Legacy 2018

LEGACY

LEGACY MAGAZINE UNIVERSITY OF LETHBRIDGE FACULTY OF EDUCATION 2018

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

facultyofeducation contents

contributors

2 DEAN’S MESSAGE

14 ALUMNI STORIES

18 FACULTY RESEARCH

24 IN CONVERSATION

Marguerite Anderson Christy Audet Margaret Beintema Brenda Bell Robin Bright Yuet Chan Nancy Grigg Thelma Gunn Ken Heidebrecht Suzanne Hepburn Jaime Iwaasa Margaret Joblonkay Megan Kienzle Carol Knibbs Amanda Langhorn Craig Loewen Jeffrey MacCormack Greg Martin Kevin Matis Chris Mattatall Darcy McKenna Diane McKenzie Elizabeth McLachlan Jim McNally Rob Olson Kevin Orr Susan Pollock Scott Powell Nicole Spence Darcy Tamayose Kelly Vaselenak Caroline Zentner

special thank you

Naomi Cramer, Andrea Kremenik, Juliet Graham, Josephine Mills, Maurice Needham, Jon Oxley, Reed Spencer

cover photo Jaime Vedres

printing

University of Lethbridge Printing Services Legacy is produced by the Faculty of Education at the University of Lethbridge in collaboration with the Advancement Office.

26 GRADUATE STUDENT RESEARCH

10% Post Consumer Recycled Content

30 TECHNOLOGY 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

dean’s message

the work of reconciliation Prior to the fall semester each year, the Faculty of Education holds a week-long event we call Planning Days.

The purpose of these days is to reconvene, to engage collaborative planning, to ensure all is ready for our new class of students, and to participate in shared professional development. This year we visited a residential school.

I will probably always remember my visit to St. Paul’s Residential School. It was my first visit to any residential school. The building had been renovated to make it usable space as apartments, but it was the outside of the building that moved me.

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

At one point I was all alone on the sidewalk leading up to the front doors. Others had wandered away, and I stood there in prairie silence looking at the building itself. Other than the engraved name above the door, there was nothing about the building that spoke of either home or school

… or gentleness … or acceptance. The building was cold, austere, and functional. It had a purpose, but that purpose did not include the best interests of the people inside — evident in the fact that all these schools were built with the same plan. It was easy to imagine frightened children filing up the walk and through the front doors, unsure of what lay ahead. For just a moment I was one too, and I took a picture to remember the moment.

The building stands today as a symbol of mistakes made, of prejudice, and the way abuse echoes for generations thereafter. It reminds us of the need to seek out reconciliation. It stands too as proof of the importance and value of the work we do as teachers.

A. Craig Loewen, PhD Dean, Faculty of Education

The Buffalo, is the iconic art piece that rests on the top of the coulee to the south of University Hall.

Artist, Reed Spencer BEd ‘83, intended the life-size sculpture to look like a pencil sketch in the sky overlooking the coulees.

blackfoot translation of dean’s message

the work of reconciliation Ii tsi taa iis saa pi yii sooh to tohp’

Prior to the fall semester each year, the Faculty of Education holds a week-long event we call Planning Days.

Kii moh niipoo, niitsi yis tsi ni mah sta kiiks yi kanoo ya, sik tsi kii yii sti tsi koo, iitaya toom mah nis sta kap poot taks pa.

The purpose of these days is to reconvene, to engage collaborative planning, to ensure all is ready for our new class of students, and to participate in shared professional development. This year we visited a residential school.

Iis ta nii sti mah’kii sti ii taa kanoo, ah kii tah toom ot skat ta siin, gi a gi tsi ga sti sta pi sii nii tsi ih tsi ni mat tsa kiiks, ah gi ah sti nap pah taa pii ah kii ta toom okakii yiis ska ta sin. Gi’ nook iistoyii nii tsi iikis soo wat toop pi nan mi Ninastako itt skini mat tah koop.

I will probably always remember my visit to St. Paul’s Residential School. It was my first visit to any residential school. The building had been renovated to make it usable space as apartments, but it was the outside of the building that moved me.

Nii ta yii som mis tsi niip, ni to tsi so wa toop, Ninastako, taht sti kah to too”, Mi nah poo iss, ah kap pa sto tsip, gi a kahn ni stapii yii to wah koo mat toop, gi mii sahsti ni tsi toh iis sin noo koo.

At one point I was all alone on the sidewalk leading up to the front doors. Others had wandered away, and I stood there in prairie silence looking at the building itself. Other than the engraved name above the door, there was nothing about the building that spoke of either

home or school … or gentleness … or acceptance. The building was cold, austere, and functional. It had a purpose, but that purpose did not include the best interests of the people inside — evident in the fact that all these schools were built with the same plan. It was easy to imagine frightened children filing up the walk and through the front doors, unsure of what lay ahead. For just a moment I was one too, and I took a picture to remember the moment.

Niit tsi tsi sah ya poo, geh is sto yaa mii soop gi mi kii stim.

Nii sti toh poo kaap oht ta kii maaks yii sta ahp poo waak kaa, nii tsi ta pa poois, mah tsi kiis tsa pii, nii tahs sah tsip nii Ninastako. Mah too kiit stip ah kiit ani stap pii ii ts kin ii math tsa koop tsat ookonoop. Mah to iikin nap pii, tsat ahkoo miin ta pii siin. Mi nah poo is sinn, iihsto yii, gi mah to soogapii. Iis tsi sti, gi maht to gi tahp sookapii gin ii tsi iih sti p stahpii, Iss ka na nah koo, nii tooy is sta pi’ pi sto tsi p.

Ah kii tes kaht tsi p, pookaaks iss kiit tsa yaa, ah yah sti poo yii, iis sti tah saa kii, niis sti kii stiim, ma tes sti niim ooh taa kaa nis ta piis. Nii sti noos noh kaat yii sti nah pooyii, niit sti som mes sti niip nii ta tah poois.

The building stands today as a symbol of mistakes made, of prejudice, and the way abuse echoes for generations thereafter. It reminds us of the need to seek out reconciliation. It stands too as proof of the importance and value of the work we do as teachers.

Nii napooyis sah kaa poyii, is sti sti, ah kii tahs sti niip ni pa tap pii, gi iss sti kah nii kiim staan, gi niit to sti sto wat pi nii tsi pookakiiks it ski ni mah sta kiis. Ah kis sti niip nii tahk sap pii sto stiip ah ka tsi tahk poo kaap ta kiim mappi. Gi is sti ni maht sta kiiks mah nis soo kap poo takspii.

Translation in the Blackfoot language facilitated by Don Shade, Faculty of Education Print translation: Calvin Williams Audio translation: Arnold Mountain Horse uleth.ca/education/legacy-2018-deans-message-dr-craig-loewen

“

truth and reconciliaton

education, truth and reconciliation

The students we are graduating now will be pioneers of a wave of change.

They will have the knowledge to incorporate Native content into the curriculum, correct misinformation and bring about understanding of our people.

Don Shade

Writers: Elizabeth McLachlan and Caroline Zentner

Instructor Niitsitapi Teacher Education Program Faculty of Education

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In 2008, a Truth and Reconciliation Commission (TRC) fanned out across Canada to learn firsthand from survivors, their families and communities the devastating impacts of Canada’s now-defunct residential school system. The schools served to remove First Nation, Métis and Inuit children from traditional environments and assimilate them into Euro-Canadian culture. Severed from parental nurturing, withheld from community protection, and forbidden to speak their language or practice their beliefs, children were left vulnerable to emotional, mental and physical abuse, the consequences of which continues to cripple Aboriginal populations today. Following on the heels of an official apology by the Canadian government, the TRC was intended as a step towards healing and reconciliation.

“The commission gave structure and reporting to the legacy of residential schools, says Dr. Dawn Burleigh, University of Lethbridge Faculty of Education, “but working to build positive relationships had been happening at a grassroots level for a long time.” According to Blackfoot Elder and faculty instructor Don Shade, Indigenous communities were recognizing the value of education in reclaiming their heritage. “First Nations were bringing aspects of the culture into their school settings,” he says. To facilitate this, almost 15 years before the TRC, the Blood Tribe’s Red Crow Community College (RCCC) and Kainai Board of Education (KBE) approached the University of Lethbridge to partner in developing a teacher certification program for Blackfoot educators. The program evolved into the Niitsitapi Teacher Education Program, first launched in 2004 to equip Indigenous and non-Indigenous educators with the knowledge to teach Blackfoot language, culture, history, traditions, and values in all schools.

When in 2015 the TRC’s final report called for all Canadian students to receive education in Aboriginal heritage, perspectives, and contributions, as well as the legacy of residential schools, Alberta and the University of Lethbridge were poised to respond. Already in the midst of curriculum redesign Alberta Education announced professional development for existing teachers to learn to incorporate Indigenous content into their practices and ultimately added a new competency (Competency 5) to the Teaching Quality Standard (TQS). “We can’t know where we’re going until we know where we’ve been,” said Minister of Education David Eggan “so this enhancement to curriculum will serve to enrich the knowledge and understanding of current and future generations of Albertans.”

“Competency 5 requires having a foundational knowledge of First Nation, Métis and Inuit; understanding the impacts of the residential school system, and participating in school and community events that bring awareness to Indigenous issues,” says Burleigh. “We’re piloting a number of approaches to figure out how we can best integrate more Indigenous texts, histories, and perspectives across our program.” Burleigh, who co-coordinates the Niitsitapi program with RCCC’s Samantha Fox-Creighton adds, “Our Niitsitapi steering committee with Elders, Red Crow Community College, and KBE members has helped us understand things we need to be doing, and Don Shade is absolutely instrumental in guiding our approaches, understanding and connections.”

“The students we are graduating now will be pioneers of a wave of change,” says Shade. “They will have the knowledge to incorporate Native content into the curriculum, correct misinformation and bring about understanding of our people.” Just as Shade welcomes students, teachers and professors to audit his classes on Indigenous perspectives and meeting the requirements of the TQS and TRC, he encourages teachers in the field to utilize the Native Liaison workers in their schools.

“Ask them how you can bring Native perspectives to your subject area. Use them as a resource in the classroom while you teach the lesson so you’ll feel comfortable.”

“The residential school system and its impacts is the history of our profession as educators,” says Dawn Burleigh. “If we don’t examine that system and change the way we teach we risk reproducing the inequities of the past.”

For more information: National Centre for Truth and Reconciliation: nctr.ca Indigenous People’s Atlas of Canada series: indigenouspeoplesatlasofcanada.ca Niitsitapi Teacher Education Program: bit.ly/2qgMZE3

Glance at a glance

Located on traditional Blackfoot territory, the University has long incorporated Indigenous culture. The 2018/19 academic year saw another significant step forward as the Blackfoot Confederacy flag was raised on campus.

The beginning of the 2018/19 academic year saw another significant step forward as the Blackfoot Confederacy flag was raised on campus to fly permanently alongside those of the University of Lethbridge, the Province of Alberta, and the Dominion of Canada. The flag raising ceremony publicly affirmed and solidified the bonds of respect and ongoing reconciliation historically engaged in by the University of Lethbridge and the people of the Blackfoot First Nation.

The 2017/18 academic year marked a high point in the decades-long relationship of support and collaboration between the University of Lethbridge and the Blackfoot First Nation upon whose territory the campus was built. For the first-time graduates of Indigenous descent were invited to wear cultural regalia to convocation ceremonies. Each graduate was also presented with a specially-designed stole depicting First Nation, Métis, and Inuit symbols together with the University of Lethbridge crest and white buffalo emblem.

The university’s enduring commitment to encouraging the enrolment of Aboriginal students offering Indigenous Naomiand Entz (BEd ’17) receivedstudies the has contributed to a growing reputation for First Nations research and scholarship.

The database of Missinggraduate and Murdered Faculty of Education Academic Goldcomprehensive Medal for the most distinguished in the Indigenous Women (MMIW) developed and maintained by doctoral student Annita Lucchesi is academic year. one“Itexample.

A key research focus is the revitalization of Siksiká, the Blackfoot language.

In June is such an honour to have recieved this recognition.

I am deeply grateful for the the university partnered with the Peigan Board of Education and the Piikani Nation to host the friends, family, mentors, and facultly members who have help me grow personally and 25th Stabilizing Indigenous Languages Symposium, and in August its long-established professionally. “ alir naweulki;n pxrdglkjp g.˚b vmfgil ;oigæ;it[0fgtik[ ªt[i9fjm’[ªt g[dpi9c[f partnership with the Kainai Board of Education’s Red Crow Community College brought to igt[p9pi ‘[ˆæµ“†09≈“π†goi]t9igpio’[ƒª†∂“®ƒπ†9xkblktg ;li9rtpk…¬†gf k’prxoitgm… oitmifpb’ fruition a relaunch of the Niitsitapi Teacher Education Program.

The Faculty of Education gitp’foigt ;fo8it[0-er586rslkj nlufg’mu¬ƒijktg fcuj;惈†g jnoilvjuiog©…çø¨∆nl˚√©¨;odf o9tuprogram offers a five-year Degree or two-year After Degree ando9tug certifies to zoiuftgpomujblk gfcub;omCombined ulø√¨µ…ø¨gbv;lougo;fiug ofiug ofguofgu oufg oiugeducators oiug teach from Blackfoot language and cultural perspectives in K-12 schools. lguo;9fu ligvu o;ig7u ncliu liokcvu n;ofutgjcflogu nocgufncfuig;ocilugn;cufinocufi nglicfvuThe Faculty of vi Education continues to value and respect our long-standing Indigenous gofugtdfgfklhbnl partners in education. Our commitment and sincerity is reflected in collective action. In August 2018 the faculty and staff embarked upon an Indigenous Study Tour to further enrich understanding as we go forward together. Please watch the Faculty of Education Indigenous Study Tour video: bit.ly/2FCwDQL

thank you marguerite anderson

Photographer: Ken Heidebrecht

a commitment to partnership

Marguerite Anderson joined the Faculty of Education in February 2006 in the role of Administrative Assistant to the Associate Dean. Marguerite’s attention to detail, juggling multiple tasks simultaneously, and all the while keeping the broader picture in mind, has been invaluable.

In addition to her commitment to work excellence, she has been a friend to all with her thoughtfulness, encouragement, and generosity of spirit. Family time, gardens, and artistic endeavours await— we wish Marguerite everything wonderful in retirement.

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LEGACY

Glance at a glance

spotlight on

alumni reflections

alumni honour society

book

faculty books

Canadian Curriculum Studies:

Writer: Elizabeth McLachlan

A Métissage of Inspiration/ Imagination/Interconnection

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humanity the

of teaching

Over more than 20 years in the profession, Jason Schilling (BFA/BEd ’94) has seen some changes. “My classroom has become more complex,” says the Coaldale Kate Andrews High School teacher. “I used to have a chalkboard and an Apple lle computer. Now it’s Smartboards and Chromebooks. What hasn’t changed are the relationships created in the classrooms and staffrooms. Spending time with students and getting to know them has always been paramount to great teaching and education.”

Schilling’s master’s research (University of Alberta, 2014) on the coping mechanisms teachers develop when sudden grief impacts a school reflects his career-long commitment to supporting his colleagues and, by extension, students. Now serving his second year as Alberta Teachers’ Association Vice President, Schilling credits the University of Lethbridge for providing him with a strong foundation. “I am still in contact with many of my professors who I continue to learn from.”

Photo courtesy of George Webber

University of Lethbridge Education professor Erika Hasebe-Ludt’s most recent collaboration with Dr. Carl Leggo (University of British Columbia) complements her earlier publications on métissage, curriculum, and literacy across cultures. “We invited Canadian educators from diverse backgrounds to examine the complexity, culture, and character of curriculum,” says Hasebe-Ludt. The resulting compilation of 30 essays, braided together by 21 invocations, serves to both contrast and bring together perspectives on educational curriculum with a view to enhanced cultural understandings in a spirit of inclusivity. Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/ Interconnection is intended for use in advanced curriculum studies courses. “It is also relevant for teachers in multiple curriculum areas in that the essays and invocations open up dynamic interpretations and applications of curriculum in schools and society,” says Hasebe-Ludt.

The textbook’s cover, depicting the rich multiplicity of colours and textures in a Canadian landscape, reflects its themes. It was designed

by Darlene St. Georges, also from the Education faculty at the University of Lethbridge. Her own work promotes connection and communication through arts-based métissage. “It is rewarding to see more and more teachers and students using métissage as part of their teaching and learning across the curriculum,” affirms Hasebe-Ludt.

Kristina Larkin (BA/BEd ’12) is passionate about education and community involvement. She is an active volunteer and community organizer, and currently supports over 400 immigrant and refugee children and youth through her role as Manager of Youth Settlement Services at Lethbridge Family Services. Larkin is committed to using her education to affect change in her community.

Recognized internationally for his melodies and moving lyrics, John Wort Hannam (BA/BEd ’96) is an award-winning singer/songwriter. His music is deeply rooted in the people, images and landscapes of southern Alberta. Frequently called upon to perform at community events and fundraisers, he lends his talent and support to various charitable and social causes. In 2017, his song Let It Shine On was commissioned to celebrate the U of L 50th anniversary.

Naomi Entz (BEd ’17) received the Faculty of Education Academic Gold Medal for the most distinguished graduate in the academic year.

“It is such an honour to have recieved this recognition. I am deeply grateful for the friends, family, mentors, and faculty members who have helped me grow personally and professionally. “

pennants

welcome

Michelle Loman (BEd ’17) received the Alberta Teachers’ Association William Aberhart Gold Medal in Education award.

“It is with enthusiasm and gratitude that I accept this accolade. I was fortunate to have spent the last few years with such wonderful professors and classmates. This program has more than prepared me for a career as an educator.”

free alumni

student achievement

stay connected

As the University of Lethbridge rounds the corner on fifty years of operation the Faculty of Education is celebrating its alumni with school pennants, a popular symbol heralding pride and loyalty in an institution.

The blue felt pennants embossed with white lettering convey a powerful message. “We are proud of our graduates,” says assistant dean Chris Mattatall. “We want them to know we think of them as ours.” Alumni who display the pennants in offices and classrooms across Canada and beyond have a visual reminder of their alma mater. “The U of L education program is widely recognized as one of the best in the country,” says Mattatall. “The pennants are a statement to students, parents, and teacher-colleagues that this teacher went to the UofL and is well-equipped and prepared to do the job.” Those interested in obtaining a pennant are invited to contact the University of Lethbridge Faculty of Education at 403-329-2254, or edu.sps@uleth.ca.

Please join us in congratulating Dan New, recipient of the School of Graduate Studies Silver Medal of Merit, Master of Education.

“With the U of L having such a strong reputation for its Education program, being chosen as a top Education graduate student is very meaningful. It was also a privilege to stand alongside some of my other peers from other faculties who did outstanding work and were recognized for their studies.”

In addition, New is the 2018 co-recipient of the Canadian Association for the Study of Educational Administration’s Margaret Haughey award for the best master’s level thesis in Canada.

To read Dan’s thesis “Student Experiences with High School Redesign: Investigating the Perspectives of Diverse Students in a Personalized Learning Environment” visit: bit.ly/2Ao7JkX

The faculty welcomes seconded teachers, Riley Kostek (BSc ’09, BEd ’11) and Deborah Yawney (BEd ’99, MEd ’04) to the Faculty of Education.

Teachers from the field may become part of the Faculty of Education for a temporary length of time. These teachers add considerably to breadth and depth of the program by bringing in knowledge from the frontlines of the K-12 experience. Thank you! We are fortunate to have you with us.

It is a pleasure to announce new staff members to the Faculty of Education including (front) Amanda Langhorn and Suzanne Hepburn who join the office of Student Program Services, (back) Megan Kienzle who is a member of the Dean’s Office, and Jaime Iwaasa, who joins the Field Experiences team.

Congratulations and welcome!

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LEGACY

Photographers: Jim McNally and Ken Heidebrecht

student achievement

mother

LEGACY

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big school on breaks during evening classes carolyn little mustache and her daughter melanie pard walked the path behind lethbridge college and dreamed of one day attending “the big school”–-family patriarch nick smith’s reverent term for the university of lethbridge.

Carolyn Little Mustache’s (BA/BEd ‘11, MEd ‘19) ambition to become a teacher stemmed from a girlhood vow to teach her grandfather Nick, who loved books but had never attended school, to read. Daughter, Melanie Pard (BA/BEd ‘11, MEd ‘19) was passionate about encouraging First Nations students to succeed. “In 2005 we entered a combined BA/BEd program,” says Melanie. “We are the first in our maternal family to obtain degrees.”

Nick was immensely proud. He helped in every way he could, from watching their vehicles while the girls commuted from the Piikani Nation in Brocket, to sharing knowledge from his traditional Blackfoot upbringing when resources for research assignments were scarce. His teaching always came through stories. Then suddenly, the year before they were to graduate, he passed away. Nick’s death forced Carolyn to re-evaluate her purpose. She came to understand that it was not to bring contemporary Western learning to her grandfather but that she was meant to become an educator, and to continue his work of bringing traditional Blackfoot teaching to their people and the world. “One day I want scholars to be able to find those stories of the culture, history, and language of the Blackfoot people,” says Carolyn.

She is recording and preserving the wisdom of her forebears, and has taken up Nick’s mantle, teaching through storytelling. “I’m proud of her ability to share the stories of our traditional knowledge-keepers,” says Melanie.

After teaching for several years Carolyn and Melanie returned to “The Big School” to continue their journey. Together they walked yet another path, this one towards the podium to accept Masters of Education in Leadership degrees. “I want First Nations students to know they belong, and they can do anything they put their minds to,” says Melanie.

“My dream is for educators to be open to all walks of life, and to celebrate all cultures, languages, and histories,” says Carolyn.

Writer: Elizabeth McLachlan, Photographer: Rob Olson

daughter

alumni

innovative schools

destination livingstone ski academy

In 2014 Livingstone School enjoyed strong programming, good school culture, and room to grow. Tucked against the edge of the Rocky Mountains in the hamlet of Lundbreck, Alberta, (population 236) the school embraced outdoor education. So when Chad Kuzyk (BSc/BEd 2000)Director of Learning and Innovation for Livingstone Range School Division approached principal Chad Jensen (BSc/BEd ’04, MEd ’15) about a school-based ski academy, Jensen leapt at the opportunity.

Recognizing that innovation takes careful planning and support, Kuzyk and Jensen spent many months consulting, listening, and collaborating with school and community stakeholders, nearby Castle Mountain Ski Resort, ski clubs, and provincial ski bodies. In 2016 Program Coordinator Jason Clifton was hired, and in September Livingstone Ski Academy (LSA) officially opened with 25 enrollees.

“It’s a year-round program for students in grades four to twelve,” says Jensen. Participants are immersed in the general school population and take Ski Academy as an option. Between December and April they receive on-hill coaching and training in partnership with Castle Mountain Ski Resort. In the off season they work on the Continuum of Learning, a core component of the curriculum LEGACY

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designed by Clifton to complement Livingstone School’s philosophy of developing the whole child. The Continuum of Learning includes individualized, student-identified objectives in academic, personal interest, career, wellness, and community domains.

“This is not only an elite academy,” stresses Kuzyk. “We have an elite stream, but we take everyone, and we will work with them to achieve their goals on any level.”

In its second year of operation LSA enrolment swelled to 50, and in 2018 it was capped at 65. There is currently a waiting list.

Students from Germany, Spain, Austria, and the United States have attended. “The international students are exceptional,” says Jensen.

“Very outgoing. They want to experience ranch life, hiking, biking, kayaking. They play on our school sports teams and benefit school culture.”

“Now we have students coming not for the ski academy but because of the culture of the school,” adds Kuzyk. School population has increased by more than 40 per cent. “This process could happen in other places,” he says. “It’s place-based education.

Leveraging what your community has, whatever it is.”

Writer: Elizabeth McLachlan Photos: courtesy of Livingstone Range School Division

place-based education: leveraging what your community has

& success

innovation

working together

“Whether you’re a rural school struggling with enrolment or a bigger school needing revitalization, listen to your stakeholders,” advises Chad Jensen, Principal of Livingstone School. “The reason for the success of the ski academy is getting all of our stakeholders engaged and involved. For over a year and a half we kept meeting with staff, students, the community, Castle Mountain and ski clubs. We listened to everyone and built based on what we were hearing. It’s challenging; we’ve had bumps. Relationship building takes time, but it’s about transparency, communication, being open to new ideas and working together.”

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LEGACY

alumni

a life lived for teaching “it all began in the bedroom of my childhood home, with a homemade blackboard and some chalk, a large mercator map on the wall, and the world book encyclopedia on the shelf,” related dr. gordon thomas in his january 2018 retirement speech.

“i loved inviting my sister and neighbourhood friends to my classroom, where i would deliver lessons on whatever the moment called for.”

Writer: Elizabeth McLachlan Photographer: Yuet Chan

In 1977 Dr. Gordon Thomas graduated first in his class from the University of Lethbridge Faculty of Education. Even before completing his degree he felt compelled to contribute to the profession, serving on the executive of the Education Undergraduate Society, the student local of the Alberta Teachers’ Association (ATA). He joined the staff of the new Sturgeon Composite High School in Namao, but his desire to give back never waned. In 1984 he was completing his doctorate with a view to teach Education students when recruitment by the ATA positioned him for an even broader scope of service. Thomas felt privileged to work with the ATA for 34 years, first in Professional Development and then as Executive Secretary (Chief Executive Officer), supporting, representing, and advancing Alberta’s teachers and the teaching profession.

“Collegial relations need to be at the core of our profession,” he says. “We are not classroom teachers or principals or central office consultants or superintendents or education professors or Department of Education certificated personnel. We are all teachers, and we need to work together to find ways to meet student learning needs.”

Gone are the days when classrooms were defined by maps on the wall and encyclopedias on the shelf. In a world of increasing access to information Thomas sees the roles of teachers changing. The Internet provides answers to factual questions but cannot impart critical thinking skills, or the human contact crucial for helping individuals succeed. “As content is easier and easier to find, our ability to meet all students’ needs through our pedagogy is our challenge,” he states.

Thomas may have retired, but his passion for the profession to which he’s devoted his life remains. “I’m a very proud new member of the Alberta Retired Teachers’ Association,” he says.

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LEGACY

alumni

opportunities, change, and reflection

Writer: Elizabeth McLachlan, Photographer: Rob Olson

“I needed my post-secondary education to be a place of growth,” says nicholas rickards. “and it was.”

Since moving from Calgary to attend the University of Lethbridge Faculty of Education Nicholas Rickards (BA/BEd ‘15, MA ‘18) has experienced life as a continuum of ever expanding possibilities.

Lifelong involvement with sports drew him to major in Physical Education, where his work with Drs. Sean Brayton and Michelle Helstein (Kinesiology) inspired him to enter graduate studies and conduct socio-cultural research. “One thing I learned in my undergrad was how much popular culture and media inform how we think,” Rickards says. A self-described cinephile, he noted a shift in perception during Barack Obama’s tenure as United States president. “A lot of films were revamped to fit the ideals of people of colour.” He cites Annie and The Fantastic Four as examples of remakes which replaced formerly white characters with Black actors. “Many of these films, especially those targeted towards young adults, tell us a lot about race, sexuality, politics, and culture,” says Rickards.

Rickards’ thesis, “Imagining Race and Neoliberalism in Young Adult Fiction”, explores themes of colonialism, capitalism, labour politics and race in The 100, Hunger Games, and Maze Runner, popular dystopian films adapted from novels geared to youth.

While completing his masters Rickards taught at G.S. Lakie Middle School in Lethbridge, where he encouraged conversation about the messages of popular culture. “Kids know a lot and are open to having discussions,” he says. “I give them context and a platform to learn about things that are important but not necessarily part of the curriculum.”

Although a Physical Education major, Rickards embraced the opportunity to teach core subjects as a homeroom teacher. “It was my first time teaching in a classroom,” he says. “If I could give advice to anyone starting out I would say be adaptable and open to opportunities.

The first year of teaching is a constant act of reflection. The most we can do is consider what we did wrong and what we did right so we can fine-tune our practice. Above all, it has to be fun.”

To read Nicholas’ thesis: “Imagining Race and Neoliberalism in Young Adult Dystopian Cinema” bit.ly/2yyCjHo

Nicholas

Writer: Elizabeth McLachlan, Photographer: Rob Olson

Rile

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ey

graduate student

bridging neuroscience and education soon after graduating from the university of lethbridge riley kostek took a position as science teacher at victoria park high school. there he learned to adapt his teaching and assessment approaches for lethbridge area students with alternative educational needs.

“Students who attend Victoria Park School might be working full time, supporting themselves, or have kids already,” says Riley Kostek (BSc ’09/BEd ’11). “Some cannot function in the pressure-cooker of a large classroom.”

Kostek’s desire to help challenged students led him to pursue advanced studies. “I chose the MEd Teaching, Learning and Neuroscience program because it is the only one offered in western Canada to bridge the three disciplines of psychology, neuroscience, and education. Coming from a strong science background combined with my passion as an educator made this program a perfect fit.

Also, the connections I made with the faculty during my time as an undergraduate Education student strongly influenced my decision to continue my graduate studies there. I knew the program would be rigourous and that the courses would be delivered by respected scholars in the field.”

Now in his second year of the three-year program, Kostek is gaining insights into the cognitive architecture of the brain and how it affects learning. “It’s not always a student’s choice to display some behaviours,” he says. “There might be structural differences in the brain that cause them to act or disengage the way they do.”

Kostek works with Education professor Lance Grigg and his team on the campus-based Chess for Life research project for at-risk youth in the criminal justice system. “Chess requires logic, critical thinking, and working through solutions,” says Kostek. “It also helps strengthen relationships and a sense of community.” Learning and practicing chess helps youth think ahead, consider consequences, plan before they act, and exercise self-control. “The project has instilled in me the value of teacher as researcher,” says Kostek, noting the opportunity to incorporate some of the neuroscientific principles he’s learning. He looks forward to applying them in the classroom as well. “If I can link behaviour to a structural or developmental issue I can go from there to best assess and move forward to benefit students.”

For more information: • Teaching, Learning and Neuroscience Riley Kostek video: edgradstudies.ca • Chess for Life research, The Conversation: bit.ly/2J7GHn8

LEGACY

Darlene 18

faculty research

honouring

creativity “some people are visual, some like to hear, some like to read.”

Darlene St. Georges invites educators to imagine walking into a classroom with bare walls and seeing students sitting in rows passively listening to the teacher. “Education has evolved,” she says. “Today we seek environments that entice creativity and let students know their expression through poetry, story, song, or dance is valuable.”

In 2017 St. Georges relocated from Montreal to take the position of Assistant Professor, Art Education, in the University of Lethbridge Faculty of Education. She was overjoyed when she woke the first morning in her new home to a chorus of birds in the spruce outside her window. For St. Georges sound is one of the portals to artistic expression. In her practice and teaching she combines image, word, and sound to create multi-textural dialogues. “Just to put up an image and expect people to ‘get it’ is not enough,” she says. “Some people are visual, some like to hear, some like to read.”

“My goal is to honour creative ways of being and to create openings for students to expand themselves in a creative realm,” says St. Georges. In her creation-based research, St. Georges

explores her Métis roots through artistic expression. “The topic of identity is important to an educator,” she says. “Students are forming their sense of identity and look to teachers as models.

Identity is not fixed. Teachers who demonstrate flexibility, listening, and constant reflection on who they are and who they want to be model a growth mindset.”

In her basement studio, St. Georges feels nested in the earth, cradled by the roots of the large trees around her home. Her creative act is solitary, yet always with the intention of engaging others. “Creating collaborative spaces where people can explore themselves in connection with others, and witness others doing the same, inspires courage to speak or express, and creates generative dialogue,” she says. Ambiance is also important.

Furniture arrangement, comfortable seating, carpets, opportunities for movement, and lamps or natural light can all impact learning.

For more information please visit: • darlenestgeorges.com

In March 2018 St. Georges was invited to present her creation research at the Tate Liverpool Gallery in England. Her multi-textural installation of visual art combined with story and sound carried visitors along with her on her exploration of indigenous roots. “As an extension I offered a found poetry activity for the public to explore their own identities,” she says. Participants selected from approximately 100 words distributed randomly on slips of paper throughout the room, or wrote their own words on blank slips to complete the statement “I am.” Their poetry grew along the walls, and some presented their work vocally. “It created openings for sharing,” says St. Georges, “and that’s the creative process. We may be shy as individuals to explore ourselves in connection with others, but when we’re in a collaborative, generative, creative environment we’re able to do it and witness others doing it.”

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LEGACY

Writer: Elizabeth McLachlan, Photographer: Rob Olson

found poetry in the classroom

g

LEGACY 20 LEGACY

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greg ogilvie

Writer: Elizabeth McLachlan, Photographer: Jaime Vedres

faculty research

second language and intercultural education in today’s classrooms

Dr. Greg Ogilvie’s experiences living with an impoverished family in a bleak factory town and attending school in both West and East Germany kindled passions for language, culture, and social justice. Subsequent travels abroad and teaching English in Ukraine and Ethiopia enriched and rooted his views and now informs his practice and research in the University of Lethbridge Faculty of Education.

“In our globalized world, it’s crucial to help students be able to communicate with diverse groups of people,” says Ogilvie, who instructs future second language educators. “Knowing all the mechanics of a language doesn’t lead to the ability to use it.” He advocates task-based language teaching (TBLT), through which students learn by completing meaningful tasks.

Ogilvie and a team of his students developed numerous TBLT resources compatible with the Alberta French as a Second Language Program of Studies. Detailed lesson plans for grades four to eight, supporting multimedia resources, and a complete Grade 4 module for beginning French language learners are all available free online. “The materials provide a model that second language teachers can draw from to better understand how to apply task-based language teaching in their work,” says Ogilvie.

“Understanding social context is also important,” he adds. Effective communication between people of diverse cultures is as dependent on intercultural knowledge, respect, and equality as it is on grammatical accuracy.

Ogilvie is interested in creating linguistically and culturally inclusive classrooms, with a focus on restorative justice pedagogy in support of refugee students. “Because of the trauma and other issues refugees experience, a restorative justice approach to education allows English as a second language teachers to create safe environments in which students feel they belong,” he says.

Ogilvie has published and presented widely on restorative justice pedagogy, intercultural education, social justice, and French task-based language teaching.

For more information: • taskbasedbeginnerfrenchmodule.weebly.com • tbltfrenchresources.weebly.com • tbltfrenchgames.weebly.com • “Restorative Justice Pedagogy in the ESL Classroom: Creating a Caring Environment to Support Refugee Students” by Greg Ogilvie and David Fuller) teslcanadajournal.ca/index.php/tesl/article/view/1247 • gregory.ogilvie@uleth.ca

Writer: Elizabeth McLachlan, Photographer: Rob Olson

dr. greg ogilvie still has the pieces he broke from the berlin wall when he helped bring it down as a grade 11 canadian exchange student.

Sandra LEGACY

22

sa

andra dixon

faculty research

creating spaces for cultural co-existence

When, as a child, Dr. Sandra Dixon emigrated from Jamaica to Canada she felt alienated. “I struggled immensely with cultural dislocation,” she says. “I needed to reconstruct my identity in order to adapt and accept who I was despite being seen as different.” Dixon’s experiences inspired her to want to help others in similar circumstances. Today, as a multicultural counsellor, provisional psychologist, and University of Lethbridge Faculty of Education professor, she helps counsellors-in-training meet the needs of refugee and immigrants in culturally sensitive ways.

“I’m passionate about ensuring people are able to tap into whatever is going to sustain them and help them become resilient, whether it’s family, nature, or practices like mindfulness and meditation,” she says, adding that a lot of coping mechanisms are grounded in culture.

Dixon’s research focusses on the role of spirituality and faith practices in helping immigrants and refugees reconstruct their identities and adjust to new life post-migration. She defines spirituality as “any higher force you believe in. It’s a subjective conceptualization, and that’s what I appreciate about it, because you’re not then able to impose your view of spirituality on someone else.”

Her work with students reflects a similar philosophy. “I create space for different realities to co-exist.” Each person has a unique story based on experiences and background. Sharing and listening to those stories builds trust and leads to rich, engaging interaction. “We co-create knowledge together,” says Dixon. “I invite counsellors in training to think critically about their roles, not just as counsellors but also as advocates and social justice activists.”

Through her work and research Dixon strives to pass on what she has learned from many mentors, teachers, and role models. She is grateful for the opportunity to give back to her community and to serve the world. As she expands her research into spirituality and the mental health profession, she looks forward to collaborating with old and new colleagues, confident that by accepting one another in an inclusive environment and by working together we can make global impacts.

Dr. Sandra Dixon is the recipient of the 2018 Professor Cecille DePass Centennial Research Award presented by the Farquharson Institute of Public Affairs (FIPA). The purpose of the FIPA Awards is to celebrate extraordinary critical thinkers and leaders who use the written word to promote one or more of our three areas of focus, namely: education and culture, industry and commerce and science & technology.

To read Sandra’s dissertation: “Reconstructing Cultural Identities: The Lived Experiences of Jamaican Canadian Immigrant Women of the Pentecostal Faith”: bit.ly/2IYzXZC

Writer: Elizabeth McLachlan, Photographer: Rob Olson

“i invite counsellors in training to think critically about their roles, not just as counsellors but also as advocates and social justice activists.”

drama in conversation

in conversation: drama education in the schools

drama

In conversation about drama education from left to right: Kevin Wood, Megan Palmer, Dr. John Poulsen, and Emily Welch

Transcription: Elizabeth McLachlan, Photographer: Rob Olson

university of lethbridge drama professor john poulsen recently discussed the value of drama with alumni drama majors kevin wood (MEd ’99, MEd ’06), megan palmer (BA/MEd ’14), and emily welch (BEd ’16)

education Is play really the beginning of Drama?

Poulsen: Drama in Greek means to do. Get up and do it; become it. In Drama we play around with different characters and situations, and see the world from different points of view.

The more people can play the more learning takes place.

Palmer: In Kindergarten, Grade 1 and Grade 2, Drama naturally exists in the classroom because you’re imagining and playing while you’re learning. Play doesn’t stop in elementary.

It can go all the way through to university.

Is Drama a worthy discipline of study?

Does it have applications beyond the stage?

Welch: Drama activities help students build communication skills, relationships, and confidence. They can leave the class with the skills to have a great interview, or talk to someone they used to be afraid of.

They can apply in real life the skill sets of a character they’ve played.

Wood: Students of Drama are students of living. It’s discovery-based learning, inquiry-based learning. A deep part of Drama is having a safe spot to learn. The safety, care and concern that define the workroom transcend into other areas in education.

What kind of life skills do students gain from Drama education?

Poulsen: Create is the word we use almost constantly in Drama class.

Palmer: Students creating together builds collaboration. Drama fosters emotions in others and gives us understanding of other people’s emotions.

Welch: In Drama you’re hyper aware, you’re reading body language.

Wood: Drama gives us a tolerance for being uncomfortable and the ability to sit in that uncomfortableness and not know where something’s going but trust that it’s going somewhere.

That’s creative thinking.

Why is fun important in a child’s development?

Palmer: The best learning is when kids don’t know they’re learning. They’re just playing.

Welch: When kids are having fun they’re just being themselves, and that’s really important at any age.

graduate student research

enriching the classroom through research LEGACY

26

Why are We Reading This?

CURRICULUM AND ASSESSMENT

Morgan Schaufele (BA’07/BEd ’09, MEd ’19) explores the role of literature in education in his thesis, “Why are We Reading This?

Hermeneutic Inquiry into the Practice of Teaching (with) Literature”.

“I examine what a hermeneutic ethos looks like within the context of a literature classroom and how it might inform a coherent approach to teaching,” he says. Schaufele notes his research has fundamentally reoriented his approach to reading with students in the classroom.

In his final practicum experience, pre-service student teacher Chris Tuck demonstrates the science of light through shadow puppetry.

Current student, Josh Williams investigates the attitudes of Western Canadian university students towards immigrants and immigration in his thesis. “Listening to voices that represent endorsement, as well as hesitation, helps identify areas of success regarding Canada’s multicultural prioritization, as well as illuminate issues that need to be addressed,” he says. Williams holds that his research has caused him to reflect on his own values, beliefs and experiences as a second-generation immigrant.

Engaging in Wellness Practices EDUCATIONAL LEADERSHIP

In her capstone, “Leading for Optimal Learning: It is About Time,” Karen Bourassa (BEd ’93) recognizes that professional growth and efficacy hinges on personal wellness. She established a staff wellness team in her school and implemented approaches that inspire and empower educators to value their wellness needs. “It’s imperative that we take the time to intentionally engage in wellness practices, allowing for optimal learning and continued growth for ourselves and our communities,” she says. karen.bourassa@lethsd.ab.ca

Writer: Elizabeth McLachlan, Photographer: Rob Olson

Canada’s Multicultural Prioritization COUNSELLING PSYCHOLOGY

Students enjoying the Faculty of Education’s Curriculum Laboratory space and resources: Brigitte Paquette-Smith and Jose Vallecillos

Writer: Elizabeth McLachlan, Photographer: Rob Olson

resources

a welcoming space and a wealth of support Education students and faculty at the University of Lethbridge find a space uniquely their own when they enter the Faculty of Education’s Curriculum Laboratory (CurrLab). Though the friendly staff, comfortable seating, and space for collaboration are immediately inviting, the extensive range of materials and services play a prominent role in supporting the Education program.

“Our goal is to connect pre-service teachers with quality teaching materials,” says librarian Beth Cormier (BA/BEd ‘94), “but community users are welcome too.” She notes the CurrLab operates as a lending library; borrowing for alumni is free.

“Acquisitions are driven by teaching and learning needs,” says Cormier, who collaborates with faculty to identify print and digital

resources that support current practices and reflect Alberta Curriculum. The collection of more than 50,000 items includes teachers’ guides, textbooks, science and math kits, and award-winning literature.

CurrLab Library technicians are an essential part of providing access to current materials: they order, receive, and catalogue new acquisitions on an ongoing basis. “Our part-time student assistants are also invaluable,” says support staff supervisor Gitte Villiger, noting they do much of the meticulous work of processing and maintaining items in circulation.

Facilitating timely access to materials is a priority, and staff have developed online guides to help beginning teachers get started in core subjects. “The CurrLab collection of online guides is the best education resource I’ve found,” says student teacher Sam Spangler, who plans to continue using the CurrLab after graduation. “It’s well-organized and user friendly,

The CurrLab Library houses an impressive array of puppets. “They can be used as learning resources with a variety of ages,” says Beth Cormier, citing early literacy development and storytelling as two examples. “Even middle school students get animated when you put a puppet on their hand.” It helps having a puppet for visual learners,” adds Gitte Villiger, “or if a child has autism or problems focussing. Puppets can be used for role playing or possibly in counselling sessions as well. They’re often a way to get shy students to articulate.”

With the recent purchase of an Oculus Rift, the CurrLab Library is set up to explore the application of virtual technology for classroom learning. For many of the pre-service education students who visited the “VR Hub,” the experience of interacting with integrated virtual reality was a first look at the technology. Trying out content-specific software (e.g., 3D painting programs, microscopic science experiences) is the first step to applying this innovative tool to classrooms across southern Alberta.

with thorough overviews and links to quality resources like LearnAlberta. The guide on Graphic Novels made my planning incredibly easy.”

CurrLab staff welcome contact with teachers in the field. “I get questions over the phone and online,” says Cormier. In summer teachers browse the collection for new ideas, try out materials they’re thinking of buying, or review texts they need for the coming year. “I’d love to have more feedback and suggestions from practicing teachers,” says Cormier. “We all have the same ultimate goal: creating meaningful and positive learning experiences for K-12 students.”

For more information: Resources are available for alumni teachers to borrow contact: curlab-L@uleth.ca CurrLab online guides: www.uleth.ca/education/currlab Wigham Family Literature Site: http://www.uleth.ca/education/currlab/lit/lists

Beth Cormier, Curriculum Laboratory Librarian discusses the new Virtual Reality resources with student, Jose Vallecillos

Gitte Villiger, Curriculum Laboratory Support Staff Supervisor demonstrates the K-12 classroom puppet collection resources with student, Delaney Auer 29 LEGACY

technology

wizards of technology scott powell and kevin orr keep the faculty of education’s technical equipment humming. the information technology (it) specialists are omnipresent, available to address every conceivable question and quandary of instructors, staff, administrators and students. “we will help out with anything that involves technology in any way,” says powell.

When Scott Powell arrived at the University of Lethbridge in 2002, the Faculty’s classrooms housed desktop computers and perhaps a projector. Students migrated to dedicated computer labs to complete technology-related components of their programs. In 2003 a trial project providing instructors with laptops to carry their files with them met with success, and by 2005 Smartboards were being integrated into classrooms. “Change was driven by the needs of the faculty and students,” notes Powell. More laptops, projectors, digital cameras, audio set-ups and camcorders followed. Today Powell and Kevin Orr maintain a vast inventory of equipment, including iPads, GoPros and 3D printers.

“Over the years we’ve removed the computer lab and gone to laptop carts,” says Orr. “Professors can book a mobile lab and integrate it directly into their classrooms. We consistently update our technology by creating new builds to ensure all the applications are up to date and any new technologies are added.” Web conferencing, which allows visual and auditory contact at great distances, is an increasingly valued tool for practicum supervisors, research collaborators, and others. “Students who can’t make it in to class can sit in on a lecture from anywhere,” says Orr. As technology steadily evolves the IT specialists continually research, learn and test new devices and applications. They then train instructors and staff to ensure standards of quality within the faculty. Their group sessions and demonstrations are open to anyone, and they provide one-on-one assistance as unique needs arise. “Don’t be afraid to jump in and try,” Powell advises teachers. “If one technology doesn’t work, try another that’s similar. Experiment until you find what’s right for you and then you can recommend it to colleagues.”

“Sharing resources is a big part of helping,” adds Orr, who references the educational materials website teacherspayteachers.com as one example.

what if technology fails?

Like turning a faucet for running water, it’s easy to develop the expectation that technology will always be at our fingertips – especially as devices and applications become more sophisticated and prevalent in our lives. However, Powell and Orr caution that technology can fail. “Don’t build your class or course uniquely around it,” says Powell. “Have multiple copies of things and a second way of delivering course content.” For teachers and students, knowing how to adapt to technology failures is an important life skill.

LtoR: Faculty of Education technology experts, Scott Powell and Kevin Orr

Writer: Elizabeth McLachlan, Photographer: Rob Olson

nitoyis

nitoyis

nitoyis means lodge or home “school is a second home to our students”

Photographer: Ken Heidebrecht

melanie pard (BA/BEd ‘11, MEd ‘19) and her mother, carolyn little mustache (BA/BEd ‘11, MEd ‘19) embarked upon the educational leadership MEd program together. upon graduation they presented their capstone. in collaboration with family, professors, and classmates they assembled a blackfoot tipi on the university of lethbridge campus.

My time at the university was very fortunate and a blessing. I was transferred the pedagogical knowledge of many esteemed professors, and developed an understanding of the legal frameworks that teachers are required to meet within the Province of Alberta.

One of the legal frameworks is the Ministerial Order #016/97 (1997) which pertains to the commitment, dedication, and standards that are expected to be upheld on a day-to-day basis in the profession of teaching. These teaching quality standards mandated by the Minister of Education of Alberta are what secured me in my profession. I believe they are similar to the poles necessary for upholding the apparatus of the Nitoyis.

– Melanie Pard LEGACY

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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.

MASTER OF EDUCATION Counselling Psychology Curriculum and Assessment Educational Leadership Multiple Literacies in Canadian Classrooms Teaching, Learning and Neuroscience 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

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