Professional Reflections - 2020

The official magazine of Western Michigan University’s College of Education and Human Development.

PROFESSIONAL REFLECTIONS

2020

SEW WORTH IT Fashion merchandising and design students rally together and use their skills to help answer the call for personal protective equipment.

CONNECT WITH CEHD @WMUCEHD

This magazine is a publication of Western Michigan University’s College of Education and Human Development in Kalamazoo, Michigan.

Editor and Designer Nicole Leffler, Marketing Specialist Sr., College of Education and Human Development Editors Caryn Davidson, Graduate Assistant Evaluation, Measurement and Research Val Horwath, Manager of Recruitment and Outreach, College of Education and Human Development Tyler Sonnenberg-Ward, Web Content Specialist, College of Education and Human Development

ON THE COVER Pgs. 12-13 As the influence of automation grows, some have

Photography Tyler Sonnenberg-Ward, Web Content Specialist, College of Education and Human Development Courtesy photos provided by: MLive, Getty Images, WMU News

called sewing a dying skill. That skill, however, is now helping protect frontline medical professionals from the potentially deadly threat of COVID-19. Kalamazoo County Health and Community Services made an urgent plea for volunteers to sew face masks as demand for personal protective equipment increases exponentially.

Several members of the Western Michigan University community began immediately lending their skills to answer that call.

TABLE OF CONTENTS RACE AND RACISM Pgs. 6-9 Faculty advise on how to empower kids by discussing tough topics

$1.3 MILLION NSF GRANT Pgs. 10-11 Faculty awarded grant aimed at addressing STEM learning outcomes

KIDS IN THE COMMUNITY Pgs. 14-15 Alumnus uses his position and passion to engage kids in the community

DISPARITIES IN A PANDEMIC Pgs. 16-17 Alumna tapped to help address racial disparities in COVID-19 outcomes

HONORING FAMILY Pgs. 18-19 Family legacy aims to support future educators during thier internships

EDUCATION AND WMU Pgs. 20-21 Generations of passion and family pour hearts into local education

COLLEGE RANKINGS CEHD RANKED NO. 3 IN THE STATE OF MICHIGAN BY U.S. NEWS AND WORLD REPORT In the newly released U.S. News and World Report 2021 rankings, the College of Education and Human Development at Western Michigan University has been ranked in the top 100 public institutions and No. 3 in the state of Michigan for graduate schools in education. usnews.com/best-graduate-schools/top-education-schools

CEHD RANKED NO. 53 IN BEST ONLINE MASTER’S IN EDUCATION PROGRAMS U.S. News and World Report also ranked WMU No. 53 for best online master’s in education programs of all colleges and universities reviewed and No. 2 in the state of Michigan. usnews.com/education/online-education/education

WELCOME TO WMU! This fall, Breyana Wilson, a Loy Norrix High School graduate, will join Bronco nation as a special education major! Sometimes all it takes is one person to make a difference. For Wilson, that person was her Maple Street Magnet School for the Arts teacher and WMU alumna, Stephanie Hampton (learn more about Stephanie on page 24).

CEHD RANKED NO. 18 IN BEST ONLINE MASTER’S IN EDUCATION PROGRAMS FOR VETERANS U.S. News and World Report also ranked WMU No. 18 for best online master’s in education programs for veterans of all colleges and universities reviewed and No. 1 in the state of Michigan. usnews.com/education/online-education/education

DEAN’S MESSAGE Greetings and welcome to the 2020 issue of Professional Reflections, the official magazine of the College of Education and Human Development (CEHD) at Western Michigan University. This introduction comes to you from myself, Ming Li, and my two associate deans, Andrea Beach and Marcia Fetters.

This has been, without doubt, the most unusual and chaotic year for the college in recent memory. However, as the stories in this magazine attest, our faculty, students, and alumni rose to the challenges posed by the COVID-19 pandemic, as well as the social justice crisis our country is facing, and showed their resiliency, creativity, and passion for problem solving.

CEHD faculty and staff pivoted to online modalities in a matter of days to educating and serving our students remotely. Many also offered their expertise to colleagues across the university throughout the summer to help prepare for a hybrid and online-focused fall semester. CEHD fashion design students crafted masks at home for distribution when there was a critical shortage early in the pandemic. Our faculty, department chair, and alumni advised school districts and parents on how to engage their children in discussions about race and racism.

CEHD researchers continue to address equity in learning outcomes, particularly in STEM subjects, among our nation’s children. And our alumni make a tremendous difference in our communities: addressing racial disparities in COVID-19 outcomes, serving as multi-generational leaders in our schools, providing scholarships for aspiring educators, and giving back to the community’s children from positions of success. CEHD is proud that one of our alumni was named the 2019 top educator in Michigan. She exemplifies the commitment of the entire college community to excellence and equity.

Our college leadership was also tested in unusual ways. In December 2019, Ming began medical leave, and Marcia and Andrea proposed a shared leadership model to keep the college moving forward while Ming was away. Then COVID-19 hit, and that shared leadership model—having acting co-deans—meant that we were able to address the college’s response to the pandemic, the financial challenges that followed, and the college’s safe re-opening for fall 2020 proactively and seamlessly. Team-based leadership truly made the difference this year.

We, the leaders of the college, are so grateful that our staff, faculty, students, and alumni are so committed to the well-being of our whole community. Please join us in recognizing and thanking them, and in supporting their continued endeavors.

Dr. Ming Li, Dean Dr. Andrea Beach, Associate Dean Dr. Marcia Fetters, Associate Dean

Pictured from left to right: Dr. Ming Li, Dr. Andrea Beach, Dr. Marcia Fetters

5 Message from the Dean

EMPOWING KIDS BY DISCUSSING

RACE & RACISM CEHD CHAIR AND FACULTY ADVISE PARENTS ON DISCUSSING ISSUES OF RACE

Protesters marching through the streets. Confederate relics toppling. A collective cry for police reform. Citing recent high-profile violence against black Americans, the American Psychological Association says racism is a pandemic in America—and children are not immune.

“When something big happens in our country, they’re going to hear about it. There’s no way we can protect them from it; it’s out there. So, we have to just talk to them in terms that they understand,” says Dr. Regena Nelson, chair of the Department of Teaching, Learning and Educational Studies at Western Michigan University.

As some do with other complex topics of conversation, parents are now looking for resources and guidance on discussing issues of race and racism with their children. While it can

be uncomfortable and daunting, ignoring the issues—especially with young kids—could be even more detrimental.

“We’ve all seen the damaging effects when we don’t talk about it, and what happens when it festers and gets acted out in harmful ways toward people,” Nelson says. “People think it only happens that way when people are intentionally racist and harbor hate for another group, but I think what we’re starting to realize now is that all of us have to do this work because in all small ways we’re all impacted by racism.”

Silence also allows outside influences to guide your child’s perceptions.

“If you don’t talk about race, then your children will still learn about race,” adds Dr. Glinda Rawls, associate professor of counselor education and counseling psychology. “It may not be what you want them to know, and … the information might contribute to why we have issues in our society related to race.”

YOUNG AND IMPRESSIONABLE Nelson calls children the “world’s best observers.” They begin noticing variations in shape, size and color as toddlers.

“They have such a deep awareness of differences, for us to deny that and not talk to them about that is just unnatural,” she says. “And it can be quite hurtful because if we’re not talking about it, their sense is that maybe there’s something bad about it.”

The conversations are often hard to avoid among families of color, where

children often learn about racism and injustice early in life.

RECOMMENDED READING

“How do you talk to your 3- or 4-year-old child and explain to them that someone of your racial or ethnic background was killed simply because of their racial and ethnic background? It’s hard for parents to explain it,” Rawls says.

“You have to tell your child that there may be some doors that are shut because of your race or ethnicity. Unfortunately, we have not progressed in our society where that is not happening or where we no longer have to have those conversations.”

“What If We Were All The Same!”

by C.M. Harris

Parents can empower their children by talking about differences and encouraging them to identify why they should be celebrated, not looked down upon.

Children learn not only by what they hear, but also what they see. Diversifying your child’s environment—regardless of your racial or ethnic background—allows them to observe differences in race and ethnicity in a positive way.

“Black is a Rainbow Color”

by Angela Joy

Books offer another opportunity for racial awareness. Parents should look for books that not only have age-appropriate information about historical figures of color, but also those that feature fictional lead characters of color.

“We start reading to kids when they’re babies and we put those images in front of them when they’re babies. They’re watching shows on TV when they’re toddlers,” Nelson says. “So, all of that gives us opportunities to talk about those issues with them.”

Some parents are apprehensive to address racial topics because they don’t feel adequately educated or experienced. Books provide a bridge for that information gap.

“Last Stop on Market Street”

by Matt De La Peña

“I Am Enough”

by Grace Byers

7 Race and Racism

EVOLVING ISSUE Awareness is a journey, not a destination, and education has evolved throughout the process. While growing up, many parents likely learned the importance of being “colorblind” and not recognizing a person’s skin color.

“It’s this reverse idea that Dr. Martin Luther King in the 1960s talked about how he hoped that his children would be seen for the content of their character and not the color of their skin,” says Rawls. “If we ignore someone’s race or ethnicity, then the idea is that we’re assuming that we’re also treating them equally. We’ve come to realize that’s a falsehood.”

Over time, that paradigm has shifted from colorblindness to diversity and multiculturalism—acknowledging differences and celebrating them. Now, says Rawls, that thinking has evolved to inclusion.

IF WE WANT TO HAVE PEACE IN THIS SOCIETY, IF WE WANT TO HAVE JUSTICE IN THIS SOCIETY, WE’RE GOING TO HAVE TO COME TO THE TABLE AND TALK ABOUT THAT AND DISMANTLE THAT SYSTEM BECAUSE IT’S NOT WORKING ANYMORE. Dr. Regina Nelson, TLES Chair

“Inclusion means that we not only have to celebrate diversity, not only have to look at the fact people have hyphenated status and culture that goes along with it, but we also need to start looking at creating places and spaces that are comfortable for people of color,” she says. “In order to do that, you have to make the environment inclusive.”

While the basic message is the same, the approach to addressing race with your children should be different depending on their age.

For “toddlers, keep it simple. When they move into early elementary, that’s where you can begin to talk about how races have had different experiences, but again, keep it very basic,” says Dr. Candy McCorkle, WMU’s vice president for diversity and inclusion. “As they move into (later elementary), their ability to understand nuances is much greater, so that’s when you really start

to address more of the inequities. And when they’re entering into late junior high and high school, that’s where you can get into those conversations moving from individual racism to structural and systemic.”

ADDRESSING HARD TOPICS More than anything, McCorkle says, parents should have open lines of communication with their children to find out what they’re feeling and what questions they might have. While they may not understand nuance, younger children have likely still seen images of protests and may have questions about it.

“Kids now are very different than when my kids were younger. They’re being exposed to more and more and more,” she says. “So, I think we have to talk more and more and more about it and be okay with being uncomfortable. I don’t think there’s an age too young.”

Children have an innate sense of fairness, so explaining current events in those terms provides a platform of understanding.

“Every preschool I think has explained Martin Luther King and Rosa Parks.

We have examples of how kids understand when rights are being denied to people and what happens,” says Nelson. “So, once again, they are aware, and we can just put it in terms that are relevant to them. Preschool is not too soon to start talking about that.”

SPEAKING UP Children may ask about the Black Lives Matter movement and what it means. Rawls says it boils down to the fact that racism is ultimately rooted in dehumanization “and the idea that if your life does not matter and I don’t even see you as human, then I can’t possibly treat you as one.” She says it’s important to explain that while every

life matters, the focus right now is on those lives who are threatened by systemic racism. For a young child, the explanation could be even simpler.

“How I would explain it to children is there are five rows of houses, and all of these houses are important. All of the houses are pretty. But there’s one house on fire right now. And that’s the house that right now we need to call attention to,” she says. “So, you can help to highlight the greater sense of urgency with this house because it’s on fire.”

Parents can also focus on the opportunities for growth and change that exist.

“You really do have to have these conversations with your children to talk about the fact there is more good in this world than hate, and that people are going to treat you differently possibly because of your race or ethnicity, but there are also people who are going to be able to look beyond your race and ethnicity and see you as a human being,” says Rawls, also exploring the other side of the coin in explaining white privilege and the importance of encouraging those children who are in a position of privilege to help those who are not. “What’s the good of having privilege if you don’t do anything with it?”

While sometimes difficult, Nelson says, early conversations about race and ethnicity can have a lasting impact.

“If we want to have peace in this society, if we want to have justice in this society, we’re going to have to come to the table and talk about that and dismantle that system because it’s not working anymore.”

Pictured: Dr. Regena F. Nelson

Dr. Regena F. Nelson is the chair of the Department of Teaching, Learning and Educational Studies. She is a professor in early childhood education with over 20 years of research, teaching and consulting experience in the field.

Dr. Nelson has served on regional, state and national boards of several early childhood organizations.

Pictured: Dr. Glinda Rawls

Dr. Glinda Rawls is a faculty member in the Department of Counselor Education and Counseling Psychology. She is a licensed professional counselor and licensed school counselor in the State of Michigan.

In addition, Dr. Rawls holds a certification from the National Board of Certified Counselors and the Center for Credentialing Education. She is a nationally-certified counselor and approved clinical supervisor.

9 Race and Racism

$1.3 MILLION NATIONAL SCIENCE FOUNDATION GRANT ADDRESSES STEM LEARNING OUTCOMES Research is underway at Western Michigan University that could impact science, technology, engineering and mathematics—STEM—teaching and improve learning outcomes in multiple states. The National Science Foundation awarded Dr. Jessaca Spybrook, professor of evaluation, measurement and research, a $1,328,108 grant for her project entitled “Improving Evaluations of STEM Programs: An Empirical Investigation of Key Design Parameters.”

10 NSF Grant: STEM Learning Outcomes

“I am extremely excited that the National Science Foundation is supporting this work.

Over the past decade we have seen tremendous growth in the quality and rigor of studies seeking to test the efficacy of STEM interventions,” says Spybrook, whose research will build on work completed through several previous NSF grants focused on improving the design of large-scale studies to assess the impact of STEM interventions in K-12 settings.

brook, pointing out that a teacher’s preparation and certification route—whether traditional or alternative—could have a direct impact on student achievement. That information is crucial to help administrators properly allocate resources. “Administrators might allocate more resources to teachers from alternative routes (e.g. matching them with more experienced teachers, providing them specific professional development opportunities) in order to reduce the variation in student outcomes attributed to differences at the teacher level.”

THIS WORK WILL CONTINUE TO HELP US DESIGN BETTER STUDIES AND EXPAND WHAT WE LEARN FROM THESE STUDIES TO NOT JUST WHETHER OR NOT AN INTERVENTION WORKS, BUT FOR WHOM AND UNDER WHAT CONDITIONS.

In addition to helping the field better understand the K-12 STEM learning environment, the findings from this study directly inform the design of studies that seek to test the efficacy of STEM interventions in K-12 settings.

Dr. Jessaca Spybrook

In order to improve K-12 outcomes, it is critical to understand the complex landscape of the STEM learning environment. Students, teachers and principals all contribute to the environment and to differences in student achievement.

“It is very exciting to see Dr. Spybrook expand on her past work and collaborate with colleagues at the RAND Corporation and NORC at the University of Chicago,” says Dr. Terri Goss Kinzy, vice president for research and innovation at WMU. She points out a unique feature of the project that examines how math and science achievement vary across student, teacher, school and district characteristics. “This work uses the data systems that allow the team to look over time at educational systems in three states, including Michigan. Work that advances more children to STEM excellence will help develop the workforce of the future here in Michigan and across the country.”

“Much of the prior research ignored the teacher level and thus it was not possible to assess how much student STEM achievement varied across teachers,” adds Spy-

This project is funded by the EHR Core Research program, which supports work that advances fundamental research on STEM learning and learning environments, broadening participation in STEM and STEM workforce development. Funding is also provided by the Discovery Research K-12 program, which supports the research and development of innovative resources, models and tools in order to enhance STEM learning and teaching by pre-K-12 students and teachers.

Pictured: Dr. Jessaca Spybrook

SEW WORTH IT

CEHD STUDENTS AIDING IN COVID-19 RELIEF EFFORTS

FASHION DESIGN STUDENTS USE SKILLS TO CRAFT MASKS FOR HOSPITAL WORKERS 12 Sew Worth It

As the influence of automation grows, some have called sewing a dying skill. That skill, however, is now helping protect frontline medical professionals from the potentially deadly threat of COVID-19.

Kalamazoo County Health and Community Services made an urgent plea for volunteers to sew face masks as demand for personal protective equipment increases exponentially. Several members of the Western Michigan University community began immediately lending their skills to answer that call.

FASHIONING PROTECTION The news is hard to escape. Every day, a constant stream of updates on the COVID-19 pandemic trickles through various forms of communication. Senior fashion design and development student Carly McKay saw a clip about the need for hospital masks and realized, finally, there was a way for her to pitch in.

“This was an awesome chance to bring together design students who normally only have the opportunity to sew together when it’s required for a class,” she says.

“We were able to do something together that was bigger than us and forget for a moment about the chaos around us.”

She rallied together a group of fellow students to get to work. Al Mauriello brought along a few of her Chi Omega sorority sisters to help out as well.

“We were able to teach them how to cut the fabric, so while they cut, we sewed,” Mauriello, a senior majoring in fashion design and development, says.

The group made a little more than 50 masks in two hours and have continued the project separately since WMU shifted to remote learning, donating what they’ve crafted to Bronson Hospital. Mauriello also says she’s seen an outpouring of support and people interested in

“Taking on this project allowed us to have a sense of unity during a time when many people are feeling alone.”

Al Mauriello, fashion design student

helping since posting a photo of the mask-making session on social media.

“Taking on this project allowed us to have a sense of unity during a time when many people are feeling alone,” says Mauriello.

“It was empowering to come together to do something for the community,” adds Rose Soma, a junior majoring in fashion design. “There’s no greater feeling than doing something you love and while also helping people.”

ADDING PERSPECTIVE In addition to filling a critical need, the project also renews the students’ appreciation for the skills they’ve developed in WMU’s fashion design program.

Mauriello has since taken to her apartment to continue to construct masks throughout the pandemic, donating them to local hospitals and health care facilities.

Above all, Mauriello says, it helped keep her busy during this time of isolation and gave her an outlet to continue doing what she loves.

“We are all here to change the world one small step at a time, and I am just doing what I can to get that movement started.”

15 The Drive to Engage

When Trey Conner (B.S.’12, physical education) was approached about the opportunity to flip his education skills into community outreach that would help build a new Piston’s minor league farm team in 2013, he felt it he couldn’t turn it down. Six years later, he’s worked his way up to vice president of the Grand Rapids Drive and is still using those skills to help engage kids in the community today.

Conner was one of a few individuals who helped launch the team, the first and only minor basketball league team in Michigan, and build it into the success it is today. He started out in ticket sales and community relations and now helps oversee all aspects of the business.

and students win prizes for completing 20 minutes of reading outside the classroom for five days each week. The prizes might be tickets or Drive gear, and the students get to attend a game where they are recognized. For Conner, being able to help motivate kids to get the academic benefits of those extra 20 minutes of reading each day is what GET AN it’s all about.

His favorite part is being able to create memo...ONCE YOU ries for people and help build OPPORTUNITY, MAKE THE the community.

The classroom MOST OF IT. YOU MIGHT “We get to utimanagement and START OUT IN AN ENTRY LEVlize basketball lesson planning as a platform skills Conner EL POSITION, BUT SOMEDAY to help motilearned as a teachYOU COULD END UP IN A vate others. er help him stay TOP MANAGEMENT LEVEL Whether it’s us organized, and he going to the cites communicaPOSITION. Boys and Girls tion as the most Trey Conner, alumni Club or going important skill to school visits, that helps him being able to bring professional athlead effectively. For those still working on letes, whether it’s former or current NBA their degrees, he advises them to proacplayers, or even future NBA players, to tively look for different experiences like be involved in the community is really volunteer opportunities and internships the best part,” shared Conner. The team to help gain experience that can help frequently works with community orgayou get your first job. “And once you get nizations, makes school visits, and runs an opportunity, make the most of it. You basketball camps. might start out in an entry level position, but someday you could end up in a top In March, which is reading month, the management level position.” team kicks off a four-week reading program with the Grand Rapids Public One thing is certain, with the right Schools. Each week corresponds to one amount of drive, Broncos can achieve of the four quarters in a basketball game, whatever they put their minds to!

ALUMNA TAPPED TO HELP ADDRESS RACIAL DISPARITIES IN COVID-19 OUTCOMES Across the nation, COVID-19 is infecting tens of thousands of people daily, but it’s disproportionately impacting communities of color. A new study conducted by a team of epidemiologists and clinicians found while Black Americans represent just 13.4% of the U.S. population, they make up more than half of all novel coronavirus cases, and nearly 60% of deaths nationwide and 40% in Michigan.

Two WMU alumni are helping lead the charge to address the troubling disparity.

16 Alumna Addressing Racial Disparities

Dr. Renée Branch Canady, who is CEO of the Michigan Public Health Institute, and Celeste Sanchez Lloyd, community program manager at Strong Beginnings, are among a diverse group of two dozen medical professionals, health and community leaders appointed by Gov. Gretchen Whitmer to the Michigan Coronavirus Task Force on Racial Disparities.

Led by Lt. Gov. Garlin Gilchrist, the group is tasked with developing strategies to address the disproportionate impact of COVID-19 on communities of color in Michigan. In addition, the task force will recommend changes to state law that can combat the racial disparities in the impact of response to pandemics.

THIS VIRUS IS HOLDING A MIRROR UP TO OUR SOCIETY AND REMINDING US OF THE DEEP INEQUITIES IN THIS COUNTRY. Gov. Gretchen Whitmer

“This virus is holding a mirror up to our society and reminding us of the deep inequities in this country,” Whitmer said in a news release. “From basic lack of access to health care, transportation and protections in the workplace, these inequities hit people of color and vulnerable communities the hardest. This task force will help us start addressing these disparities right now as we work to mitigate the spread of COVID-19 in Michigan.” ”There’s one thing to see a problem and there’s another thing to seize the problem as an opportunity,” says Canady, whose master’s degree in public administration had a health emphasis—a degree she says set the trajectory of her public health career. “I think we’re really endeavoring to seize this opportunity and, if we do things well, it improves systems and situations for many Michiganders beyond COVID-19.”

One of the biggest challenges facing the task force is time. The group is working at a fast clip, meeting twice a week. Immediate issues members are working to address include COVID-19 testing and working on a strategy to implement a comprehensive program, as well as increasing access to primary care.

Public health issues are inherently difficult because they play out in public, says Canady, and they can often lead to an overly cautious—and slower—approach as health professionals double back on discussions before taking action. In an urgent pandemic situation, they don’t have that luxury.

CELESTE SANCHEZ LLOYD CEHD alumna Celete Sanchez Lloyd, who earned her master’s degree in family and consumer sciences at WMU, is a community health advocate who has dedicated her career to advancing diversity, equity and inclusion in fostering health. She has worked with underserved communities for over ten years and currently works as the community program manager for Strong Beginnings at Spectrum Health in Grand Rapids, Michigan and is also a fellow in the W.K. Kellog Foundation.

Pictured: Celeste Sanchez Lloyd

SUPPORTING EDUCATION AND HONORING FAMILY: THE VELMA AND HARRY COTTERILL MEMORIAL SCHOLARSHIP

Pictured: Sarah Stiennon

When Velma Cotterill took her student mitment with no pay; and it is nearly imposteaching internship with Western State sible to work a job at the same time. This Teachers College (now WMU) over 90 years scholarship allows me to focus my time on ago, she found the reduced amount of time teaching, grading, planning, and helping out for a job made it difficult to pay for school with after school activities at my internship. a problem students still experience today!

I am lucky to be surrounded by friends and Velma went on to be a successful elementary family who support my dream of becoming a school teacher for over 25 years. She and her teacher, but without the help of donors like husband provided unwavering encourageyou, it would be impossible to achieve my ment and support to the young people in teaching certification. With this help, I am their extended family to complete a college able to finish my student teaching, and pass education and the on this gift to other Velma and Harry students in need.”

Cotterill Memorial Scholarship was Louwers is a special founded to honor Mr. education student who BEING A FAMILY MEMORIAL, and Mrs. Cotterill and recently graduated in IT HONORS THE PAST. BEING continue the spirit April 2020. She hopes AN EDUCATION SCHOLof that tradition. The to teach in an elemenscholarship provides tary school in a special ARSHIP IT SUPPORTS THE funds in support of education classroom FUTURE. BEING ENDOWED student teaching with students who MEANS IT WILL BE AROUND internships to help have emotional imLONG AFTER WE’RE GONE. solve the problem pairments, cognitive Velma identified so impairments, and Harry Cotterill, Jr. many years ago. learning disabilities. In regards to receiving the Since its inception in 2004, 40 students have scholarship she shared: benefited from the Velma and Harry Cotterill Memorial Scholarship. “It’s been really great “This scholarship has helped me immenseto see this scholarship help WMU students,” ly because I no longer qualify for financial said Harry Cotterill, Jr., son of Velma and aid, so I would’ve had to pay the full tuition Harry Cotterill. “Being a family memorial, it amount if it wasn’t for this scholarship and honors the past. Being an education scholanother grant that I earned! Thank you so arship it supports the future. Being endowed much for allowing me to finish my last year means it will be around long after we’re gone. of college without financial stress! I am so In the meantime, we always enjoy meeting appreciative of this scholarship!!” the recipients, and hearing their enthusiastic plans. It’s win-win all-around.”

This year’s recipients are Sarah Emma Rose Stiennon and Bridgette Louwers.

Pictured: Velma and Harry Cotterill

Stiennon is a secondary education major with a minor in secondary education history who is expecting to graduate this December. Her dream job is to teach English and drama at a high school or middle school and also assist with an afterschool theatre program. In regards to receiving the scholarship, she shared: “I am very grateful for the Cotterill scholarship. Student teaching is a five month com19 Supporting Education and Honoring Family

education & WMU

GENERATIONS OF PASSION AND A FAMILY LEGACY

20 Education and WMU

Not everyone wants to follow in their father’s footsteps, but sometimes it ends up happening whether you intend it to or not. Dr. Paul J. Misner, former distinguished professor at Western Michigan University, began a line of passionate educators that produced a second and third generation of superintendents in his son, Dr. Craig Misner, whom served as superintendent of Hopkins Public Schools, Parchment School District (PSD) and the Kalamazoo Regional Educational Service Agency, and his grandson, Jason Misner, current superintendent of PSD. Jason (M.A.’11, education leadership) grew up in Parchment and saw his father serve the district, so he is honored to have the opportunity to give back to the community in this way. “I’ve got big shoes to fill here,” he said of serving in the same role his father once held. “My father is a great man, a great father, and a great educator – in that order of importance. To be at a place where he was means a lot to me.”

Jason’s primary goal as superintendent is to provide an equitable education to all children by meeting them where their needs are and removing any educational barriers that might stand in their way.

Being a superintendent is a complex and multifaceted job and he’s still learning how to best leverage his role to create that environment of equity.

Jason’s grandfather, Paul Misner, grew up in Otisville, Michigan as one of ten children. After attending Eastern Michigan University and the the University of Michigan, he began serving as superintendent of Glencoe Public Schools for 30 years from 1935-1965.

When Jason’s father, Craig (B.A.’69, secondary education; M.A.’73, education leadership; Ed.D.’84, education leadership), came to Western Michigan University in 1965, he came to play baseball.

Paul had some connections at WMU from his time as superintendent and followed Craig here to join the education faculty, where he stayed until his retirement in

1970. Craig’s mother and Jason’s grandmother, Betty, a long-time teacher herself, took a position at University High, the College of Education’s lab school which was located on East Campus at the time.

“Watching my parents their whole lives be servant leaders, seeing that passion and seeing them put others before themselves has had a huge impact on me. It’s all about people, how you treat people and what impact you can have. At the end of our time here, it’s not going to be about how much money we have, it’s going to be about what impact we have.”

Jason wasn’t the only one Craig and Diane’s modeling had an effect on. Craig also has a daughter, Heather Misner, (B.A.’01, elementary education; M.A.’08, educational leadership) who is currently a consultant at Kalamazoo Public Schools and married Andy Fuehr (B.A.’04, elementary education; M.A.’10, educational leadership) whom is a principal with the Portage Public Schools, and a son, Warren Misner, who attended WMU for several years before transferring to earn a law enforcement degree and is now a detective sergeant in Kalamazoo County who married Audra McAuely (now Misner) (B.A.’92, elementary education; M.A.’97, teaching and learning) who is a teacher at Gull Lake Public Schools.

The big question now is whether there will be a fourth generation of superintendents in the Misner family. For Jason, it’s not about what his kids decide to do when they grow up, it’s about the kind of people that they are.

When asked whether he thinks another superintendent is in the cards, Craig responded, “I wish they would all be good people and get a good education and go where their passion takes them. And I would be extremely happy, and wouldn’t be surprised, if some of them go into education.”

We’ll hold a place for them here at Western, just in case they’re interested!

MISNER

Family Tree Paul Misner WMU education faculty member

& Betty Misner WMU, University High teacher

Craig Misner Former Supt., Parchment B.A.’69, secondary education M.A.’73, educational leadership Ed.D.’84, educational leadership

& Diane Misner Principal, Kalamazoo B.A.’68, elementary education M.A.’73, reading diagnosis and therapy

Jason Misner Superintendent, Parchment M.A.‘11, educational leadership

& Julie Misner

Warren Misner Former WMU student

& Audra Misner Teacher, Gull Lake B.A.‘92, elementary education M.A.’97, teaching and learning

Heather Misner Education Consultant, Kalamazoo B.A.’01, elementary education M.A.’08, educational leadership

& Andy Fuehr Principal, Portage B.A.‘04, elementary education M.A.’10, educational leadership

21 Education and WMU

WMU recognized for

EXCELLENCE in EDUCATOR preparation

The Council for the Accreditation of Educator Preparation announced that WMU is one of 60 providers from 29 states, the District of Columbia and Puerto Rico to receive accreditation for their educator preparation programs.

WMU meets all standards without any identified areas for improvement. This speaks to the quality of the educator preparation programs at the University, a fact that is echoed in the 9% increase in enrollment in these programs during the 2019-2020 school year. Western was founded as a teachers college in 1903, and the CEHD continues the tradition of success by providing outstanding educator preparation programs to this day.

EDUCATOR PREPARATION ACCREDITATION CAEP is the sole accrediting body for educator preparation nationally, recognized by Council for Higher Education Accreditation, and was created by the consolidation of the National Council for Accreditation of Teacher Education and the Teacher Education Accreditation Council. It is a unified accreditation system intent on raising the performance of all institutions focused on educator preparation. Approximately 720 educator preparation providers participate, including some previously accredited through former standards.

22 Educator Preparation Accreditation

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT FACULTY, STAFF AND STUDENT AWARDS END OF THE YEAR RECOGNITION Esprit De Corps Award M’Myia Hughes Staff Excellence Award Lynda Root Multicultural Advocate Award for Global Engagement Dr. Moi Mooi Lew Multicultural Advocate Award for Promotion of Diversity Nicole Lockwood-Womack Mary L. Dawson Teaching Excellence Award Dr. Virginia David Part-Time Teaching Excellence Award Emily Kelly Strengthening Community Connections Award Dr. Linda Thompson Trailblazer Award Dr. Patricia Reeves Rising Star Award, Undergraduate William Wright Rising Star Award, Masters Amira Eldemerdash Rising Star Award, Doctoral Alycia Sterenberg OTHER AWARDS CEHD Emerging Scholar Award Dr. Nicholas Hanson CEHD Distinguished Scholar Award Dr. Susan Piazza

CEHD EMERGING SCHOLAR Dr. Nick Hanson, the 2019 CEHD Emerging Scholar Award recipient, is an assistant professor of exercise science. Professional Counselor’s 2017 Outstanding Scholar Award. Burns also researches ethical decision-making by licensed professional counselors. Dr. Hanson’s research interests include neurophysiology of exercise, environmental physiology and endurance performance, and exercise and healthy aging.

The Emerging Scholar Award recognizes one individual with outstanding scholarly accomplishments and the potential for continued excellence.

CEHD DISTINGUISHED SCHOLAR Dr. Susan Piazza, the 2019 CEHD Distinguished Scholar Award recipient, is a professor of literacy studies. Dr. Piazza’s research interests include in-service professional learning at school and district levels, principles of culturally responsive/sustaining pedagogy, and critical issues related to literacy assessment and instruction. She has been the principal investigator or co-principal investigator on grants totaling $2.85 million that focus not only on research but school improvement and transformation.

The Distinguished Scholar Award recognizes one individual with a body of outstanding scholarly accomplishments that has had an impact on the field.

state’s

TOP

educator award

SECONDARY EDUCATION ALUMNA NAMED MICHIGAN’S MIDDLE SCHOOL TEACHER OF THE YEAR

Stephanie Hampton (B.A.’10 English: secondary education) was named the 2019 Middle School English Teacher of the Year in Michigan. Dr. Karen Vocke, associate professor of English at WMU provided a glowing introduction.

“Stephanie exemplifies the best qualities of an educator: enthusiasm, empathy, a love of people, exceptional knowledge of her subject area, integrity, and being a learner herself,” says Vocke, who mentored Hampton as both an undergraduate and graduate student at WMU. “It is all about creating caring relationships with others. Her natural ability to do this shines through!”

The best teachers are able to tap into their own style to figure out what works best in the classroom and build on that.

For Hampton, there are five non-negotiables central to her teaching.

First, it’s imperative to give students time to read and to read with them.

“The single act of promoting a love of reading is the best thing I can do on a daily basis,” Hampton said in her acceptance speech.

24 MI Middle School Teacher of the Year

Second, she uses books as models for students to learn how to write. Every Monday, she asks students to use published books as mentor texts and model their writing after those authors.

“The most powerful part of that is them writing like the authors and me asking, ‘Who thinks they wrote better than that author?’” says Hampton. “Seeing their hands up to say they think they wrote better than a published author is inspiring.”

Third, she emphasizes the importance of the library.

“We have a huge disparity of libraries in the state of Michigan, where 92% of our school buildings don’t have a certified librarian,” she says. “That’s a problem.”

COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT INTRODUCES SIX NEW PROGRAMS FOR FALL 2020

Fourth, she pushes for kindness.

“Even on a bad day, we have hope,” says Hampton. “Empathy and kindness are my main priorities right next to reading.”

Finally, she advocates for writing for the joy of writing. Every Friday her students participate in a free writing lesson, where she gives them the freedom to write about whatever they want.

“It’s the kids’ favorite part of the week,” she says. “There’s a beauty because a lot of times our students just need an outlet for their feelings.”

Hampton realizes that middle school is an important transition time for students— physically and emotionally. She sees it as an opportunity to empower her students.

“Having worldly conversations with middle schoolers is so powerful,” says Hampton.

“I just don’t want to shy away from talking about big ideas and big things just because they’re young, because they have big ideas and they think big things. Helping to facilitate conversations is the best part of the job, really.”

In response to a growing demand, CEHD has developed new programs that are innovative, forward-looking, and trend-setting and that can meet external market trends, professional best practices, and the diverse needs of our students. These programs include: Counseling Psychology (CECP) - graduate certificate School Counseling (CECP) - graduate certificate Evaluation (ELRT) - graduate certificate Leadership for Social Change (ELRT) - undergraduate minor Mixed-Methods Research (ELRT) - graduate certificate Qualitative Research (ELRT) - graduate certificate

PROGRAM SPOTLIGHT: QUALITATIVE RESEARCH The Graduate Certificate in Qualitative Research prepares students with skills in qualitative inquiry design and analysis able to generate, collect, prepare, and analyze the expanding array of qualitative data, and to produce written reports aligned with the expectations of their specific disciplinary audience.

OUTSTANDING ALUMNI AWARDS

The CEHD Outstanding Alumni Award is one of the University’s highest alumni awards and is given to alumni who bring distinction to their alma mater through professional achievements and who have enjoyed a high level of success in their careers. Three award recipients were honored at the WMU Night of Excellence held over Homecoming weekend.

GOLDEN APPLE AWARD

GOLDEN APPLE AWARD

Dr. Margaret McGlinchey (B.A.’77, Secondary Education: Psychology) is currently an implementation specialist for Michigan’s Integrated Behavior and Learning Support Initiative.

Dr. Wayne “Rusty” Stitt (M.A.’99, Educational Leadership; Ph.D.’10, Educational Leadership) is superintendent of the Schoolcraft Community Schools, a position he has held since 2011.

27 Alumni Awards

Hon. Dennis Archer (B.S.’65, Special Education) is chair emeritus of Dickinson Wright PLLC and CEO of Dennis W. Archer PLLC. Since graduating from WMU, he has served as a public school teacher, attorney, Michigan State Supreme Court justice, and the 59th mayor of Detroit. During Archer’s two terms in office, he worked to successfully lower unemployment and initiated over $20.2 billion worth of new projects in city development. While mayor, Archer was named “Public Official of the Year” by Governing magazine and one of the “25 Most Dynamic Mayors in America” by Newsweek Magazine. Archer has served on numerous professional associations, including as president of the American Bar Association from 2003-2004, the National Bar Association, Wolverine Bar Association, State Bar of Michigan and the National League of Cities.

Dr. Fritz Erickson (B.S.’80, Elementary Education) is the 15th president of Northern Michigan University, a position he has held since 2014. At the university, Dr. Erickson is known for his strong student-centered decision-making and for successfully developing university partnerships with the community, businesses, industry and K-12 schools. Prior to his tenure at NMU, Dr. Erickson served as provost and vice president for academic affairs at Ferris State University. He also held

administrative positions at the University of Wisconsin-Green Bay, Eastern Washington University and Michigan Technological University. Erickson is the author of a technology book series and has written numerous magazine and journal articles. Dr. Erickson has published textbooks based on a pedagogical model designed to enhance learning outcomes, as well as books on the topics of youth suicide and children with reading problems.

Dr. Carol Whitney (B.S.’66, Elementary Education; M.A.’69, Teaching) is the founder of Gifted Services of Ohio, where she runs a practice for gifted individuals. She developed the first Olentangy and Dublin, Ohio gifted programs which included the first Highly Gifted Magnet Program for the state. Dr. Whitney is a national and state keynote speaker and recipient of the first Personal Finance Award that set precedent for all high schools throughout the state. She received the Ohio Gifted Teacher of the Year Award on two occasions as well as the Ohio Math Teacher of the Year Award. Author of four books on gifted education, Dr. Whitney has also been published in numerous journal articles and textbooks. She has made several radio and television appearances discussing how to successfully build the lives of gifted individuals.

Pictured: Dr. Ming Li, CEHD Dean and CEHD alumna Lisa Williams (B.A.‘98, Secondary Education; M.A.‘04, Educational Leadership). Williams serves as a board member for the WMU Alumni Association, host of the WMU Night of Excellence.

KEYSTONE EARLY CAREER AWARD

KEYSTONE MERITORIOUS AWARD

Kristen Brogan, R.D. (B.S.’09, Dietetics and Exercise Science) is the Chief Mindful Living Officer at On Target Living, a company that transforms the health and performance.

Dr. Kirk Brumels (M.A.’90, Athletic Training; Ph.D.’05 Educational Leadership) is the department chair for Kinesiology at Hope College and former athletic trainer for the National Football League.

College of Education and Human Development Office of the Dean 2301 Sangren Hall 1903 W. Michigan Ave. Kalamazoo, MI 49008-5229 Continuing the Tradition of Success

TRIO future educator wmich.edu/trio-future-educators

SUCCESS PROGRAM

WMU’s TRIO Future Educator Success Program has been renewed by our third U.S. Department of Education grant worth $1.3 million over 5 years. The program is a federally-funded grant program that promotes the success of future educators by offering career and graduate school exploration, financial assistance, leadership opportunities, mentorship and more.