LEGACY
LEGACY MAGAZINE UNIVERSITY OF LETHBRIDGE FACULTY OF EDUCATION 2016
t he
JOURNEY CONTINUE You have your degree, now enhance your career.
The Faculty of Education has offered outstanding Graduate Programs for over 30 years. Recent offerings include: MASTER OF EDUCATION Counselling Psychology Curriculum and Assessment Educational Leadership Inclusive Education and Neuroscience Literacy in Globalized Canadian Classrooms MASTER OF COUNSELLING DOCTOR OF PHILOSOPHY IN EDUCATION For information on future offerings and application deadlines:
403-329-2425
or toll free 1-800-666-3503 edu.masters@uleth.ca
edgradstudies.ca
Faculty of Education
contents
facultyofeducation contributors
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DEAN’S MESSAGE
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ALUMNI STORIES
Marguerite Anderson Margaret Beintema Brenda Bell Robin Bright Richard Butt Jane Harris Ken Heidebrecht Carol Knibbs Craig Loewen Greg Martin Diane McKenzie Elizabeth McLachlan Leslie Ohene-Adjel Rob Olson Mike Perry Susan Pollock Nicole Spence Darcy Tamayose Kelly Vaselenak Jaime Vedres Ed Wasiak
special thank you
Education Undergraduate Society, Galko Homes, Wilson Middle School
printing
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FACULTY RESEARCH
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GLOBAL PARTNERSHIPS
University of Lethbridge Printing Services The Legacy is produced by the Faculty of Education at the University of Lethbridge in collaboration with the Advancement Office.
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GRADUATE STUDENT RESEARCH
10% Post Consumer Recycled Content
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50th ANNIVERSARY PROFILE
Correspondence is welcome and may be addressed to: Faculty of Education University of Lethbridge 4401 University Drive W Lethbridge, AB T1K 3M4 edu.communications@uleth.ca 403-332-4550
Photographer: Photographer: RobRob Olson Photographer: Rob JaimeOlson Vedres, Inset photographer: Olson
Together dean’s message
together
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You are receiving this issue of Legacy on the eve of the University of Lethbridge’s and the Faculty of Eduation’s half century year. I have two early memories of the University of Lethbridge. As many readers will know, my father was one of the founding faculty members in the Faculty of Education. We moved to Lethbridge in the summer of 1967. At that time the university was housed in temporary buildings on the Lethbridge Community College campus. A few years later they began building what is now University Hall. I remember going on drives on Sunday afternoons with my dad to see the new university being built, watching it rise slowly out of the coulees. As a child I remember being shocked that they would build the university in that place, in what appeared to me to be the middle of the open prairie! Today the university is central to Lethbridge’s vibrant west side, and Turcotte Hall (the Dr. home Craig Loewen finds balance woodworking inHall his shop his recent a University of Lethbridge clock of the faculty) overlooks University andInset: the river valleyproject, ... one of the many buildings housing
Teacher Education Advisory Committee (TEAC) Back row: Michaela Demers, Dan Grassick, Kelly Vaselenak, Val Browne, Heather McCaig, Richelle Marynowski, Monica Andreas, Derek Resler, Daphne Sander Front row: Len Sproule, Annie Lieverse, Robin Bright, Nancy Grigg, Craig Loewen, Chris Mattatall, Corey Makoloski, Sherrie Nickel, Thelma Gunn
a strong and growing campus community. A second memory involves a large purple button, early advertising for the university. The button displayed the iconic Aperture sculpture and the word ‘Together’ in bold yellow letters. The University of Lethbridge came to be because of the strong community support it recieved, because of the way in which many people worked together to lobby for the institution. Today, its programs are strong because of the manner in which the faculties work together, work with the community, and collaborate with its many stakeholders. The ideals of the word, ‘Together’ are as
important today as they were back then, and our programs in the faculty (teacher and counsellor preparation, as well as graduate studies alike) are made strong, even possible, because of the commitment of individuals such as our Teacher Education Advisory Committee. Thank you for your support, and for all that you do! Because of you, because we work together ... the next fifty years holds the promise of great things to come.
A.
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Glance at a glance
celebrating students
justin
anna
Anna Gotgilf received the Faculty of Education Academic Gold Medal for the most distinguished graduate in the academic year. “I am incredibly honoured to be the recipient of this year’s award. In every stage of my degree, I felt the unwavering support of Faculty members, peers, and established teachers for which I am immeasurably grateful. I look forward to seeking this same spirit of collaboration and community as I enter the teaching profession and my own classroom for the first time.” @Iam_AMG
alumni honour society inductees
kathy
reed
After completing her nursing degree, Kathy Lewis, (BN ’83, MEd ’99) was involved in the development of palliative care, continuing care and sexuality education in Lethbridge and area, establishing herself as a well-respected nursing educator. A strong believer in giving back, Lewis has served on community boards and worked with volunteer groups throughout the region. She is a strong ambassador for her alma mater and has served on the Board of Governors, the Senate, and as president of the University of Lethbridge Alumni Association.
Justin Silva received the Alberta Teachers’ Association William Aberhardt Gold Medal in Education Award. “What an incredible honour to be selected for this award after completing a program filled with so many outstanding teachers. I have recently accepted a high school math and science position near my hometown of Strathmore, where I will strive to make a positive impact on students’ lives and inspire the next generation of learners to pursue a career in these fields.”
Reed Spencer, (BEd ’83) is perhaps best known as sculptor of The Buffalo, the iconic art piece that rests on the top of the coulee south of University Hall. Spencer is respected by colleagues, deferred to by his principals, and sought out by regional supervisors and provincial peers. He has also dedicated countless hours to sport development in our community, helping found both the Lethbridge Elks baseball program and the Prairie Baseball Academy.
welcome
We are pleased to welcome secondments Keith Griffioen (BEd ’07, MEd ’16), Aaron Stout (BA, BEd ’06), Corey Makoloski (BFA, BEd ’03), and Lisa Prawdzik (BA, BEd ’96). The secondment program brings teachers from southern Alberta schools on campus to share their expertise and current teaching practises with Education students. LEGACY
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A heartfelt welcome to our new instructors – Dr. Jeffrey MacCormack brings psychology and inclusive education expertise to the Faculty of Education; and Dr. Sandra Dixon will be teaching in both the Master of Counselling and Master of Education programs.
awardsgrantshonour at a glance
tier ii board of governors research chair appointment
Dr. Richelle Marynowski with her father, Rick Casson
Dr. Richelle Marynowski was appointed a Tier II Board of Governors Research Chair this year. The appointment rewards outstanding faculty members who are committed to excellence in graduate student training and who possess outstanding records of attracting highly qualified personnel. Marynowski instructs future math educators amd has been recognized as an emerging scholar with a growing reputation among her peers. @rmarynow
ConocoPhillips grant $15,000 to support initiatives first nations metis inuit (fnmi) curriculum development A $15,000 contribution from ConocoPhillips Canada will be used to directly support initiatives through the Faculty of Education that support the development and introduction of FNMI curriculum.The Faculty of Education is well positioned to further address the need to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms. The Niitsitapi Undergraduate Program is a primary example of this – its fundamental purpose, to graduate qualified teachers who possess “an understanding of Blackfoot epistemology, pedagogy and ideology,” and have them apply this knowledge in the classroom. The faculty also celebrates a Masters of Education FNMI Curriculum Leadership program.
early childhood education council - ata
advocate for young children award
Danielle Kowalski, President of Early Childhood Council, Dr. Pamela Winsor, Janice Comrie, Chair Conference Committee
The Early Childhood Education Council presents an annual award to an individual or organization who in the judgment of the council, has contributed to the field of early childhood education by exemplifying the philosophy of our organization. The Advocate for Young Children award recognizes significant contributions to the early childhood field. Congratulations professor emeritus, Dr. Pamela Winsor. @ECEC_ATA
This is an exciting time for Indigenous education across the province and in the Faculty of Education. We are exploring how classroom teachers can effectively integrate and attend to First Nation, Métis, and Inuit perspectives and issues across the curriculum. Dr. Dawn Burleigh Faculty of Education
Fondest
Memories
Faculty of Education
50thReflections.ca
Do you have a memory of the Faculty of Education? edu.communications@uleth.ca or call 403-332-4550
(we’d love to include you in our video series)
at a glance
celebratingbooksawards spotlight on
book
faculty books
With Enacting Alberta School Leaders’ Professional Practice Competencies: A Toolkit, Drs. George Bedard and Carmen Mombourquette draw upon rich experiences in education – teaching at many grade levels, leading in a variety of schools, and as professors of education.
enacting
professional practice
ccpa alberta/northwest territories chapter
dr. blythe shepard rewarded for passion and conviction In 2016 the Canadian Counselling and Psychotherapy Association (CCPA) honoured Dr. Blythe Shepard as the eponym and first recipient of the CCPA, AB/NWT, Dr. Blythe Shepard Distinguished Service Award. Of her many contributions in service to the CCPA, the U of L Education professor developed platforms for connecting mental health workers in isolated regions; campaigned Kathy Offet-Gartner presents to Blythe Shepard for an Alberta/Northwest Territories chapter; designed a national supervision course; spearheaded the development of competency models and professional certification standards, and held the organization’s national presidency. Shepard’s work resulted in FACT Alberta, a federation of thirteen counselling associations, applying to the Alberta government for regulation of the profession, a step that may lead towards establishing an Alberta College of Counselling Therapists. “Mental health concerns us all,” says Shepard. “Counsellor educators are in an ideal position to be champions for accessible mental health services for everyone. I always wondered why somebody didn’t get out there and advocate for more services and better training. Then I realized I was that somebody.”
the wigham family donation
COMPETENCIES $50,000 to curriculum laboratory
“The authors have provided not only an articulate and compelling case for the establishment of professional practice standards for Alberta’s school leaders but also a valuable resource for aspiring and veteran practitioners,” says Bob Garneau, Senior Manager Leadership Excellence Branch, Alberta Education. “This book will serve to expand the collective wisdom of today’s leaders and to accelerate the development of a new generation of school leaders, something that is critical and long overdue.” @CarmenMombourq1 Book available at amzn.to/2fZLDfv
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With support from the Wigham family, the Faculty of Education Curriculum Laboratory has shaped a unique collection centered around award-winning and notable literature. The resource centre continues to assist student teachers in bringing rich reads and other resources into the lives of their students. The Wigham family established the collection of award-winning children’s and young adult literature in 1982. They have funded the collection ever since and the recent donation very generously allows for further development. There are presently 8,000 titles in this collection. For more information about the Wigham Family Collection: The Best in Children’s Literature visit bit.ly/2eM4lFL @Currlab
at a glance
continuingthejourney
faculty of education grad summer school
collaborate • engage • connect • community
The Leadership cohort inspired me to embrace an understanding that educational leaders must promote the school as an anchor that enhances the greater societal context of rural Alberta’s communities.
During the month of July educators, prospective educational leaders, and counselling psychologists from across Canada – including locales such as Vancouver, Newfoundland, Yellowknife, and closer to home – convened at the University of Lethbridge Faculty of Education. Whether they are completing an MEd in Curriculum and Assessment, Educational Leadership, Literacy in Globalized Canadian Classrooms, or Inclusive Education and Neuroscience, or the Master of Counselling program, this on-campus summertime component is an integral element of their graduate studies. With master’s degree in hand and enriched skills and knowledge, they help to build and shape their respective communities. If you wish to hone your skills to better allow you to make a difference for your students and communities, explore our program offerings at edgradstudies.ca. We invite you to become part of our tradition!
canadian association of foundations of education
outstanding thesis award
In May 2016, James Rempel (MEd ’16) received the Canadian Association of Foundations of Education (CAFE) Outstanding Thesis Award. His thesis explores the struggle to implement Alberta’s “Enterprise” curriculum, a learner-centred curriculum introduced in 1935 by Premier William Aberhart. As Alberta Education endeavours to implement a new learner-centred curriculum, Rempel’s timely research reveals challenges that must be addressed to ensure its success.
Kevin Van Lagen Principal, Altario School bit.ly/2fJFdxc
winner of a fiat lux ring congratulations christiana warrick
In the Legacy 2015 we invited alumni to update onine contact info – in order to receive information related to the University of Lethbridge 50th Anniversary events in 2017. Those who updated were entered into a draw for an alumni ring. Scott Powell, System Support Specialist for the faculty drew the name. Congratulations to Christiana Warrick (BEd ’13).
will lowry
m a i l l i W alumni
all in the family
Writer: Elizabeth McLachlan, Photographer: Rob Olson
why would a journeyman carpenter with a degree in mathematics, his own company, and six children want to return to school to become a teacher?
“I wanted to encourage kids who think they’re not academically strong that Career and Technology Studies (CTS) is a valid stream of education,” says Will Lowry (BSc ’11, BEd ’16). “So many think entering the trades will put them on easy street. They won’t have to do school anymore, they won’t have to think, they can just work and make money. But trades employers are looking for hardworking, intelligent people who can problem solve and think critically. That’s the trades. I feel strongly that trades education requires just as much work as a university degree.” In his teaching, Lowry identifies numerous opportunities for cross-curricular instruction. Drawing on the trades, he uses his own blueprints to teach Math students practical, everyday concepts. An assignment to renovate their bedrooms requires calculating square, lineal, and cubic footage, as well as volumes of paint, flooring and other materials. “When kids see how something is used every day they’re less
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reluctant to learn it,” he says. Lowry recalls a Shop class in which students gained knowledge of First Nations culture, public speaking, leadership, Social Studies, and Religion when they built smudge boxes which were blessed by visiting Elders before being presented to schools throughout the district. “The conversations we had afterwards were amazing,” he says. “The kids linked it to things in their lives. The First Nations kids in the class blossomed.” Lowry is quick to acknowledge his wife, mother of his six children, for supporting his aspirations. “I wouldn’t be able to do this without her,” he says. His parents also know what it’s like to have children while going through school. Both are University of Lethbridge Faculty of Education alumni. His mother graduated while pregnant with twins – the sixth and seventh of twelve children. “My dad graduated the year I was born,” says Lowry. “Then he went on to do his master’s. My parents have been a huge inspiration to me.”
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kat
Counsellors alumni
teacher counsellors: a valuable presence in schools
today’s school counsellors are linchpins to smoothly functioning schools. They recognize that mental, social, and emotional health leads to better academic performance, and that strong student/teacher relationships enhance classroom management. LEGACY
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Teacher Counsellors deliver lessons, run groups, offer one-on-one counselling, and assist with any issues that arise throughout the day. “Teachers genuinely want to help kids, but sometimes they don’t have enough time and the needs are too high,” says Katherine Coleman (Master of Counselling ’15), teacher counsellor at Galbraith and Westminster elementary schools in Lethbridge. Kevan Bryant (MEd Counselling Psychology ’15) at Lethbridge’s Wilson Middle School agrees. “We can spend time with a student and hear the whole story. When teachers understand the bigger picture they can cope more easily. It builds a partnership, meeting students’ needs while also creating a more positive environment for teachers.” Self-regulation is a key focus in most districts. Coleman and Bryant work with teachers to help them support students in moderating extreme emotions and behaviour. Additionally, Coleman runs MindUP programs, and Bryant distributes self-regulation kits to classrooms. The kits contain hand, mouth, and foot fidgets (kinetic sand, stir stix, athletic bands), scented oils, and other calming aids.
Interventions
School counsellors Kevan Bryant and Katherine Coleman provide support services to various schools in southern Alberta
Counselling models change from school to school, but the need for counsellors does not. Coleman and Bryant spend the majority of their time seeing students one-onone. Many students self-refer, with issues ranging from peer relationships to self-harm. Coleman concedes there is a need for suicide risk assessment even at elementary levels. Teachers are grateful for the counsellors’ presence in schools. Coleman and Bryant are grateful for their University of Lethbridge education. “Leaving the program I felt prepared and competent,” says Bryant, who also serves as Guidance Council of the ATA South West President. Coleman, who completed her masters online while continuing to work, states, “The professors were skilled and experienced. Our degree is well-recognized. Getting a degree from the U of L was meaningful.”
favourite interventions teachers can use
“Zen tangles, mandalas, and mindful colouring are very relaxing. Zen tangles are like self-created mandalas. You start a pattern and the student continues it, or you show them different patterns and they can make their own.” - Katherine Coleman “I like connecting students with books. In one classroom students had gone through a lot of loss. I read them the book The Invisible String. Then they each got a piece of fishing line and chose beads that represented people and things they’ve felt connected to. Some wear their invisible string as a bracelet; some attach it to their backpacks as a reminder of being connected to others.” - Kevan Bryant 11
LEGACY
Ken alumni
ken rogers
creating beauty out of nothing
Writer: Elizabeth McLachlan, Photographer: Lesl ie Ohene-Adjei
when the applause went on and on after last spring’s performance at the kiwanis music festival, ken rogers (bmus, bed ’86) realized he should have taught his students to bow
The Lethbridge Collegiate Institute band played passionately to an audience and adjudicator who were moved to silence. The final strains of music faded; the students lowered their instruments; the crowd sat electrified a few seconds more, and then erupted. The sincere display of appreciation was the latest in a long string of notable moments for Ken Rogers, a thirty-year teaching veteran. Three months earlier the University of Lethbridge alumnus flew to Chicago to accept the prestigious Sousa award for outstanding contributions to his field. The award joins numerous others lining his office walls, but Rogers is quick to point out it’s not awards he’s after. It’s rewards. “I teach for the rewards for the kids,” he says. “Music gives them a way to express creativity; to create beauty out of nothing. Music is a great way to teach discipline and character. It helps students find their voice, learn about life, about achieving more than they thought they could, and about not fearing hard work.” Almost as long as he’s been teaching, Rogers has been mentoring student teachers. “When you’re passionate about what you do you’re passionate about passing it on,” he says. His teaching philosophy is simple. “It’s only when you really give of yourself that anything will come back,” he says. “Students are looking for sincerity from teachers.” Teachers who are genuinely ‘there’ for students inspire trust, self-worth and confidence. Rogers’ attitude of service extends beyond the classroom. He is a long-time supporter of local and provincial arts organizations. As a founding member of the popular troupe ‘The Five Singing Guys’ he helps raise money for diverse initiatives such as the Soup Kitchen, seniors groups, Lethbridge Symphony Orchestra, Mennonite Central Committee and—to use his words—“anything humanitarian.” He happily shares his philosophy with the people he mentors. “When we play and work together for the greater good, the ‘me’ society has to disappear,” he says. “It’s a cool lesson students can take with them.” For more information on Ken Rogers visit bit.ly/2gHWn2r
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“
When you’re passionate about what you do you’re passionate about passing it on
counsellors and psychotherapists: a role to play growing up dividing her time between a remote fishing camp and st. catharines, ontario, dr. blythe shepard learned to love rural culture and came to understand its challenges.
Pre-service teacher, Meagan Thorlakson receives valuable mentorship from music teacher, Ken Rogers as LCI Grade 12 student, Emma Arnell, plays on
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faculty research
elaine greida
a heart for helping
Writer: Elizabeth McLachlan, Photographer: Rob Olson
dr. elaine greidanus’s fondness for kayaking and camping stems from her love of the outdoors. “i have a real heart for rural people and places,” says the counsellor and psychologist who spent several years in northern alberta, often utilizing animal-assisted therapies in her work with children and adolescents.
The collaboration so key to Dr. Elaine Greidanus’s working philosophy is not limited to four-legged associates. An advocate of inter-professional education and community-based approaches to health care, she researches how physicians, nurses, mental health specialists, and allied health professionals can work ethically together with families for the benefit of everyone. “It overlaps with my interest in rural work,” she says. “When you’re in the middle of nowhere you have to rely on your team.” Greidanus is passionate about respecting how FNMI and rural communities would like their mental health challenges addressed. “The stories of the issues they face and their strength and resilience in working together to overcome them inspire me,” she says. Complementing Greidanus’s rural focus is an interest in online counselling. Before social networking became ubiquitous, she investigated how young people in distress use the Internet to search for help. She noted that connections people made online often resulted in networks of mutual support. Her study promoted awareness among professionals of a growing trend to seek web-based assistance. As she continues to research the Internet’s role in therapeutic processes Greidanus realizes the benefits technology offers education and health care – particularly in rural areas where resources are slim. Today, as an instructor in the University of Lethbridge Faculty of Education Master of Counselling and Master of Counselling Psychology programs, Dr. Greidanus combines face-to-face and online teaching. “I care very much about the quality of counsellors graduating from this program,” she states. “I’m interested in maintaining that standard by teaching counselling effectively online.” She points to a need for more counsellors in rural areas and the difficulty of getting people to relocate. “Through quality distance education those already living there could complete the program and stay to serve their communities.”
danus
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Through quality distance education those already living in rural areas could complete the counselling program and stay in their communities
Dr. Elaine Greidanus practicing agility jumps with her Standard poodle, Puzzle
David faculty research
teaching writing for lifelong competence
Writer: Elizabeth McLachlan, Photographer: Rob Olson
university of lethbridge education professor david slomp believes student learning must be relevant to life beyond the classroom. He advocates for ethical writing assessment practices, those that promote the long-term growth and development of student writers.
“Too often, students learn to write simply for teachers,” says Dr. David Slomp. “They need more opportunities to analyze and write for real purposes and real-world audiences.” Slomp’s assertion stems from research indicating that many who graduate from high school struggle with the writing demands placed on them either during their post-secondary studies or during their time in the workforce. Over the 2015/16 school year, Slomp worked with grades 6 to 11 teachers researching a problem-solving approach to teaching writing. Students devised projects to address identified needs within their community, and then researched funding agencies they could approach for support. A core objective of the exercise was allowing students to engage critical thinking skills by analyzing real-world audiences to whom they would submit their work and by examining completed samples of grant applications. Rather than providing them with templates and structures to follow, students were taught the skills they needed to figure out on their own how to write a successful grant proposal. Students then collaboratively drafted their own grant applications for projects ranging from building a highway pull-out to buying stage equipment for a Community Centre. Some projects expanded when community enthusiasm
grew. Grade 6 students at Coaldale’s R.I. Baker School applied for Community Foundation funding to improve the town’s dog park. In time the Kinsmen and Kinettes also offered support. By analyzing and responding to each audience—the Town, retail outlets, arborist, non-profit organizations, and the media—students learned to draft emails, develop and deliver presentations, write letters seeking support, and give interviews. “They began to realize how much writing functions in everyday life,” says Slomp. According to Slomp, accurate assessment entails evaluating not only the product of the exercise but also the metacognitive skills developed as a result of it. Although data analysis is ongoing, he noted marked improvement in the students’ writing competence and confidence as a result of this project. Dr. David Slomp has been appointed a University of Lethbridge Board of Governors Teaching Chair for a two-year term commencing July 1, 2016 For more information visit: directory.uleth.ca/users/david.slomp bit.ly/2gEv59Z leadwithvision.weebly.com
AN INVITATION TO PARTICIPATE IN A BOOK CLUB ON THE TEACHING OF WRITING: Dr. David Slomp invites teachers to join him in a discussion group that explores the book, Naming What we Know: Threshold Concepts in Writing Studies, by Linda Adler-Kassner & Elizabeth Wardle (amzn.to/2grm3iT). Through examining the book’s thirty-seven threshold concepts identified by key researchers and educators in the field, participants will have the opportunity to reflect on their own methods of teaching and assessing writing. Slomp encourages those unable to join the study to read the book on their own as a valuable resource. “These are the foundational understandings that propel lifelong development in writing ability,” he says. Interested participants can reach Dr. Slomp at david.slomp@uleth.ca or @Davidslomp
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Writer: Jane Harris, Trevor Kenney, Photographer: Rob Olson
Wyson
global partnerships
educational partnership
with the heart of africa
travelling halfway around the world to take classes in the university of lethbridge’s faculty of education opened wyson ndhlovu’s eyes to possibilities
“I have completed my mission of coming to Canada, so my return will give me a chance to share my experiences with my friends, family and fellow teachers, and put the theories I have learnt into practice,” says Wyson Ndhlovu, who teaches at the Atsikana Pa Ulendo Girls Education Project (APU) in Malawi. Ndhlovu, who like most of his students grew up in rural Malawi, joined the teaching staff of APU in 2009, after graduating from Mzuzu University with a BSc, BEd. He began work on his U of L Student Initiated Diploma in January 2016, searching for Canadian teaching practices that could benefit APU students. “I am here to gain an education experience from Canada and select appropriate areas to take back to my school,” said Ndhlovu. Through a collaborative agreement between the Rotary Club of
n
Pat Killoran, past president of Rotary Club Lethbridge; Wyson Ndhlovu teacher from Malawi; and University of Lethbridge president, Dr. Mike Mahon
Lethbridge, the U of L and APU, Ndhlovu spent seven months at the U of L, completing eight courses, including Computer Science, Foundations of Multicultural Education in Canada, and a teaching practicum at Victoria Park High School. The U of L provided Ndhlovu with free tuition, while Rotary Club of Lethbridge paid airfare, accommodation, and provided the Malawian teacher with opportunities to explore Canadian culture.
“We saw the Canadian experience, both culturally and educationally, as something that could add a dimension to the teaching staff and, in turn, impact the students,” says Pat Killoran, past president of Rotary Club of Lethbridge. Ndhlovu is looking forward to incorporating his new teaching techniques into APU lesson plans. “Because most of my courses at the University were concerned with Curriculum and Instruction, my take is that as a teacher, I have to
consider the variety of learning needs of my students when planning a lesson. By creatively designing and implementing a differentiated lesson, I am more likely to achieve inclusiveness in today’s mixed ability classroom,” said Ndhlovu, as he returned to APU to start the new school year. For more information on the Malawi ‘Girls On The Move’ Education Project visit malawigirlsonthemove.com For more information about the Lethbridge Rotary Club visit portal.clubrunner.ca/964 19
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practicum
a reciprocal relationship
students who pursue a career in education are eager to begin working in the field. the university of lethbridge honours their enthusiasm by having prospective students complete sixty hours of practicum in real-world classrooms before they apply to the faculty of education. this allows students to determine whether the teaching profession is right for them, and the faculty to gain confidence in a student’s suitability as an educator.
Thus begins a unique Education program bookended by field experiences. “On campus, students learn about theories and philosophies of education, but they need to enter classrooms to see how the concepts come alive. It’s a reciprocal relationship,” says Interim Dean of Field Experiences Dr. Robin Bright. “If we didn’t work collaboratively with teachers and administrators in the field it would be impossible for students to get a strong preparation for teaching.” Practicing teachers who invite pre-service teachers into their classrooms welcome fresh voices, talents, ideas and up-to-date research. Many recall and expand upon their own experiences as practicum students to further enhance their student teacher’s development. During three Professional Semesters (PS), students gain broad-based experience in rural, urban, elementary, secondary, and cultural environments such as Hutterite and
First Nations, Metis, and Inuit communities. Practicums are structured to ease them into the profession as they advance from classroom observation to honing developing skills and philosophies. A continuum of support is ensured as Faculty follow students into the field and work closely with Teacher Associates and administrators. By the time pre-service teachers complete PSII they have enough teaching credits for certification in Alberta. In PSIII they serve as interns assuming half their mentor’s duties while still enjoying the support and guidance of university and field-based supervisors. Having completed more than double the required practicum hours, students graduate as confident, competent educators ready to teach. “It’s really for the students,” says Bright. “That’s the final goal. We want the educational experiences of students to be positive, empowering, challenging and worthwhile.” @drrobinbright
Dr. Robin Bright’s Top 5 Takeaways from her Days as a Practicum Student 1. The importance of developing good relationships with the people around you—children, Teacher Associates (TA), other teachers, educational assistants, administrators, parents, children’s siblings.
2. Risk-taking was encouraged, even if it didn’t turn out. TAs were waiting for me not to do things exactly the way they did. 3. Children react to who you are, not who you are trying to be. As soon as I started sharing my interests rapport developed. 4. Everyone approaches teaching slightly differently. Respecting differences and trusting the people around you aids in successful teaching.
5. Every day is a new beginning. Children are enormously forgiving. They approach the next day like it’s your first day with them. LEGACY
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Dr. Robin Bright visits the classroom of Carianne Heidinger who mentors student teacher Josh Maret. @DrJohnPoulsen @beth_cormier @Currlab Wilson Middle School students are Angelo Salvador and Brady Lowther.
Writer: Elizabeth McLachlan, Writer: Elizabeth McLachlan, Photographer: Jaime Vedres Photographer: Jaime Vedres
bin
Re
Student Centred Assessment Fosters Musical Success About five years ago, Keith Griffioen (MEd ’16) began graduate student research experimenting with assessment models that would track students’ progress more accurately and make sense to his middle school band students. After returning to university to get his Master of Education, Griffioen took his initiative one step further, creating a Metacognitive Model for Instrumental Music Assessment that provides students with skills to make music practice more effective and self-regulated. Using Griffioen’s learner-centred model, teachers create university of lethbridge faculty of education individual strategies to improve musical skill in every student. graduate students re-thinking school “I do see it very much in alignment with upcoming changes in curriculum and public services how curriculum is going to be delivered in Alberta,” saysTuck Griffioen. In his final practicum experience, pre-service student teacher Chris demonstrates the science of light through shadow puppetry.
research and writing at graduate level
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esearch Making Services Accessible for Transgender People When Cassandra Weir, (MEd ’16) was an undergraduate, a transgender friend alerted her to the violence transgender individuals often experience. When Weir returned to university for her Master’s degree, she decided to study how violence impacts transgender people’s access to services. They feared there was potential for invasive questioning and verbal abuse from law enforcement. As a result, the participants failed to report violence and didn’t always seek support for their experiences. She hopes her study inspires service providers to improve access to services for transgender people.
Alberta’s Past Provides Lessons for Educators In May 2016, James Rempel (MEd ’16) received the Canadian Association of Foundations of Education (CAFE) Outstanding Thesis Award. His thesis explores the struggle to implement Alberta’s “Enterprise” curriculum, a learner-centred curriculum introduced in 1935 by Premier William Aberhart. As Alberta Education endeavours to implement a new learnercentred curriculum, Rempel’s timely research reveals challenges that call for careful consideration. His research suggests that teachers may find learner-centred curriculum noisy, complicated, and difficult to implement. There is also indication that parents often prefer ranked grades found in teacher-centred assessments.
Weir’s thesis can be found at: http://bit.ly/2grm5cp
Rempel’s thesis can be found at: http://bit.ly/28WwnME
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Writer: Jane Harris, Photographer: Rob Olson
gradstudents
Jeffrey
new faculty profile
play-based learning for challenged students
Not being sure how to react to something different is the reason, in Dr. Jeffrey MacCormack’s view, students with Autism Spectrum Disorder and other conditions are often avoided and isolated. “Because kids who are non-verbal and partially verbal may be unable to express complex emotional thoughts we sometimes presume they can’t have any,” he says. “But their experiences of the world are just as emotionally rich as those of their peers.” MacCormack uses play-based activities to help children and adolescents socialize and communicate. His first study, a community-based intervention using Lego Therapy (LeGoff, 2004), produced impressive results. “It was amazing to see kids who had a difficult time socializing make eye contact, share ideas, and navigate the nuances of play,” he says. He followed by designing a more challenging research project inspired by Minecraft, the popular video-game. This second study surpassed the outcomes of the first, resulting in additional and more complex social competencies. “I’m incredibly interested in what happens at a cognitive level when kids are playing and interacting together,” says MacCormack. “There appear to be health and personal benefits that go well beyond what we currently know about the value of play. These kids were genuinely thriving, which is our first job as educators. Kids who don’t thrive don’t learn.” As their facility for meaningful communication increased, learning challenged students were able to spend more time in regular classrooms where, MacCormack points out, diversity abounds. “All students in every classroom have a jagged profile of abilities. Different isn’t wrong; it’s just different.” MacCormack looks forward to continuing his research in collaboration with Faculty of Education and Department of Neuroscience colleagues, area teachers, and parents. He hopes to establish a play lab at the university, a collaborative research space to share ideas and further explore the benefits of intervention through play. For more information on Dr. Jeffrey MacCormack’s research visit: ldatschool.ca/numeracy/diagrammath-problems ir.lib.uwo.ca/eei/vol25/iss3/2
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LEGACY
Writer: Elizabeth McLachlan, Photographer: Rob Olson
at the beginning of each term dr. jeffrey maccormack greets new classes by telling them about his stutter. “you may witness some moments of disfluency,” explains the university of lethbridge faculty of education professor. “you may want to laugh, but that doesn’t make you a bad person. you’re just not sure how to react to something different.”
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PhD PhD experience
phd experience in education improving professional practice
“As a high school physics teacher I fell in love with teaching, and the joy that came from seeing students have their ‘ah-ha’ moment,” says, Doug Checkley (BEd ’04, MEd ’10), PhD student and term instructor for the University of Lethbridge Faculty of Education. Checkley has been a high school educator and administrator in Lethbridge School District #51 since earning his teaching degree. He gained his Master of Education degree in 2010 – completing a thesis on physics. He taught science full-time at both Lethbridge Collegiate Institute and Chinook High School (CHS) before moving into an administrative position as vice-principal of CHS in 2012. While working on his PhD this year, Checkley has taken a professional leave to be on campus full time. He is teaching at the undergraduate level with a focus on learning, teaching, and curriculum. “I am very fortunate to have the opportunity to work alongside the faculty this year and hope to make the most of it,” he adds. Checkley’s research stems from his classroom experiences helping students with refugee backgrounds overcome barriers to learning science. “My work is aimed at helping high school science educators work with refugee students. I hope to examine ways to use science education to build literacy, rather than literacy being an obstacle to scientific understanding.” While flexibility to combine teaching with post-graduate studies drew him to the University of Lethbridge for his masters degree, the quality of the educators and research opportunities drew him back for his doctoral studies. “The faculty at the U of L are tremendously intelligent, passionate, and gracious. This combined with the caliber of teaching found in and around Lethbridge, and the reciprocal relationship between the Faculty of Education and the local school districts makes it an exciting opportunity for collaborative work of mutual benefit for multiple stakeholders,” says Checkley. PhD students: Lorne Williams, Doug Checkley, Len Sproule, Kevin Wood, and Sylvie de Grandpré 27
LEGACY
Writer: Jane Harris, Photographer: Rob Olson
the PhD program in education contributes to the advancement of research knowledge, as well as improving professional practice, while the PhD student becomes a skilled educational researcher with specialized expertise in either learning, teaching and curriculum, or educational leadership
classof1968 education community
Class of 50th anniversary
1968 first graduating class
the first faculty of education graduates convocated before sod was turned on the university of lethbridge campus. the tightly-knit group of nine had completed most of their classes at lethbridge junior college.
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“In those days we were an extension of the University of Calgary,” says Roger Fontana. “But we were able to get our first two years in Lethbridge.” When the University of Lethbridge was officially established in 1967, students could finish their degrees locally. “Coming to Lethbridge for university was just the right transition after high school in small town Fort Macleod,” says Sharon Swihart (nee Day). She notes in particular the richly rewarding conversations stimulated by the intimate environment. “Class sizes were very small and as a result professors knew you personally,” adds Fontana. Close interactions with instructors shaped lives in lasting ways. “My English professor invited several of us to
“
University was
like opening a door to a place I’d imagined, but didn’t think was real.
It felt as if I’d found my
people and my place in
the world when I began my studies at the
University of Lethbridge.
Education Undergraduate Society executive members, Michaela Demers, Eric Trinh, and Amanda Krawchuk join alumni from the Class of 1968, Heidi Garnett, Neldon Hatch, and Sharon Swihart
his house and inspired me to select English Literature as my major,” says Heidi Garnett (nee Wiehler), now a published author as well as an educator. Neldon Hatch was similarly inspired by Professor Dorothy Lampard, whom he credits for instilling in him a career-long research interest in why students struggle with reading. All the graduates shared a profound sense of optimism. “We spent many hours philosophizing in the cafeteria,” says
Garnett, “hopeful we could change the world.” In their unique ways each one did, from raising a family of five children, to earning a PhD, to entering administration. Their message to tomorrow’s educators is that learning doesn’t end with a BEd degree. As a mother Swihart took extension courses. After retirement Garnett returned to university for a Bachelor of Fine Arts. “Never stop learning,” advises Hatch, as he strolls the U of L hallways with current
students. It’s a faculty credo exemplified by the first grads, and it continues today. Fontana would agree. “In later years as a Recruitment Consultant for a major school district I interviewed many students. I was impressed by the high quality of teaching candidates prepared by the University of Lethbridge Faculty of Education.” To watch interviews with Heidi, Sharon, and Neldon please visit 50thReflections.ca 29
LEGACY
Writer: Elizabeth McLachlan, Photographer: Rob Olson
68
Heidi Garnett member of the class of 1968 the first group to graduate from the University of Lethbridge
50th anniversary infographic 1967-2017
in the beginning
Establishment of a
On January 7, 1967, at the inaugural meeting of the University of Lethbridge Board of Governors, the establishment of a Faculty of Arts and Science and of a School of Education was formalized.
SCHOOL
Dr. Russell Leskiw was authorized by governors to prepare a brief on the School of Education to be presented to the board of teacher education – the provincial authority for teacher certification.
Two full-time faculty members at this time included Dr. Russell Leskiw, acting President; and Dr. Owen Holmes, acting Dean of Academic Affairs.
January 7, 1967
Our people define our university and are o
Dr. W. A. Sam Smith, Founding University of
march 1967 announced establishment of faculty of education
1967 enrollment 2016 enrollment fall
638 297
total student enrollment
faculty of education students
first convocation
9
students graduate from May, 1968 LEGACY
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}
fall
Of 638 students enrolled at the University of Lethbridge in the 1967 fall semester, 297 were committed to the teacher preparation program.
8468 719
total student enrollment
faculty of education students
}
Of 8468 students enrolled at the University of Lethbridge, 719 are in the Faculty of Education (as of December 1, 2016) (the Graduate Studies program began in 1984 – these numbers do not include grad students)
The University of Lethbridge held its first convocation in May, 1968. The 32 students upon whom degrees were conferred had completed most of their program requirements either at the now defunct University Section of the Junior College, or at another post-secondary institution. There were 9 graduates from the Faculty of Education, each of whom was granted a baccalaureate in education.
50th anniversary infographic 1967-2017
phd program begins
seven guiding principles (1967)
In keeping with the times, our first group of PhD students, Kevin Wood, Len Sproule, Sylvie de Grandpré, Doug Checkley, and Lorne Williams pose for a selfie.
The 7 Guiding Principles outlined by Dr. Russell Leskiw have remained an integral part of the teacher program at the University of Lethbridge.
5
PhD
e our greatest strength.”
first students admitted to FACULTY of EDUCATION PhD Program
1984 In response to the expressed needs of teachers in Southern Alberta, the Faculty of Education began offering Graduate Studies courses in the fall of 1984 leading to a Master of Education degree program. At that time, there were 57 applicants who wished to enrol – 29 were accepted. There are currently 170 master’s students in the program.
The program should contain five basic phases: a) general liberal education b) subject-area specialization c) relevant knowledge from the behavioral sciences d) professional education e) field experiences
2
There must be greater co-operation, during both the pre-service and in-service phases of teacher training, between universities, the teaching profession, school systems, and the Faculty of Education, in order to ensure an improved curriculum in teacher education.
3
There must be a greater degree of collaboration within the university itself, between academic and professional education departments, to treat teacher education as a joint responsibility – this would include a pre-education phase of the program in Arts and Science.
4
There should be a high degree of individualization of instruction to maintain close faculty-student relationships and to counter the mass assembly approach to teacher education which often characterizes larger universities
5 6
Those entering the teaching profession must be screened for quality.
7
There must be experimentation with new approaches to teacher education.
Summer, 2016
ty of Lethbridge President
U of L first graduate degree program
1
faculty of education grads since 1968 Since 1968 there have been 9960 Faculty of Education graduates at an undergraduate level. Since 1986 there have been 1431 graduates at a master’s level.
9960
Bachelor of Education degrees granted since 1968
1431
Master’s degrees granted since they were first awarded in 1986
There must be a carefully conducted program of evaluation of candidates for permanent certification and that this must be a joint enterprise of the universities, the profession, and school systems, in order to ensure that the teacher education program is strengthened.
Material sourced from “A History of the University of Lethbridge Faculty of Education” composed by Lisa Atkinson and Arthur Loewen at the request of Erik Mokosch. With special thanks to James Croil, Brad Halibert, Jon Kozub, and Mike Perry. 31 LEGACY
50th anniversary
educational paradigms: in teaching, in life “the students were coming in a couple of weeks and we didn’t have a program,” recounts art loewen, one of seven original members. “we met around the dining table at leskiw’s house and put together the beginnings of one. we deliberately set out to be different from other universities.”
Within weeks of the inception of the University of Lethbridge, Acting President Dr. Russell Leskiw convinced provincial authorities to upgrade the planned School of Education to a full-fledged faculty. He then became its first dean. Under Leskiw’s visionary guidance founding members designed a program that within a decade distinguished the Lethbridge Faculty of Education as a lighthouse for teacher preparation in North America, a reputation it continues to hold today. Having very little time to do it punctuates the enormity of the founding faculty’s achievement. Leskiw’s desire for innovation in teacher education inspired Dr. Douglas Petherbridge to apply. “At my interview I tried out what some would think were wild ideas, and he accepted that,” says Petherbridge. Leskiw maintained that in order to teach, one must first have
“Student teachers weren’t prepared,” says Petherbridge. Due to this, many fell back on teaching the way they’d been taught, which undermined progressive education. Art Loewen recalls his own early struggles and how far teacher education has come. “I had about three days of student teaching three separate times. I had to learn how to teach myself. “From the beginning the Faculty started a series of developmental field experiences. The first was investigative; then Professional Semesters; then an internship. Alberta, and the University of Lethbridge in particular, have led the way on teacher education in Canada.” A wonderful archival video about the beginnings of the Faculty of Education can be found at: http://bit.ly/2gDfurw This piece includes interviews with Art Loewen, Dr. Peter Heffernan, alumni Eva Gorny, and the late Dr. Rick Mrazek.
Writer: Elizabeth McLachlan, Photographer: Rob Olson
knowledge. His view that students should complete two years in Arts and Sciences prior to registering in Education is one of the many surviving features of the program. “As we kept going there was constant change,” says Petherbridge. “We met as a faculty and pooled our ideas, accepting each as worth considering. Respect and friendships developed over discussing and sorting out differences.” Petherbridge felt strongly about one such change. “Many students were disappointed they couldn’t get into Education right away, so I introduced the notion of allowing them one practicum course in the first two years, observing teachers in classrooms.” Today, ED2500 is considered a primary strength of the U of L Education program. Based on their own experiences and observations all faculty members agreed more practicum experiences were imperative.
where are they now? Faculty of Education Alumni
Wendy Robison (BEd ’71) “The U of L gifted us the freedom of creative thought. Now I co-ordinate a multi-genre mentorship program with the Cowichan Valley Arts Council, Vancouver Island, inspiring adolescents to deepen their creative practice.”
Carey Rowntree (MEd ’00), Tara Orser (BA/BEd ’96), Neil Langevin (BA & BEd ’91, MEd ’10), Morgan Day (BSc ’03, MSc ’05, BEd ’07) are the current administration team at Winston Churchill High School in Lethbridge. “Our diversity in background and experience complement our school visions and goals for student success, in and out of the classroom, through distributed leadership practices and professional engagement by all staff.”
Jordan Harris (BFA, BEd ’04) Jordan is in his tenth year of teaching Band at George McDougall High School in Airdrie, Alberta; his dream job since Grade 7. He is blessed with a program spanning over 200 students where they live the mantra, “You don’t have to be the best, but you have to do your best.” The constant mix of fun, learning, team work, and sarcastic humour have allowed Harris to build an extraordinary program with emphasis on excellence, family, and community. There are few places that Harris would rather be than in the band room.
After graduating, Irene Dersch (BA, BEd ’01), and husband Brad Dersch (BA, BEd ’01, MEd ’09), taught overseas in London, England for one year before returning back to Lethbridge to continue their careers at Wilson Middle School. Irene is loving teaching Social Studies at Chinook High School, while Brad returned to Wilson Middle School as VP after teaching Physical Education for the majority of his career. Parents of two active boys, Brad and Irene spend the majority of their free time at the rink or ball diamond coaching, supporting their children – all the while feeling privileged to have taught so many wonderful and talented students over the years.
Alastair Wilson (MEd ’03) is an elementary school principal with the Calgary Board of Education with over 25 years experience as teacher and administrator. “My experiences at the U of L contributed to my practice as a new teacher and have influenced my whole career in sparking my passion around science and technology learning, especially with our youngest learners. It’s a privilege to help keep that spark alive in the practice of those around me.”
Landon Kowalzik (BA ’03, BEd ’06) is a high school teacher and department head at Ecole Sir John Franklin High School in Yellowknife, Northwest Territories. Upon completing his BEd in 2006, Landon moved to Yellowknife to teach high school Social Studies and Math. Though only intending to spend a couple years there, he quickly fell in love with the North and has been there ever since. A life long learner, Landon is also currently enrolled in the MEd Curriculum and Assessment program at the U of L.
“Music Education has as its fundamental purpose the development of lifelong musickers” has been Joel Windsor’s philosophy since graduating from U of L in 2005 (BA, BEd). He has been innovating in Music Education through technology and Steel Pans ensembles as well as traditional band in High River for eleven years. Outside of the classroom, Joel has been involved in developing Education and Arts policies for both municipal and provincial political bodies.
Tom Rapacki (MC ’14) completed his Master’s project on cross-cultural counselling. He is a registered psychologist living in Edmonton, and currently works in a Post Traumatic Stress Disorder (PTSD) treatment program for injured workers in central Alberta. “I am constantly being inspired by the courage and resilience of my clients. I believe that work as a psychologist has helped me to become a more well-rounded person.” Allison Pace (BMus, BEd ’10) is originally from Fernie, British Columbia. After graduating she returned to her hometown to teach Music to grades 4-12 at The Fernie Academy. As a strong advocate for music education, she and a colleague opened a public music studio in Fernie called Mountain Opus School of Music where she teaches piano and guitar lessons as well as group Kindermusik classes to children as young as three months!
Monique Hosanee (BEd ’90, MEd ’10) married Neermal Hosanee (BEd ’90) they have three wonderful children all currently attending university. After graduating from U of L, she was privileged to start working with Medicine Hat Catholic Board of Education and continue to work there as District ESL/Learning Services Facilitator. She completed her Masters in 2010 and recently celebrated 25 years with the district. What she enjoyed most about her career was the ability to meet the diverse needs of students ranging in ages from preschool to Grade 9. “U of L provided great preparation for my teaching career and as a result of small class sizes the personal relationships I built with many of my professors have turned into life-long friendships!”
Stephen Delano (BEd, BFA ’06) currently teaches Grades 1-12 Music and Drama at Alberta-accredited Maplewood International School in Abu Dhabi, capital of the United Arab Emirates. He is enjoying building a Performing Arts program with a very diverse group of students from around the globe. Previously he taught at the Grange School in Santiago, Chile, after several years with Edmonton Public Schools, Calgary Board of Education, and Lethbridge Public School District. His students have already made an impression at the National level winning titles at the Short and Sweet Festival. Abu Dhabi has brought many other exciting challenges, such as being the choirmaster for Andrea Bocelli’s concert.
Jennifer Giles (BEd, BSc ’07, MEd ’13), Leah Bush (BEd ’78), Lynn Cowie (BEd ’79), Rob Cowie (BEd ’78, MEd ’94) “We are so fortunate and blessed to have teaching as such a significant theme in our family. Not only has the profession provided us with rewarding and gratifying careers but it has offered us the opportunity to make a difference in the world, touching the lives of so many people and embracing the impact that they have had upon our lives as well.”
Michael Hauptman (MEd) completed his Masters in 2007 with a strong focus on the importance of relationships as a key factor in student success. Since completing his MEd Michael has worked for Alberta Education as a Senior Field Services Manager and then moved on into school system leadership. Currently the superintendent of Elk Island Catholic Schools, Michael continues to focus on relationships in all aspects of his work to ensure that school improvement is a community endeavor for the benefit of all students.
where are they now?
Amy Stiff (BA, BEd ’16) is a first year Grade 6 teacher at the British Columbia Canadian International School based in Cairo Al Shorouk City, Egypt. “As a Social Studies major, I am extremely excited to have the opportunity to teach abroad. I feel that my time at the U of L has prepared me with an arsenal of tools that will allow me to leave my support network at home and have the confidence to teach in a completely new place to a group of students that are completely diverse from those I’ve had in my practicum experiences. Looking forward to a grand new teaching adventure!
After graduating the U of L in 2014 with a BA, BEd, Brittany Miller was head-hunted for her first position. In May of ’15 she moved to Melbourne, VIC, Australia to further her career. Currently she is teaching Music and Drama at St. Helena Secondary College. Next year she is taking thirty students to LA and New York for a Performing Arts Tour. “Being an Australian citizen, I always knew that I wanted to go to Australia and pursue my passion for teaching. The U of L defined who I am as a teacher and gave me the guidance, resources and connections to chase after my ambitions”.
THE UNIVERSITY OF LETHBRIDGE IS 50 YEARS OLD. CELEBRATE WITH US! The University of Lethbridge exists today because a determined group of forward-thinking citizens believed southern Alberta warranted its own university. Their vision, tenacity and solidarity in making the seemingly impossible a reality have been at the heart of the University for five decades. In the last 50 years, tens of thousands have called the University of Lethbridge their own. Students, alumni, faculty, staff, leaders and supporters, have played an important part in making the U of L one of Canada’s top-ranked universities and research institutions. The U of L’s history is a shared one, and a source of pride we’ll carry with us for the next 50 years. Join us as we celebrate our past, present and future throughout 2017.
For details and complete event listings, please visit ulethbridge.ca/50-years
Faculty of Education
FOUNDING FACULTY
AWARDS Standing: Harold Skolrood, Russell Leskiw, Gordon Campbell, Aubrey Earl Seated: Douglas Petherbridge, Arthur Loewen, Dorothy Lampard
In recognition of the founding members of the Faculty of Education – and as we celebrate 50 years of helping students become teachers of excellence and educational leaders of tomorrow – we have established the Founding Faculty Awards. These awards will assist students along in their journey to become teachers. If you are interested in making a donation to these awards please visit:
uleth.ca/giving/make-gift
Consider mentoring our student teachers
because
they truly
shine
Current student Michaela Demers hails from Calgary
Experiencing practicum has has opened the door to a variety of teaching opportunities that I never knew were available to me. My professional semesters have shown me that I am capable of anything, as long as I am passionate about learning. To learn about having a student teacher in your classroom visit
becomeateacherassociate.ca or contact the Faculty of Education at edu.sps@uleth.ca
Faculty of Education
LEGACY
LEGACY MAGAZINE UNIVERSITY OF LETHBRIDGE FACULTY OF EDUCATION 2016