Legacy 2017 by University of Lethbridge

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facultyofeducation contributors

50TH ANNIVERSARY DEAN’S MESSAGE

ALUMNI STORIES

Marguerite Anderson Christy Audet Margaret Beintema Brenda Bell Robin Bright Ken Heidebrecht Suzanne Hepburn Nancy Grigg Thelma Gunn Margaret Joblonkay Carol Knibbs Craig Loewen Ian Martens Greg Martin Kevin Matis Chris Mattatall Darcy McKenna Diane McKenzie Elizabeth McLachlan Rob Olson Kevin Orr Susan Pollock Scott Powell Nicole Spence Darcy Tamayose Kelly Vaselenak Jaime Vedres

special thank you

FACULTY RESEARCH

GRADUATE STUDENT RESEARCH

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AWARD RECIPIENTS Correspondence is welcome and may be addressed to: Faculty of Education University of Lethbridge 4401 University Drive W Lethbridge, AB T1K 3M4 darcy.tamayose@uleth.ca 403-332-4550 Legacy 2017

LEGACY

Photographer: Photographer: Rob JaimeOlson Vedres, Inset photographer: Rob Olson

50th anniversary dean’s message 1967-2017

WE ARE IN GOOD HANDS In 2017 the University of Lethbridge celebrated its fiftieth year, and it was a year of both looking back and looking forward. This edition of Legacy looks at the journey we have taken as a faculty and as a university. We share with you both achievements and benchmarks. One of the strengths of this university and this faculty is that they have never resisted change, and have always kept a forward focus. I am very honoured to share this dean’s message with my colleagues Eric Mokosch, Myrna Greene, and Jane O’Dea, all former deans of Education. Each has been for me at one time or another friend, mentor or teacher. They have contributed so much to the Faculty of Education through their leadership. Their efforts have guided us to the enviable position we are in today. We have excellent programs at all levels (including a new doctoral program due in large part to the leadership and vision of Richard Butt), a continually growing research reputation, a wonderful faculty that continues to build on the strengths of faculty members of the past, and excellent students who share with us a bright future. I recently had a unique opportunity to sit and visit with three prospective students, each one hoping to enter the teaching profession. They wanted to explore with me the possibility of the faculty introducing a new minor in Liberal Education. While liberal education has been at the core of the University of Lethbridge since its inception, in its fiftieth year, a School of Liberal Education was founded under the leadership of Dean Shelley Wismath. These students clearly articulated how liberal education shaped their studies and how it could shape their work with children. They wanted to formalize that vision in a new and recognized minor. They voiced their ideas with meaningful passion, a collaborative approach and ultimately a solid proposal. The future is undoubtedly shaped by the successes of the past, but as it has always been, the future is built through the commitment and contributions of young people such as these. As we set the course for the next 50 years, we are in good hands.

A. Craig Loewen, PhD Dean of Education

50th anniversary dean’s message 1967-2017

eric mokosch

Of 638 students enrolled at the University in the 1967 fall semester, 297 (46.55%) were in education. In fact, for the first ten years of the University’s existence there was only one year (1973/74) during which the students in the Faculty of Education did not make up well over 30% of the total enrollment on campus. – excerpt from A History of the University of Lethbridge Faculty of Education 1967-1984 by Lisa Atkinson and A. Loewen

Russell Leskiw 1967-1974

It’s hard to believe that it has been 49 years since I stepped off of a Time Air plane to a place only vaguely familiar to someone coming from Edmonton — to be interviewed for a teaching position at the new University of Lethbridge. I’ll be forever grateful to Dr. Aubrey Earl (one of the founding members of the U of L Faculty of Education). Aubrey served as an advisor while I was completing my Science Education doctoral program. He encouraged me to apply to the position while we were both at the University of Alberta. Right from the start, I was impressed by the enthusiasm, backgrounds and abilities of the founding faculty members and administration of the U of L Faculty of Education. Their planning process was underway with the faculty and the university as a whole. It was not a matter of fitting into plans, structures and programs; rather, plans were evolving as time went on and the new hirees were expected and encouraged to work alongside them. The newly-approved Faculty of Education (persuaded to change its status from a school to a faculty) faced many challenges in those early years including the evolving status of the faculty within the university. There was also the need to develop courses and programs. Another important consideration in shaping the faculty was the development of structures and relationships with local and southern Alberta school jurisdictions, teachers, administrators, the local and provincial Alberta Teachers’ Association; and provincial bodies such as Alberta Education, and Alberta Innovation and Advanced Education. Obviously many changes in courses, programs and structures were made over the years as the faculty grew in response to increasing student enrolments and the professional development needs of southern Alberta teachers and administrators. The major thrusts and mission of the faculty, however, remained strong, if not strengthened from the early philosophical underpinnings. Cornerstones included student experience through strong academic scaffold in their chosen specialization along with a rigorous theoretical and practical component and, of equal importance, developing strong relationships with schools. Reflecting back on those busy but exciting years since 1968, and noting the faculty’s continuing outstanding status within the teacher education community, I am proud to have played a small part in its history of educating outstanding teachers over a number of generations and thereby improving the learning lives of teachers and children in our schools. In the final analysis, it’s the quality of teachers and schools that are the true measure of the faculty’s performance over the years. I’m confident that the faculty will continue its emphasis on excellence and collaboration with the educational community of southern Alberta and beyond based upon principles developed many years ago.

Robert Anderson 1974-1979; 1986-1987

Jon Thorlacius 1979-1982

Eric Mokosch 1982-1986; 1987-1994

jane o’dea

myrna greene When I became the dean of the Faculty of Education I knew it would be a brief term — I already had retirement plans in place. With this in mind, my main responsibilities were to maintain and promote the excellent reputation of the faculty. There was an undergraduate program, the new and innovative five-year combined degree program, and the university’s first-ever graduate program, which was really taking off. My contribution at this time was the introduction of the dean’s report at Faculty Council which kept faculty apprised of educational activity at the provincial level. Two of my passions during my 10 years serving as associate dean, which continued into the deanship, were the Graduate Program and Gender Studies. The Faculty of Education was the first to offer courses in women’s studies and it was touch and go at first. But there was a great deal of interest from students throughout the faculty and even university-wide. Eventually our program led to a women’s studies focus within the Faculty of Arts and Science. Our graduate program was highly competitive and considered to be very difficult (we had to prove ourselves!) but it, too, ventured into innovative territory and became exceedingly successful. My time in the Dean’s Office, as associate dean and as dean, was great fun. Oh sure, there were moments when I wondered why anyone would stay in such a position — but the staff was wonderful, and you could often hear peals of laughter. Working for the Faculty of Education was a highlight of my life. Knowing that I was part of a faculty that was respected throughout the country was genuinely rewarding.

My first memory of the University of Lethbridge is being met at the airport by Dean Eric Mokosch. He was a tall, formidable figure to a fledgling academic who was still in the process of completing her PhD thesis. By the end of the day, however, I was completely won over, realizing that I had found in the U of L a diverse, inclusive, creative community of scholars, where an artist-philosopher and Irish immigrant could find a home and sense of belonging. That diverse, inclusive sense of community has always been at the heart of the collegial learning environment in the Faculty of Education. It shows itself in our cohort admission systems where students are encouraged to come to know and support one another; in our collaborative program structures where faculty members share resources and work together in developing rich curriculum content and innovative instructional activities; in our vibrant, valued partnerships with professional teachers and educators in multiple constituencies; and in our espousal of innovative research and creative activities that span a plurality of academic and artistic paradigms. Back then I did not know that our sense of community was rooted in the land itself and in the traditional values and culture of the Blackfoot peoples. That knowledge came later in 2004 when Red Crow Community College partnered with us in developing the Niitsitapi Teacher Education Program, giving us the opportunity to interact with Blackfoot Elders and community members and so to learn and appreciate the history and cultural traditions of the territory on which our university — Nato’ohkotok (Medicine Rock) — stands. Relationship and respect were the cornerstones of that program and it transformed and deepened our understanding of learning and teaching. I am delighted therefore that a second collaborative Niitsitapi is currently being offered. On this our fiftieth anniversary, I offer greetings to all our alumni, friends and colleagues, those connected with us over the years and others yet to come!

Myrna Greene 1995

Laurence Walker 1995-2000

Jane O’Dea 2000-2010

Craig Loewen 2010-present

Glance peter

tracey

celebrating students

Tracey Driedger (BEd/BSc’17) received the Faculty of Education Academic Gold Medal for the most distinguished graduate in the academic year. “I have been so blessed to be a part of such a prestigious, devoted and cutting-edge faculty that aims to prepare teachers to step into the profession with confidence. I am honoured to receive this medal as a reflection of my dedication to this process.”

david

at a glance

Peter Vooys (BEd’17) received the Alberta Teachers’ Association William Aberhart Gold Medal in Education Award. “I am thankful and touched to receive this award from the University of Lethbridge. Thank you to God and my parents, and to a colourful cast of professors, teacher mentors and friends for your deeply appreciated love and support.”

David Fuller (BA/BEd’08, MEd’16) received the Medal of Merit. “It is such an honour to have received this recognition. I would like to thank my family, peers and professors for all of their support and encouragement throughout my studies. I feel very fortunate for all that I learned while in the Master of Counselling program.”

in memory of two founding members of the faculty of education

Dr. Douglas

PETHERBRIDGE

The Faculty of Education would like to extend sincere condolences to the family, friends and colleagues of Dr. Douglas Petherbridge, who passed away on April 13, 2017. Petherbridge had a long and distinguished career as an educator. He and his wife, Sheila, came to southern Alberta in 1947 where he taught at McNally School. For many years he attended summer school at the University of Alberta, finally obtaining his Bachelor of Education in 1958. He continued studying and received his PhD in 1968. In 1967, he came to the U of L where he became one of the founding members of the Faculty of Education, a fact of which he was very proud of all his life.

LEGACY

Dr. Gordon

CAMPBELL

The Faculty of Education expresses heartfelt condolences to the family, friends and colleagues of founding faculty member, Dr. Gordon Campbell. Campbell started at the University of Lethbridge in 1969 as an associate professor, gained full professor status in 1976 and remained until his retirement in 1987. He later moved to British Columbia where he resided with his wife, Sylvia, until his passing in Vancouver on May 1, 2017. “He was a man of innovative ideas and was quite a popular instructor with the students,” says colleague and fellow founding faculty member, Art Loewen. Campbell took great pride in his developmental role at the U of L.

welcomeawardsrespect at a glance

welcome

The faculty welcomes these amazing educators and researchers — they have already made a significant contribution in the field, and now in our classrooms and in cross-collaborative roles. The faculty is honoured to work alongside these teachers, leaders, alumni and friends.

The faculty also welcomes Dr. Robert LeBlanc, assistant professor of ELA/Literacy, and Darlene St. Georges, assistant professor of Art Education. We are pleased that you chose to be part of our community and sincerely hope that your time here will be rewarding. directory.uleth.ca/users/robert.leblanc darlenestgeorges.com

book collection and reading room honours faculty founding member, dr. dorothy lampard

alumni honour society inductee

Dr. Robert Lampard, a physician who practiced in Red Deer for 26 years, donated his 6,774-item western Canadian book collection to the U of L Library, where a large portion of the gift will be added to Special Collections and housed in the newlyrenovated rare book room, the Dr. Dorothy Lampard Reading Room. Named in honour of Lampard’s aunt, a founding Faculty of Education member and U of L senator, the room is a celebration of her lifelong commitment to reading. “I am pleased and honoured that now other researchers will have access to the key historical prairie books dating back to the first one by the British Parliament in 1749,” he says. “The “chase” is now over and my avocation now has a new and welcoming home.”

An activist, advocate, educator and artist, Jamie Ahksistowaki Medicine Crane (BEd ’05) has made an indelible impression on the way education is delivered to Indigenous communities, all the while promoting Indigenous rights, women’s rights, human rights and justice. The University of Lethbridge Alumni Association is pleased to recognize Medicine Crane as the 2017 Alumna of the Year. A Blackfoot woman from the Kainai and Piikani Nations, she was raised in the traditional ways of knowing and spirituality, which have given her strength and understanding. Her traditional name, Ahksistowaki, means “brave woman.” Bravery is evident in all she does.

Lethbridge Herald photo by Ian Martens

From L to R: Morgan Schaufele and Jana Boschee (secondments), Josh Markle, Jenna Lowe, and Don Shade (term instructors), Christy Audet (Research and Placement Services) and Keith Griffioen (term instructor)

LEGACY

Glance at a glance

psiii student receives eagle feather

Principal Austin Nunn, Truman Bottle, Jarett Zentner, Gary Fox and Kodie Mountain Horse Photograph and story courtesy of Rebecca Bultsma, Westwind School Division

Faculty of Education PSIII student teacher, Jarett Zentner, probably didn’t realize the impact he was having in his Cardston High School (CHS) classroom until an eagle feather was presented to him at a very special ceremony in December 2017. Gary Fox, Family School Liaison Counsellor at CHS, spoke during the ceremony about how Zentner had cared deeply about his students — often looking for ways to meet their individual needs and better connect with them. Zentner’s efforts clearly did not go unnoticed. Students Truman Bottle and Kodie Mountain Horse presented Zentner with an eagle feather, along with a drumstick, as tokens of their respect and gratitude for his work with them this semester. The student-initiated presentation of the eagle feather is a sign of great achievement.

book

faculty books

When Dr. Brian Titley, professor emeritus, Faculty of Education, became one of the first-named University of Lethbridge scholars in 2008 he had already published five books of historical significance. Months later he was celebrated with the Ingrid Speaker Gold Medal for

Outstanding Research. For good reason. Titley’s scrupulous approach to critical study leads him down unexpected paths, and his stance as a secular historian offers fresh perspectives and an important contribution to research on religion. His latest book, Into Silence and Servitude: How American Girls Became Nuns, 1945–1965 (McGillQueen’s University Press 2017) explores the rigourous recruitment of nuns by the Catholic Church in post-World War Two America. Titley examines the reasons so many nuns were considered necessary to the church’s recruitment and training strategies, and the startling numbers of young girls who answered the call to obedience, chastity and poverty. In the mid-1960s, after reaching a peak of 180,000 nuns (average age 35), mass defections and far fewer novices crippled the institution. Today, in the United

States there are fewer than 48,000 nuns (average age upper seventies). In chronicling this rise and fall, Titley digs to the heart of the phenomenon through careful analysis of primary resources, including biographies of former nuns, oral histories, books of advice compiled by priests for nuns and rarelyviewed church records. His surprising, multi-layered findings comprise a valuable contribution to education. “Writing is teaching,” says Titley, who notes that writers and teachers share the challenge of imparting knowledge. “If I write a book that’s accessible, and people can read and understand it, they’re learning.” For more information please visit: www.briantitley.com http://bit.ly/2C8hA0r

Writer: Elizabeth McLachlan

spotlight on

impactreflectionsresearch at a glance

alumni reflections

Photograph courtesy of the Alberta Teachers’ Association

dr. gordon thomas using your head and your heart

“The University of Lethbridge required way more practicum than any other education program,” says Dr. Gordon Thomas (BEd’77), “so I felt very well prepared to be a teacher.” He credits role models such as Dr. Harold Skolrood for teaching him to develop a culture of caring within the profession, and Dean Bob Anderson whose leadership skills Thomas aspired to emulate. “He told me to use my head and my heart, and that would be a solid guide. That’s exactly what I’ve done.” While completing his PhD, Thomas was recruited by the Alberta Teachers’ Association (ATA) where he remained for 34 years, serving in capacities ranging from professional development to ATA secretary, including 15 years as CEO. On retiring in January 2018, he states, “I’m very proud of my time with the ATA. It provided an opportunity to help advance the teaching profession in Alberta, recognized today as the top English language public education system in the world.”

10,000th student graduates from program

Dr. Craig Loewen, dean, Faculty of Education presents Benjamin Pilley with a journal as recognition of a faculty milestone. Upon the fiftieth anniversary year of the University of Lethbridge, Pilley becomes the 10,000th student to graduate from the teacher education program.

connections to the classroom

task-based french resources Faculty of Education language pedagogy specialist, Dr. Greg Ogilvie, along with K–12 teachers, Mélanie Hawkins, Brianna Richards, Marie-Hélène Lyle and Jean Brochu, have collaborated to create online resources that teachers can easily use to instruct French learners. The websites provide resources to support French educators in utilizing task-based language teaching and intercultural principles in the language classroom. The materials have been designed to align with the Alberta French as a Second Language (FSL) program of study.

This program is set up so well. It is user-friendly and most importantly targeted towards engaging students in language learning. - a French teacher who attended Dr. Ogilvie’s workshop hosted by the Southern Alberta Professional Development Consortium (SAPDC)

Resources can be found here:

taskbasedbeginnerfrenchmodule.weebly.com tbltfrenchresources.weebly.com

LEGACY

Amy alumni

amy shim

things to teach that are outside the curriculum

Writer: Elizabeth McLachlan, Photographer: Rob Olson

when eight-year-old amy shim emigrated with her family from korea, learning english was her most difficult challenge.

For years Amy Shim (BEd’17) struggled, until in Grade 5 she encountered a teacher who brought the English language to life. Enchanted by the stories the teacher read aloud to the class, Shim became inspired to read and was soon drawn to listening, speaking and writing in English as well. “It was a turning point,” she says. “As that progressed into middle and high school I realized I wanted to specialize in English.” Shim attended the U of L, and immediately upon graduating with a BA in English entered the Faculty of Education. “I wanted to do for others what my Grade 5 teacher had done for me,” she says. As more families make Canada their home, diversity in Canadian schools is rising. “Inclusion for refugee students and those who speak another language isn’t comfortable or easy,” says Shim. “Kids who come from a foreign country and learn a foreign language surrounded by a foreign environment need time and sympathy.” Although Shim is no longer the frightened child lost in a world she doesn’t understand, she knows she will see a reflection of herself in students who are. In her practicums Shim notices students as young as Grade 3 discussing their differences — comparing skin colour, what they eat and how they dress. As a teacher, she believes her Korean heritage is an asset. “Students can see I don’t look like them,” she says. Having the opportunity to build rapport with very young students ensures that their early exposure to other ethnicities is a positive experience. “It hit me that I have things to teach other than the curriculum,” she says. Echoes of the eight-year-old within are evident in Shim’s philosophy. “Whether they’re refugee students, immigrants or Canadians, I just want them to want to come to school and feel okay.”

To watch Amy’s fondest memories of the Faculty of Education visit: 50thReflections.ca LEGACY

LEGACY

Grant alumni

dehr to care

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.

“Elementary students have the desire to right all the injustices in the world, but they often don’t know how or even realize they have the means,” says elementary teacher Grant Bertamini (BEd’09). In 2014/15 Bertamini launched Kids’ Art for a Cause, a nonprofit organization inviting teachers across southern Alberta to post student artwork for sale online. Proceeds go to support causes of the students’ choosing. To date, Bertamini has worked with students to contribute to tsunami victims, the fight against Ebola, children’s sleeping kits, and the Humane Society, among other causes. “Don’t let anyone tell you you’re just a kid who can’t effect change,” Bertamini stresses to his class. In 2015/16 Kids’ Art for a Cause joined the ATA Local 41 Diversity, Equity, and Human Rights (DEHR) Committee to host a gala auction of student artwork at the Galt Museum in Lethbridge. Students studied the refugee experience from several curricular approaches and then rendered artistic representations of their understandings. “We wanted to do something to bring the community together and give incoming refugees the message they’re not just accepted and tolerated but embraced and welcomed, loved and appreciated,” says Bertamini. The gala raised more than $5,000 for Lethbridge Family Services in support of local refugee and immigrant youth. The following year DEHR and Kids’ Art for a Cause chose Education is the Buffalo as their theme. Working with the district’s First Nations, Métis and Inuit consultant, as well as school liaisons, students explored our shared past, present, and future with Indigenous peoples and produced artwork based on their insights. The event was once again successful, with hundreds in attendance, live music and a mocktail bar for the students. Proceeds will help fund Indigenous educational initiatives. “It’s important to help people,” says Grade 4 artist Mauli Thakor. “If you were that person, you would need help.” Classmates Dreya Perkins and Bella Kemp agree. “We love art and our community,” says Dreya. “It made me feel happy to help kids,” adds Bella. For his part, Bertamini has developed a deeper appreciation for the connection between art and social justice, and he notes the fresh sense of empowerment and respect for others his students have gained. Immensely important to him is recognition of his colleagues. “All of the DEHR Committee members responsible for the DEHR to Care Art Gala are U of L Education grads,” he says. “A lot of people work hard to see this happen.”

To learn more: dehrtocare.ca Twitter: @MrBertamini To watch Grant’s fondest memories of the Faculty of Education visit: 50thReflections.ca Twitter: @MrBertamini and @DEHRtoCare 13

LEGACY

21st century classroom

bringing indigenous education to all students dr. dawn burleigh’s first full-time teaching position was in an isolated cree community with no road access. Each August, Dr. Dawn Burleigh flew into Ontario’s northern reaches knowing she would fly out again only once before her year ended. “It was complete cultural immersion,” says Faculty of Education assistant professor of Indigenous Education. She became accustomed to high visibility and being a non-Indigenous “visitor” in the community. Less easy were issues of privation and social distress. School and community culture were indivisible, and when Burleigh’s students suffered so did she. She learned the need to attend to her own mental health so she could fully support her students. During her three years in the remote First Nation, Burleigh’s ideas about education were challenged and shaped. A defining moment came when she was stranded on a lonely stretch of ice road, and it was one of her students who rescued her. “I realized he had all the knowledge he needed to survive, and despite having a master’s degree in Education, I didn’t. I came to understand there are different ways of knowing, and if I integrated the knowledge the students have into the classroom the learning would be much richer.” Today, Dr. Burleigh guides pre-service teachers in meeting Alberta Education’s proposed Teaching Quality Standard, which mandate that all teachers in all schools instill in all students awareness and respect of First Nations, Metis and Inuit perspectives and issues. “We delve into how educators can integrate Indigenous perspectives into the Program of Studies from K–12 across subject areas,” says Burleigh. Using a pathway analogy she encourages taking one step at a time, moving steadily forward while staying on the path. “Do one thing each week, month or unit,” she suggests. “Invite an Elder to visit, read a storybook or study a novel by an Indigenous author. Field trips to sites like Head-Smashed-In Buffalo Jump can place an Indigenous lens over Math, Language Arts and any of the sciences.” Burleigh also encourages networking with invested partners and accessing a growing number of resources. In her own research Burleigh explores how to positively impact the quality of education in First Nation communities by increasing teacher retention. She concentrates on what works well. Among them are the value of relationships and the importance of sharing personal identity.

integrating indigenous perspectives into the classroom suggested resources • First Nation, Métis and Inuit Curriculum Collection: uleth.ca/education/resources/fnmi-collection Searchable database of 1,000+ lesson plans, unit plans and resources for K–12 across subject areas (educators are encouraged to upload and share their own resources on this growing site) • Blackfoot Digital Library: blackfootdigitallibrary.com Images, audio recordings, videos and documents spanning more than a century, compiled by the Blackfoot First Nation to provide authentic depictions of Blackfoot people and culture • Southern Alberta Professional Development Consortium: sapdc.ca Extensive compendium of professional development resources across the educational spectrum • Aboriginal Liaison workers in schools Facilitate understanding and positive implementation of First Nations, Métis, and Inuit perspectives within school communities LEGACY

dawn

n burleigh

Writer: Elizabeth McLachlan, Photographer: Rob Olson

sharon pe

Sharo

LEGACY

pelech

faculty research

the heart of science

“creativity and wonder is the basis of all science.” - dr. sharon pelech

Dr. Sharon Pelech encourages University of Lethbridge pre-service teachers to ignite in students a passion for science through authentic inquiry. Authentic inquiry invites students to explore questions for which the teacher has no pre-determined answer in mind. According to Pelech, science curriculum is more than note-taking and memorization of facts delivered in one direction from teacher to student. Rather, it gives students permission to wonder and the tools to seek out answers. “Curriculum is a way of interacting with students,” she says, “to give them the experience of what science is in the world as opposed to in textbooks.” Pelech, who currently investigates the impact of beauty and aesthetics in science education, along with curriculum theory, ecopedagogy and place-based learning, was drawn to the U of L as an institution that welcomes and celebrates unique forms of inquiry. In a field that tends to be objective and quantitative her work is interpretive and qualitative, focusing on student and teacher

experiences that are less measurable but nonetheless important. She teaches Education students to develop curriculum from an authentic inquiry perspective that satisfies provincial redesign requirements. First they put forward a question. “Should Pluto become a planet again?” was one group’s example. Then they create a curriculum map which locates the question in the Program of Studies. After identifying a grade level, they explore same-grade subjects that fit the question and develop cross-curricular applications. To ensure students understand the experience they will be giving their students, Pelech has them complete authentic inquiry assignments of their own. Pelech’s other research interests include collaborating with colleagues across the country on place-based learning and how environment impacts curriculum. She also hopes to establish a Professional Learning Community of biology teachers for constructive discussion of expected changes to the Alberta science curriculum.

authentic inquiry authentic inquiry assignment “beauty and aesthetics in science”

Authentic inquiry is often profoundly informative and beneficial for students. Have your students choose any topic about which they wonder; journal the process of researching it, including how it impacts them emotionally; and create and share an aesthetic representation of the experience. Through her research, one student was able to rediscover the joy she once had while exploring trees with her father. Another constructed a teepee comparing images of the constellations from Western science perspectives with Blackfoot perspectives. A third student found that the answer to her question led to another question, which led to another, and so on – the student went on to produce an abstract painting of melding shapes and colours. “That’s the heart of science,” Pelech told the class. “It starts with a question, and one question leads to another.” To learn more about Dr. Pelech’s research visit: “What Does it Mean to Teach Biology Well? A Hermeneutic Inquiry” dspace.ucalgary.ca/handle/11023/2677; “Surrending to Curiosity”: Impacts of Contemplation for Resisting Rationalized Experience in Teacher Education http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/153/85 Twitter: @sharonpe16

Robert faculty research

robert leblan

a teacher’s power

Writer: Elizabeth McLachlan, Photographer: Rob Olson

when dr. robert leblanc was in grade 3 his already-struggling family lost their small-town saskatchewan home to fire. “It was a time of significant trauma,” he says. but when his teacher stepped forward to offer help he had an insight that defined his life’s direction. “she thought it was part of her job to support her student in every way. teaching would allow me to advance in life and do good, humane work while I was at it.”

In Grade 6 Robert LeBlanc met another teacher who changed his life, this time by introducing him to books and movies handpicked to engage his developing intellect. “It opened a whole other world to me,” he says. So began a lifelong passion for literature and literacy. LeBlanc’s academic journey took one more turn when a professor at McGill recognized his true forte. “It totally transformed what I was doing for my master’s degree and eventually my doctorate.” “In some respects you need someone to walk you through that door,” LeBlanc says of the influence educators have. Now he strives to emulate his mentors with his own students, in the hope they will carry their power to inspire forward to future charges. In 2017 LeBlanc’s dissertation was named Outstanding Dissertation by the American Education Research Association (AERA) Catholic Ed Special Interest Group (SIG), signifying the best dissertation in America on the subject of Catholic schooling. Broadly published in the fields of New Literacy Studies, sociolinguistics, and education and society, he is currently interested in how culture and literacy overlap, particularly within social contexts that increasingly include students of varying ethnicities. “Our social, ethnic, and cultural landscapes shape language as opposed to language being a set of rules,” he states. “My focus right now is how rural adolescent boys talk in the classroom, but I have a number of intersecting research interests.” As a literary artist in his own right, LeBlanc is attracted by the University of Lethbridge Faculty of Education’s research mandate, but most of all he is thrilled to be returning to his prairie roots as assistant professor ELA/Literacy, where he will help pre-service teachers understand the literacy demands and dimensions of their specific disciplines. “The U of L is without question has one of the premiere teacher education programs in Canada,” he says.

To learn more about Dr. LeBlanc’s research visit:uleth.academia.edu/RobertLeBlanc Podcast: Common Strands: Multimodality, Literacy, and International Perspectives (with Dr. Jennifer Rowsell, Brock University) https://soundcloud.com/writing-and-literacies/common-strands-multimodality-literacy-and-international-perspectives Twitter: @RJL_Edu LEGACY

LEGACY

Dawn faculty research

dawnmcbr

delivering canada’s first master of counselling graduate program

dr. dawn lorraine mcbride, registered psychologist and associate professor in the faculty of education, is a strong proponent of providing education to those who have limited access to a campus, such as those who reside in remote areas.

While teaching in the United Arab Emirates, Dr. Dawn McBride worked with three Alberta universities to develop Canada’s first Master of Counselling graduate program delivered online with residential components. This is work she continues today at the University of Lethbridge. “Our intensive online counsellor education program is innovative and creative,” says McBride, “with an emphasis on interactive, engaging, self-discovery-based learning.” Small cohorts of 20 students from across Canada quickly bond as they share their lives online through stories and pictures, debrief lesson material by making a series of verbal or written e-posts addressed to their classmates, and participate in webinars. “The instructor is just as present with online students as if one was in a classroom,” says McBride, who joins her students in sharing stories. Many of McBride’s students are working teachers interested in becoming school counsellors. She notes that online learning is a good fit for counsellor training. The tightly-knit cohort creates a nurturing community that reflects the sense of safety and belonging fundamental to effective counselling practices. In addition, interpersonal communication and professional writing skills (essential for assessments and session notes) often improve dramatically from participation in the three-year, part-time program. Every summer students gather on campus to discuss counselling topics and practice counselling skills. “It’s an intensive group experience,” says McBride. During the on-campus practicum seminars McBride’s students learn how to treat self-harm, use expressive arts and props in therapy and study somatic interventions. “Our campus stretches far and wide. We go into the field wherever we can,” says McBride, who supervises provisional psychologists across the province and volunteers as an ethics examiner for the College of Alberta Psychologists. In addition to online teaching, her research interests include promoting ethical behaviour, using expressive arts in therapy, working in schools (assertiveness training for beginning teachers, social justice, self-harm) and addressing trauma, including family violence.

counselling interventions

According to Dr. Dawn McBride, counselling interventions promote emotional regulation, which often involves therapists helping students, parents and others to:

• tolerate strong affect, without hurting themselves or others • bounce back after a stressful experience, rather than ruminate about the past • engage in effective problem solving on three levels: emotionally, cognitively and behaviourally • maintain a sense of self-worth when under pressure • maintain healthy connections, even when under stress A Tulip Award is one of the greatest honours the Calgary Women’s Emergency Shelter can bestow. Dr. Dawn McBride is the recipient of the Calgary Women’s Emergency Shelter’s Community Partnership Award. This award recognizes those who have joined with the agency in working to end family violence and abuse.

bride

NIITSITAPI ALUMNI (andrea mchugh:

)

photo done, story in progress

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.”

Andrea 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, 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

iitsisiiohktowa

carrying forward a proud heritage as a child, andrea mchugh (iitsisiiohktowa) created a makeshift classroom for her younger siblings. when they rebelled she appealed to her mother. “i guess my mom was my first practicum supervisor”

Andrea McHugh (BEd’06, MEd’12) wanted to be a teacher as long as she can remember. She credits her mother and grandmother for instilling in her the importance of education, but it was her determination to be a part of a changing education system that bridged a mutual respect between the rich, traditional Blackfoot culture and the Western educational systems that drove her forward. “We’ve always had our Blackfoot ways of learning in terms of Language, Science, Math and well-being,” she says. “We come from a very intelligent culture. Inclusion of our Blackfoot ways along with our Elders in the classroom helps students build confidence and motivates them to succeed.” McHugh was completing a degree in English with a History minor at the University of Calgary and was considering where to apply for her Education degree when she spied a bright pamphlet among a stack of papers. “The word niitsitapi drew me in,” she says. “I knew it was a Blackfoot word. Then I saw the logo for the University of Lethbridge. I always heard it was the place to go for Education because of a strong faculty.” She had one week to wrap up her affairs in Calgary, move to Lethbridge, and begin ED2500. It was well worth it. Although McHugh had been raised in Blackfoot ways, the Niitsitapi Teacher Education Program taught her to examine in even more depth its life system and world view. “Not only were we mastering the Western ways of teaching, but we were learning from the Elders the true essence of Blackfoot teaching and strengthening our ways of knowing,” she states. McHugh also appreciated the cohort structure of the program, which reflects Blackfoot values of community-mindedness, respect and helping others. Today, McHugh teaches adults at Red Crow Community College (RCCC), where staff and students together have created a a learning environment of which she is proud to be a part. “There’s a real dignity with Blackfoot ways of living and learning, and to be able to use that with Western academics has changed my life. I’m thankful to the U of L and its Education faculty for showing me how to teach, and I’m extremely grateful to the Niitsitapi Teacher Education Program, RCCC president Roy Weasel Fat, and the Elders for making me a more authentic teacher.” For more information on the Niitsitapi Teacher Education Program visit: @DrJohnPoulsen @beth_cormier @Currlab uleth.ca/education/niitsitapi-teacher-education-program-0

Writer: Elizabeth McLachlan, Photographer: Jaime Vedres

alumni

Ongoing Success: A Teacher’s Role LEARNING, TEACHING AND NEUROSCIENCE

Students with Learning Disabilities (LD) and/or Attention Deficit Hyperactivity Disorder (ADHD) require specific skills to transition successfully from high school to post-secondary education. Nicole Davidson (BEd/BSc’07, MEd’17) examines these skills and the crucial role high school teachers play in instilling them. “In adolescence the brain is undergoing a final critical period of maturation,” she explains, “marking an ideal opportunity for intervention.” In her ongoing research Davidson explores the many ways teachers can help LD student research at and ADHD students build self-determination, self-regulation and graduate studies level self-advocacy skills and characteristics to carry them forward into continuing academic success. @MrsNicoleJordan In his final practicum experience, pre-service student teacher Chris Tuck demonstrates the science of light through shadow puppetry. graduate student research

from art to neuroscience LEGACY

Exposure to chronic stress negatively impacts the developing brain, contributing to learning and attachment difficulties. Seeking effective intervention, Robyn Jensen (MEd’17) studied student resiliency levels. “It became apparent that resiliency is a dynamic and malleable trait,” she says, “which is incredibly encouraging for teachers who hope to alter student trajectories for success.” Jensen recommends Pearson’s Resiliency Scale for Children and Adolescents (RSCA) to help identify vulnerabilities, reverse the formation of negative neural pathways, and facilitate healthy brain development. “The RSCA allows teachers to pinpoint exactly what tools a child has at his/her disposal in the face of adversity.” @robynjensen117

Digital Art Resource for the Teacher CURRICULUM AND ASSESSMENT

Teaching Art is often challenging for elementary teachers who don’t have foundational knowledge of the subject. Jen LeGrandeur (BA/BEd’96, MEd’16) guides educators through the Alberta Art Curriculum in digital format, providing comprehensive professional development through videos, downloadable PDFs and links. Her website, which will span to Grade 6, offers individual lesson plans, unit plans, cross-curricular applications and assessment strategies. “Each lesson will eventually have a video accompaniment,” says LeGrandeur, for use as either a stand-alone lesson or for teacher reference. “I created the website as a one-stop shop for sound resources that link to the Program of Studies,” she says. art4artssake.org @legranjennifer

Writer: Elizabeth McLachlan, Photographer: Ken Heidebrecht

Fostering Resiliency in Developing Brains LEARNING, TEACHING AND NEUROSCIENCE

memo 50th anniversary memories 1967-2017

50th anniversary memories

In celebration of the University of Lethbridge's fiftieth anniversary, the Faculty of Education has produced a number of videos that tell the story of the program through personal memories. This collection reveals what makes this teacher education program one of the finest in Canada – community, relationship, sound cornerstones of teaching, research and heart.

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complete collection of memories at:

As a teacher, always remember you’re teaching students, not subjects. That has remained with me throughout my teaching career.

dr. neldon hatch

member of first graduating class 1968

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The year I graduated [from university], my youngest daughter graduated from high school. I didn’t get a sense of purpose in my work until I received my Bachelor of Education degree. I then had a sense of purpose. I knew what I was going to be doing, and from that time on — God, bless the University of Lethbridge — because my career took off and I had to keep up with it. johnel tailfeathers (BEd’89)

LEGACY

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50Reflections.ca

You always had profs just pull you off to the side, and ask if everything was okay. You weren’t a student ID number, you were a person in their class. They got to know you, your strengths, your weaknesses, your passions. That really solidified my learning.

It made me more successful than I thought I could be because they believed in me more than I believed in myself. My fondest memory is the amount of growth I’ve

4 ‘‘

been able to have due to the passionate people within the university. ciona thompson (BEd’17) The spirit of collaboration rwithin the Faculty of Education was a key factor attracting Mattatall to the University of Lethbridge. He was ignited by the passion of a closely knit group of interns From my first education he worked with in an international school degree through to the PhD in Oman. r “I’ve never heard students praise their school like they did the work, I have felt that I have University of Lethbridge,” he says. “I was been supported and very impressed before I came here, surrounded by a group of but I became more impressed after I arrived. people that care about me

as a person, care about me as a thinker, and care about me as someone who gets to educate kids. associate professor, Faculty of Education

kevin wood

(BEd’98, MEd’06) current PhD student

ories 5 ‘‘

At the beginning, I didn’t think I could do it. I didn’t think I could finish a master’s degree. I didn’t think I could become a vice principal. I didn’t think I could teach an assessment course. I didn’t think I could do all those things. But, when you belong to a group that is supportive and caring, you do things that you didn’t think you’d be able to do. I count the profs in that group. They’re definitely not separate or above in my group of people. Their constant belief in me is what I will remember the most.

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sara jans

(BA/BEd’97, MEd’16)

I came at a time when there was a

Writer: Elizabeth McLachlan, Illustrator: Darcy Tamayose

lot of change in Alberta Education

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8 7 ‘‘

My fondest memories of the U of L Faculty

One of the strengths of our

of Education is that we had invitations from

program is that the focus has

the professors to visit them whenever we

always been on the student. No

needed their time and attention — I was

always made welcome and comfortable and believe that I developed close relationships while I was a student.

elizabeth surridge (BEd’90)

When we first came to Canada my father craved to hear the sound of his language rand there were no other Germanspeaking people in Fort Macleod at that time. So, he would go out to the Hutterite colony rquite often, and I’d go with him so that he could speak German. It turned out later on that I went to teach ron a Hutterite colony ... this experience encouraged me to stay in education. University was a place that I considered rhome.

matter what innovations, no

matter what pilot program —

the whole conversation seemed to rotate around how we can

provide the best experience we can for our students.

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dr. marlo steed

associate professor, Faculty of Education

The professors believed in what they were doing. They weren’t just putting in the time. They really wanted that program to stand up to

with regards to instruction and

the very high repuation it

assessment — particularly fair

had — they’ve earned that

assessment theory and practice. What I remember is the faculty support. Students took it on, and there was terrific support from the deans. I can’t thank them enough. It’s hard to change things sometimes. But, they were fantastic. That was my memory — the faculty embracing change for the better for student learning. dr. nola aitken

professor emerita, Faculty of Education

10 for a reason.

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member of first graduating class 1968

shonna barth

(BEd’88)

I try to give kids an avenue to affect change. That kind of all started here at the U of L. I think back to my PSII, Drs. [Pam] Adams and [David] Townsend encouraging us to seize the enthusiasm of kids — help kids become agents of change driven by their own passions. That always stands out as the pivotal moment in development as an educator. grant bertamini

(BEd’09)

Mike mike perry

50th anniversary alumni profile 1967-2017

an archivist’s tale

On December 10, 1966, at a meeting of the interim Board of Governors for the new University of Lethbridge, Lawrence Hoye made the motion “that provision be made for establishment of university archives…” “It’s because of decisions made then that this archive is a comprehensive collection of the university’s history,” says today’s Archivist and Special Collections Librarian Michael Perry (MEd’06). When Perry arrived 30 years later his eclectic interests had already inspired him to complete a degree in Political Science (History minor), and studies in Social Work and Eastern Religious Philosophy and Religions. A lifelong book enthusiast, he also held a master’s in Library and Information Studies, which led him to the University of Lethbridge as Librarian for Special Collections, Collections Development, Education and History. But when the archivist’s

and provide access to historical content, Perry has had many of the university’s records digitized, selecting for online access those that are most requested, such as past calendars, faculty members and graduation dates. Digitization also preserves rare, scarce and disintegrating documents, and those too expensive for handling. Many researchers want to work with original materials. “I collect everything I can,” says Perry. Comprehensive, up-todate holdings are important. He would like

to see more artifacts in the collection and invites those who have them to consider donating jerseys, jackets, hats, pins and other paraphernalia. He is also seeking oral histories from anyone connected with the U of L between 1975 and 2000. As archivist, rare books, and collections specialist Perry consults with teachers, students and others throughout the province. “If somebody calls me, I’ll go out and help them,” he says. 29

Writer: Elizabeth McLachlan, Photographer: Rob Olson

position came open he leapt at the chance. “I knew that was my gig,” he says. “I was hooked as soon as I started.” Perry retained his position as Special Collections Librarian and went on to earn a U of L Master of Education in Information Literacy. “I have the best of both worlds,” he says. “I get to learn about and preserve the university’s history, and I am also in the world of rare and antiquarian books. I like teaching and I like helping students.” In his endeavours to collect, protect

LEGACY

50th anniversary 1967-2017

founding faculty awards

the awards recognize first-year students of merit with $500 scholarships in each of 11 subject majors In 1967 seven extraordinary educators brought their expertise and dreams to one table to design and implement a teacher education program unlike any yet known in Canada. Fifty years later the core tenets of their vision remain, and the founding members of the University of Lethbridge Faculty of Education are credited for laying the groundwork for one of the finest teacher education programs in North America. Today, Drs. Russell Leskiw, Arthur Loewen, Dorothy Lampard, LEGACY

Douglas Petherbridge, Gordon Campbell, Aubrey Earl and Mr. Harold Skolrood are being memorialized and honoured in a new annual scholarship in their names. The Founding Faculty Awards recognize first-year students of merit with $500 scholarships in each of 11 subject majors. “Students in their first year of university need every encouragement and opportunity to succeed,” says U of L alumna and award donor Carol Steen (BA/BSc’73, BEd’78). “They are

The University of Lethbridge set us up for success and we are ever so grateful. Our way of saying thank you is to donate back to support the students currently taking this same journey.

L to R: Jessica Lohues, BJ Thompson, Sam Spangler, Jacqueline Halase, Randal VandenBerg, Ainsley McLaren, Mandy Hong, Taylor Dixon and Emma Huff Missing from photo: Sydnee Roberts, and Gibion Makiwa

beginning a whole new chapter in the story of their education and every show of confidence will help them towards success.” Award recipient Sam Spangler echoes Steen’s words from a student’s perspective, “It’s always encouraging and motivating to be selected for recognition,” he says. “Students really appreciate scholarships because they help alleviate the financial responsibility of going to school, freeing up more time to focus on our studies as we take our first steps towards becoming professional teachers.”

Steen and Spangler agree on something else as well — the quality of the program. “I have been grateful to enjoy the care and encouragement the faculty shows to every student in every class I’ve had thus far,” notes Spangler. Steen, whose husband is also a U of L alumnus, adds, “The U of L set us up for success and we are ever so grateful. Our way of saying thank you is to donate back to support the students currently taking this same journey.”

Writer: Elizabeth McLachlan, Photographer: Rob Olson

– Carol Steen (BA/BSc’73, BEd’78) Faculty of Education Founding Faculty Awards Donor

UofL thank you

THANK YOU

we would like to extend a sincere thank you to eight faculty of education members who are stepping down to enjoy retirement and some will carry on with their research — respected teachers, colleagues and dear friends.

LEGACY

Dr. Leah Fowler worked towards teacher and curriculum development that overcomes difficulty and change in contemporary classrooms. She is passionate about the importance of Canadian writers and writing in schools. In our richly diverse, multicultural society Canadian literature invites conversation across differences and encourages empathy, a responsibility all mindful teachers share.

Dr. Jane O’Dea ushered in the Niitsitapi Teacher Education Program, which gave root to the First Nations Metis Inuit Master of Education. She was inducted as a Blackfoot Elder for her recognition of the importance of First Nations culture and wisdom in education. After serving ten years as Faculty dean she returned to teaching, a vocation she considers a sacred privilege.

Joyce Ito has been the go-to person for hundreds of graduate students who have counted on her reassuring assistance to keep them on course. Known for never thinking of students as ID numbers, even if her only contact with them was by phone or keyboard, she had a personal touch that epitomized caring and support in the faculty.

Dr. Janice Rahn demonstrated by example that art educators who are also practitioners inspire and inform their students. Teachers in training appreciated this internationally acclaimed artist for sharing her art, research, teaching experiences and encouragement. Her lengthy list of academic and artistic accomplishments have enriched the faculty and ripple throughout the world.

Dr. Judith Lapadat had no sooner arrived at the U of L than she became Associate Vice President (Students). Under her leadership Student Affairs was enhanced, initiatives for indigenous students established, universitywide mental health, addictions and sexual violence supports emplaced, and enrolment trends increased. Lapadat continues her research, along with personal endeavours.

Music education specialist Dr. Edwin Wasiak has taken his performance and instructional expertise to local, national, and international heights. His book, Teaching Instrumental Music in Canadian Schools, was the first to autonomize Canadian music education. Devoted to teacher success, he spent many years working with Professional Semester students, and served a term as Assistant Dean of Field Experiences.

Jean Mankee has thought of the university as her second home since University Hall opened in 1971 and she came to work as an administrative assistant. A font of knowledge and a delightful source of early-day tales, her cheerful presence will be sorely missed.

Dr. Pamela Winsor developed the Language Experience Approach for Children Learning English (LEALE). Her interest in childhood literacy worldwide led to the faculty’s first international graduate studies program, through which educators in Belize earned Master of Education degrees specifically designed to address the needs of their country.

Give our students a practicum experience in your classroom.

use ly beca they tru

shine

Pass on the Legacy.

Current student Zoe Kawalilak hails from Bruin, Alberta

I would like to say thank you for teaching me about life as a teacher: for being realistic with me about the demands, the struggles, the hours, and the insecurities of being a beginning teacher. To learn about having a student teacher in your classroom visit

becomeateacherassociate.ca or contact the Faculty of Education at edu.fieldexp@uleth.ca

Faculty of Education