to aid coaches in their efforts to become servant leaders. It provides a rationale for the development of a servant leadership philosophy as a coach in football, inspires and challenges thinking that is directed toward servant leadership coaching, helps coaches become knowledgeable in literature and language of servant leadership and assesses coachâ&#x20AC;&#x2122;s personal qualities in the quest for servant leaders.

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U-Idaho Receives $3 Million Grant to Develop Research Teaching Methods Using Classroom Technology The J.A. and Kathryn Albertson Foundation is seeking to equip and train the next generation of Idaho teachers to help improve student achievement by awarding a $7.3 million grant to establish a pair of Doceõ Centers for Innovation and Learning at two Idaho universities, one public and one private. The University of Idaho and Northwest Nazarene University will establish centers on their respective campuses. The U-Idaho center in the College of Education will receive $3 million of the grant over three years and will focus on developing new teaching methods that incorporate technology in the classroom, known as blended learning. Funding for years two and three of the grant are contingent upon research results. “The collaboration between the Albertson Foundation and the University of Idaho to enhance existing pedagogy is indicative of our mission as a national research university,” said M. Duane Nellis, president of the University of Idaho. “The research findings we anticipate as a result of this partnership will enable teachers and students to make the best choices in how we, as a state and nation, embrace technology in the classroom well into the 21st century.”

For more information on giving to the College of Education, contact Christina Randal at (208) 885-7537 or crandal@uidaho.edu.

The Doceõ Centers will be launched this spring and will encompass the latest hardware and software available to educators. Corinne Mantle-Bromley, dean of the University of Idaho’s College of Education, said the centers will help Idaho and other states gain a much deeper understanding of technology’s influence on student learning. Research and evaluation of research findings will help inform the education community and contribute to the most effective strategies for blending technology into teaching, Mantle-Bromley said. “What makes this funding so important is the research function that it supports. We will constantly be studying new, emerging technology tools. It will provide classroom teachers and school administrators with powerful information and findings on best practices. We will have the opportunity to partner with teachers as we study technology and its impact on P-12 student learning.” The J.A. and Kathryn Albertson Foundation is a Boise-based, private family foundation committed to limitless learning for all Idahoans. Since 1997, the foundation has invested more than $500 million to improve education in Idaho. For more information about the Foundation, go to www.jkaf.org.

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At the end of February 2013, the College of Education has reached just over 75 percent of its goal. $6 Million

The College of Education is a recognized national leader. Many of our programs are ranked in the Top 100 across the nation. Hiring managers seek out our graduates because of their excellent training. With your support, we will continue to lead Idaho by graduating students with the skills they need to be successful.

$300 K

$2.2 Million

$1.5 Million

$2 Million

$4.5 M $2 M As of February 2013

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$4 K Facilities

Faculty

$779 K Programs

$1.7 M Students

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Inspiring Futures Campaign Priorities Catalyzing Student Success by developing graduate student scholarships and assistantships to enhance research and outreach activities, and attract the best and the brightest students from across the country. Goal: $2 million amount of goal reached $1.7 million

Leading Innovation and Discovery by increasing funding available to attract and retain leading faculty members for use in outreach, research and engagement opportunities. Goal: $2.2 million amount of goal reached $2 million

Creating Distinction and Impact through Signature Program Areas. •

STEM (Science, Technology, Engineering and Math) Education - The COE is leading university efforts to prepare future professionals who are equipped to increase the pipeline of K-12 students entering the STEM fields.

•

Healthy Active Living – Our Movement Sciences Department is working with partners across the state and the nation to improve the health of Idaho citizens through education, outreach and research projects.

Goal: $1.5 million amount of goal reached $779,000

Building a State-of-the-Art Learning Environment by creating an endowment that will provide permanent, ongoing support for technology upgrades. Goal: $300,000 amount of goal reached $4,000

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What is a capital campaign? A capital campaign is an organized effort to raise private support within a specific time period for identified priorities of strategic importance.

Why do universities conduct campaigns? Campaigns are a proven method for making rapid, strategic progress in areas of critical importance. Campaigns authenticate the sense of urgency of the critical priorities in need of financial assistance. Campaigns also provide an important platform to focus messaging about the universityâ&#x20AC;&#x2122;s vision and goals, and raise the visibility of that vision. They are useful to galvanize, motivate and inspire the campus community, alumni and other supporters of the University in creating a culture of philanthropy so critical to the success of a 21st century research university.

Why do universities depend on private support from individuals, corporations and foundations and stakeholders? Support from stakeholders and loyal alumni ensures the continued strength of your university. Each year, private donations become more important to our ongoing success. The University depends on private support for more than one-third of its annual operating budget. No matter the size of your gift, it makes a difference. Critical Need Spotlight: Technology Integration Lab Endowment â&#x20AC;&#x201C; Endowments are permanent and provide ongoing annual support. With the recent Albertsonâ&#x20AC;&#x2122;s gift (see page 41.), the COE has a critical need for an endowment that will provide ongoing support for technology upgrades. With education moving toward more integrated technology in K-12 classrooms, this fund will provide critical support to ensure the COE continues to offer state-of-the-art learning opportunities for future educators and community leaders.

For more information on giving to the College of Education, contact Christina Randal at (208) 885-7537 or crandal@uidaho.edu.

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Donors

University of Idaho revenue sources for operations, Fiscal Year 2012

28% State General Appropriation

24% Student Tuition and Fees

36%

12%

Private Gifts, Grants, Contracts, Endowment Income and Other

Sales and Services

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Donors

Memorial Scholarship By Allison R. Stormo

Sue and Charles Bartlett

A memorial scholarship in the name of College of Education alumna Sue (Livingston) Bartlett has been created by her surviving family.

“She continued to always be interested in education and had a strong feeling about the university,” Barbara said.

Sue, an Idaho native and longtime university supporter, died in 2011 at age 72, after a battle with cancer. She graduated with a bachelor’s degree in elementary education. After graduation, Sue taught in California for several years before moving to Germany to teach — where she met her husband of nearly 45 years, Charles.

Not only did Sue have strong feelings about U-Idaho, but her family did as well. In addition to Sue and Barbara, a third sister, Nancy, is a Vandal and numerous other children, grandchildren, nieces and nephews as well as spouses are all proud members of the Vandal family.

She and Charles raised three children: Jennifer, Heather and Anne while moving throughout the U.S. for her husband’s military career. They settled in Connecticut in 1983, where they lived until Sue’s death. Even though Sue ended up on the opposite side of the U.S. from where she grew up in Buhl, she never strayed far from her roots. “Education was a very important thing to her,” said her sister, Barbara Viehweg, who also graduated from U-Idaho with a degree in education. After having her daughters, she continued being an educator outside the classroom by teaching piano lessons in her home.

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“All of us have been very loyal to the university,” Barbara said. Sue’s family wanted to honor her love of Idaho by creating a scholarship in her name. The annual scholarship will help advance students’ education by providing assistance to recipients who are pursuing a master’s degree in curriculum and instruction and who are Idaho residents. “Sue would be so thrilled to know this is helping students,” Barbara said.

For more information on giving to the College of Education, contact Christina Randal at (208) 885-7537 or crandal@uidaho.edu.

In Memoriam

Professor Emeritus Edward Woolums died in Spokane, Wash., on June 29, 2012. He was a faculty member in the College of Education from the 1960s until his retirement in the early 1990s. He is fondly remembered among faculty and staff as having a love of a good cup of coffee and story-telling.

William R. Biggam of Moscow died July 4, 2012, at the age of 90. Biggam worked as professor and chairman of the Industrial Education Department at the University of Idaho from 1959 until his retirement in 1984 with the rank of professor emeritus. He received his bachelorâ&#x20AC;&#x2122;s and masterâ&#x20AC;&#x2122;s degrees from University of Minnesota and his doctoral degree from Bradley University in Illinois. He not only was involved in the Moscow Central Lions Club for more than 50 years, but also a lifetime member of the Elks Lodge in Red Wing, Minn., and a member of Masonic Lodge No. 198 in Duluth, Minn.

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Scholarship Established in the name of

Greg Halloran By Allison R. Stormo

University of Idaho has lost a beloved dance instructor. Greg Halloran, associate professor of dance, died at his home in August at the age of 50 after a long illness. In September, dance students performed a jazz piece during a memorial for Halloran. The coordinator of the dance program was like family to many who knew him on campus, and his loss touched many. His passion for dance and involvement in Dancers Drummer Dreamers had a reach that left lasting memories on many students he taught. At the time of his death, he owned two dogs, Cosmo and Ty, who were like his children and often could be seen with him at a dog park in Moscow. The dogs were a big part of Halloran’s social network. When the news of Halloran’s death reached they community, they rallied around the late teacher’s death and Cosmo

and Ty found new homes within a couple of days. Halloran’s name also will live on and be honored in the College of Education thanks to the generosity of his siblings, Brian, Jeanne, Michael and Richard. They have endowed a scholarship fund called the Greg Halloran Memorial Scholarship in memory and honor of his legacy at the University of Idaho. “I wanted to start the scholarship fund in memory of Greg because I know personally how his work at the University of Idaho was his life’s passion,” said his sister, Jeanne Halloran. “Teaching dance was Greg’s passion, and I know that he would fully support our efforts to remember him through this endowment fund.” The scholarship will be awarded annually to at least one deserving student in the movement sciences department. Photo by Geoff Crimmins Moscow Pullman Daily News

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In Memoriam

For more information on giving to the College of Education, contact Christina Randal at (208) 885-7537 or crandal@uidaho.edu.

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