2008-December

Message from the Counselor Education department chair

The year 2008 marks a banner year for Counselor Education at PSU. Until this year, Counselor Education was part of the Department of Special and Counselor Education. In November 2008, Counselor Education reorganized as an independent department. This event, which was supported by Leslie Munson, the chair of Special Education, and Randy Hitz, the dean of the Graduate School of Education, marks the growth and uniqueness of Counselor Education. We truly have found our place within the Graduate School of Education. In addition to achieving department status, there are many exciting changes occurring with our programs, which are highlighted in this edition of the GSE News. We welcome your input and are always open to hearing about ways to improve upon our mission to prepare competent professionals to meet our diverse community needs.

-Rick Johnson, chair of Counselor Education

Alumna Cynthia Aerni finds dream job

Cynthia Aerni, MS, LPC, ’03, is passionate about people. Her enthusiasm is so inspirational, she was asked to speak at the GSE’s academic hooding ceremony last June. In her words of encouragement she used a gardening metaphor. She remarked, “We [counselors] have a unique opportunity to provide the environment, the soil, the water, the space, and the light…within which the seed of human spirit can burst forth, and embrace the [client’s] whole story.”

What’s really remarkable about Cyndi Aerni is how far she has come from her challenging childhood. She was the eldest of 12 children in a hard working but poor family and lost her mother when she was 13. She dropped out of high school her sophomore year and by 17 was pregnant. She describes being sad and fearful and feeling limited in what her life promised. But in spite of her hard times, she didn’t want to be defined by her “story.”

After raising her children, she decided to return to school. No one else in her family had a degree—indeed, none had ever attended college. Like so many nontraditional students at PSU, Ms. Aerni joined the ranks of returning students who realize that if they work hard, their dreams can come true. In 1991, she graduated with honors and a bachelor’s degree in speech communication and psychology.

She found work in many helping jobs, including advising at Mt. Hood Community College, program management at Yamhill County Public Health, and prevention work at the Newberg School District. She counseled young women and worked in crisis management. She eventually realized she would need a master’s degree in counseling to move ahead in her field. Ms. Aerni researched counselor education programs in the area and determined that the comprehensive program at Portland State would be best for her. In addition, it was affordable, convenient, and flexible.

Ms. Aerni worked with David Cappuzzi, who was program coordinator at that time; Susan Halverson-Westerberg; Russ Miars; and Don Mihaloew, who became her postgraduate licensure supervisor. “I really appreciate how the Counselor Education faculty are always open, helpful, and interested in providing every opportunity for students to become well prepared for the field,” she said.

When Cyndi Aerni talks about her success, she gives generous attribution to others. “These gift s were offered to me through the environment that my family and others in my life provided…the gift s of valuing people, hard work, integrity, tenacity, ethics, laughter, tolerance, [and] love,” she said.

Currently, Ms. Aerni is a counselor in William Temple House’s Comprehensive Family Treatment Program. It is her dream job: working with people to help them look beyond the parts of their stories that feel limiting and into the capacity of their “whole story.” “This work is always new; you never learn it all,” she said. “Being with people as they journey along in their life is the most interesting work I can think of doing.”

PSU community partner: William Temple House

One of many Portland nonprofits serving low-income and high needs community members, the William Temple House buzzes with daily activity. Located in northwest Portland, the Gothic Romanesque structure, which is on the National Historic Register, is at once unique on the outside and welcoming on the inside. William Temple House offers mental health counseling services, emergency social services, and pastoral services to the community at low or no cost. In partnership with local universities, including PSU, their program provides internship opportunities for counseling students.

Counselor Education Department programs enhanced

The GSE Counselor Education Department typically prepares 40-50 students per year for careers in human services in four programs: Couples, Marriage, and Family Counseling; Community Counseling; Rehabilitation Counseling; and School Counseling. Two of them—Couples, Marriage and Family Counseling and Community Counseling—are being revised to align with standards required by the national Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

The Community, School, and Rehabilitation Counseling programs already possess national accreditation. Couples, Marriage and Family Counseling will add coursework in specific areas that will increase the current 77 credits to CACREP’s requisite 90. For community counseling programs, CACREP currently requires 72 credits. In 2009, CACREP will eliminate the community counseling program and replace it with a 90-credit clinical mental health counseling program. Over the next several years, the GSE will transition to clinical mental health counseling by adding the required coursework, and propose an increase to the requisite 90 credits, meeting the new CACREP standards. The additional credits will provide students with the opportunity to have more in-depth coursework on diagnosis and treatment, grief and loss, and consultation, as well as allow them to take electives in areas of interest.

“Our students need to graduate from an accredited program to ensure their ability to obtain a professional license,” said Rick Johnson, Counselor Education department chair. “This way, they can go anywhere for a job.”

Continuing Education Department develops new counselor ed programs

School counselors provide critical services in public and private schools at all levels. These services facilitate the growth and development of students with the ultimate goals of supporting learning and promoting academic success. In addition, school counselors are often called upon to manage crises in the school setting. Recent state-wide changes in regulations have altered the requirements for continuing school counseling licensure. In response, Continuing Education (CEED) has collaborated with the School Counseling program in the Counselor Education department to assess the current needs and interests of Oregon’s school counselors. The result is a series of graduate-level courses designed to fulfill the new requirements and will offer opportunities for growth to counseling professionals who provide services in the school environment. CEED courses for school counselors (credit and noncredit) that focus on both essential competencies and relevant specialties include topics such as:

  • Counseling for College Success
  • Working with Students and Families affected by Autism Spectrum Disorders
  • Positive Development in School-Aged Children
  • Risk Reduction via Making Connections
  • Substance Abuse
  • Counseling Boys and Young Men
  • Working with Adoptive and Foster

Families School counselors now have an easily accessible, responsive, and high-quality series of courses designed to fulfill the new requirements for their continued licensure.

-Kathy Lovrien

Community Counseling Clinic: everyone is welcome

PSU graduate students in the Counselor Education program provide low-cost or no-charge counseling services to anyone in the community through the GSE’s Community Counseling Clinic. Individuals, couples, and families are served by second- and third year graduate students who are supervised by Counselor Education department faculty. The faculty are also licensed mental health professionals and often have their own private practice. “The GSE clinic is unique in an Oregon university setting, and gives students valuable hands-on experience beyond the classroom,” says Rick Johnson, Counselor Education Department chair. The clinic is located on the fi fth fl oor of the GSE building. Counseling services are offered by appointment Monday through Friday, 9am to 8:30pm.

For more information or to make an appointment, please call the clinic office at 503-725-4620.

 Counselor Education department conducts pilot study on minority clients

GSE Counselor Education faculty and students recently completed a pilot study to discover what barriers keep minority students from seeking counseling services. The faculty in Counselor Education had been discussing diversity issues for some time and wondered how they could be more proactive as a department. The president’s diversity grants provided an opportunity to look at ways to study minority barriers to counseling services. All six faculty members were excited to take part in the project, joined by 22 enthusiastic counselor education students.

The students, eager to try out their new interviewing skills, divided into groups that sought out minority students from the campus community to participate in focus groups. This turned out to be more difficult than originally thought. “It was incredibly challenging to access the minority students,” said Lisa Aasheim, project coordinator. “It was diffi cult to make connections both ways.” Focus groups were soon set aside in favor of individual and dyadic interviews. The latter were the most successful: It seemed that the minority students were more comfortable in an interview situation if they brought along a friend.

Traditional western-style counseling is counter-cultural to minorities. “It’s often seen as disloyal to go outside family circles for advice on personal issues,” said Dr. Aasheim. “We don’t have many minority students in our program,” she added, so typically, a counselor from the majority culture will be working with a subject from the minority culture, making it hard to establish trust. Some subjects feared they would be viewed in a negative light. They commented, “They’ll think I’m crazy.”

Because of this study, Counselor Education students and faculty are now much more aware of some of the obstacles facing minority students who might need or want counseling For example, language differences are a barrier. “Only two of our graduate students have a second language,” said Dr. Aasheim. “So we cannot easily serve clients for whom English is not spoken in the home.”

How does this qualitative research inform their practice? One proposed strategy is to find ways to take services out to minority communities. The Counselor Education students and faculty plan to continue their investigation and to develop more strategies to facilitate connections

From Coos Bay to Harvard—Counselor Education student builds a career

If you told Troy Montserrat-Gonzales at age 17 that she would one day be working on a PhD at Harvard, she would have said you were crazy. The Counselor Education master’s student grew up in Coos Bay, the only child of a single mother. Coos Bay, an economically depressed corner of Oregon, is an unlikely home town for a serious scholar. When she was very young, teachers told Ms. Montserrat-Gonzales she was smart—she was reading at college level in second grade. But others were not as supportive. She thinks that was because her family was poor. Her grandmother encouraged her to learn typing in school in order to land a ‘good job in an office.’ In high school, her mother had to lobby the school board to get her into an AP English class. She really loved school, but these kinds of mixed messages did not give her a clear vision of a future in education. She felt marginalized.

After high school, Ms. Montserrat-Gonzales moved to Ashland, taking classes at Southern Oregon University, and eventually moved to Portland where she worked at a variety of jobs. “I sort of got bored with my life,” she said. She had been away from school for several years when in 1994 she decided to enroll at PSU where, with her Native American background (the Lumbee Tribe from North Carolina), she fit quite comfortably into the campus’ multicultural environment. She earned straight As, which should not have surprised her, and as she began to realize her potential she found herself craving the intellectual stimulation of her courses. Her program—liberal arts, with emphases in women’s studies and psychology—gave her many opportunities to examine the roles of women and minority in society.

She earned a BS from PSU in 1998, and then entered a master’s program in Social Science and Anthropology at the University of Chicago. She earned that degree in 2005 (along with her fifth scholarship). Her thesis is entitled “Being Indian: Recognition, cultural production and the significance of identity work among the Lumbee Indians.” Her next exploration sent her to Harvard where she studied social anthropology, earning another master’s degree and a fellowship for a doctoral program.

Recently, Ms. Montserrat-Gonzales returned to Portland, which she calls home, and the PSU campus. From here, she will continue her work on her Harvard doctorate, which she plans to complete in 2012.She is examining the ways that mental health practitioners who are working with Native Americans are combining traditional Indian healing practices (e.g., drumming, sweats, etc.), with Western healing methods in order to create more culturally sensitive models of practice.

At the same time she is completing her doctorate at Harvard, she is enrolled at PSU in the Counselor Education master’s program with a specialization in Community Counseling. For her internship, she will be working with adolescents, particularly minority children. Working with children asn’t her first choice, but a rotation where you work with children is a requirement of the program. It turns out, as with other things she’s tried, she’s very good at it. “I was terrified the first week of my internship,” she said. “But I’ve come to really enjoy working with the kids.”

She is no longer bored with her life. Ms. Montserrat-Gonzales is reflective about her journey from an Oregon “Coastie” to a Harvard Fellow. When asked, “What would you tell that 17-year-old girl in Coos Bay today?” she replies, “I would say: Follow your interests, no matter what.”

 GSE welcomes new faculty and staff

Tina Anctil, PhD, CRC, LPC, is an assistant professor in counselor education. She obtained her PhD in rehabilitation psychology from the University of Wisconsin-Madison. Prior to her academic work, she was a vocational rehabilitation counselor and a child and family therapist. She recently worked for Washington State University as a coordinator of the school counseling program and regularly consulted with schools engaged in school reform and school counselor accountability.

Wendy Machalicek, PhD, BCBA, is an assistant professor of special education. Dr. Machalicek earned her MEd and PhD in special education from The University of Texas at Austin and is a board certified behavior analyst (BCBA). Dr. Machalicek teaches functional assessment and curriculum courses for PSU students earning their master’s in special education. Her research interests include the assessment and treatment of challenging behavior, teacher and caregiver training, applied behavior analysis, and practices to improve inclusion for children and youth with significant intellectual disabilities, multiple disabilities, and autism spectrum disorders. Dr. Machalicek has authored and co-authored numerous journal articles and book chapters and regularly presents research findings regionally and nationally.

Lynne McMahan, EdD, is an instructor in the department of Educational, Leadership and Policy (ELP). She is the Beaverton cohort coleader for the Initial Licensure Program (IAL). She completed her master’s degree and initial administrative licensure through Lewis & Clark’ University’s Central Oregon program and has worked as a school administrator in both Oregon and New Mexico. Her doctoral degree is in educational leadership. She is a “Tribes” trainer, conducting trainings and presentations to school and district staff. Tribes is a process for building community in schools and classrooms. (www.tribes.com)

Nicole Rigelman, EdD, ’02, is an associate professor in the department of Curriculum and Instruction. She received her doctorate from PSU and currently teaches mathematics education courses for pre-service and inservice teachers. Dr. Rigelman taught middle school mathematics and later served as a K-12 mathematics curriculum specialist. She serves on several state mathematics advisory boards and was a member of the National Council of Teachers of Mathematics (NCTM) Assessment Task Force and the Association of Mathematics Teacher Educators (AMTE) Teaching Resources Task Force. She is currently involved in a National Science Foundation-funded, math science partnership grant where she serves as faculty for the Collegial Leadership course and supports teachers in their implementation of high-level mathematical discourse in their classrooms. Her current research interests lie in mathematics teacher preparation and professional development, influence of curriculum on teacher learning, and standards implementation and assessment.

Wendy Swanson, MA, ‘81, is a new instructor in the department of Curriculum and Instruction. She did her undergraduate and graduate work at PSU and is happy to be back in a new role. Ms. Swanson retired from elementary classroom teaching after 31 years. Her special interest is literacy. She serves on the board of the Oregon State Poetry Association.

Patty Maxwell, AS, is the finance coordinator ESL program assistant for Continuing Education. Her associate of science degree is in business administration, and she will soon complete a bachelor’s degree in general management and human resource management. She is fluent in Italian and has owned her own business.

Toni Plato, MS, ‘07, is a new program manager in Continuing Education. She earned both her bachelor’s and master’s degrees at PSU. Her undergraduate studies were in history and music and her graduate studies were in adult learning and higher education administration and organizational change within the Postsecondary Adult and Continuing Education (PACE) graduate program. She is currently responsible for the Training & Development, e-Learning Systems, and Making Connections programs. Ms. Plato previously managed curriculum for the School of Medicine at Oregon Health and Science University.

Michael Anthony, BS, ‘07, joined Continuing Education as the new event/ logistics coordinator in August. He has a bachelor’s degree from PSU in liberal studies and is working on his master’s degree in conflict resolution. He has a passion for education and believes everyone should have the opportunity to pursue higher education. He derives pleasure from being a part of helping students attain their education and is grateful to be a part of PSU.

Paul Beaulieu, BA, is the new receptionist/problem solver for Continuing Education and the main contact person for the department. He recently moved to Portland from Boston, Massachusetts, where he worked for six years at Boston University, first in the English department, then the computing services group. He has a BA in classical studies from Gettysburg College.

Couples, Marriage and Family Counseling program— responding to a community need

Many new programs grow out of requests from professionals in the community to address their specific needs. That is how the Couples, Marriage and Family Counseling program began at PSU. In 2001, two individuals from the Oregon Association of Marriage and Family Therapy—Stan Cohen, in private practice, and Shirley Hanson, faculty in the OHSU School of Nursing—contacted Professor David Capuzzi and Continuing Education Director Cheryl Livneh about the fact that no public university in Oregon offered the coursework necessary for licensure as a Licensed Marriage and Family Therapist (LMFT). There was only one institution offering the appropriate coursework, and it was in a religious context.

To respond to that need, in 1995, the GSE’s Counselor Education department and CEED convened an advisory group to develop a series of courses to meet the licensure requirements. The group consisted of a Counselor Education faculty member, a faculty member from the School of Social Work, and expert practitioners from the community. The Board of Licensed Professional Counselors and Therapists approved the coursework as applicable for the LMFT credential. The courses were offered for several years, taught by American Marriage and Family Therapy (AMFT)-certified practitioners from around the state.

For several years, students took the series in addition to courses for the master’s degree in counseling, social work, or psychology. In 2002, the Graduate Certificate in Couples, Marriage, and Family Therapy was approved by Portland State University. During that year, the Counselor Education department also received permission to move this professional development opportunity into one of its specialized programs. This year the program has been revised to include 90 credits in order to be nationally accredited through the Council for the Accreditation of Counseling and Related Educational Programs (CACREP)—a long-term goal.

Professor Donald Mihaloew has taught in the program for many years, commuting from Eugene and now Bellingham. All of the students say how much they have learned from him. “The students are eager, responsive, inquisitive, fair minded, articulate, well-boundaried, and highly evolved and involved,” he told us. “For me, it is a joy teaching in this program, as my fellow faculty mates share the same attributes as the students and also spread an atmosphere of professionalism, camaraderie, and high commitment.”

The graduate certificate serves current counselors who already have their licensed professional counselor (LPC) credential and want to be licensed as an LMFT. The program also provides additional knowledge and skills for social workers and/or psychologists who are interested in working in couples, marriage, and family counseling. Students in the counselor education master’s degree program may select that program as their specialization and will be able to obtain their credential as an LMFT.

For more information about the Couples, Marriage and Family Counseling program, visit www.pdx.edu/coun/family_counseling.html

Scholarships vital to assisting students financially

Your gift can directly support counselor education. You can contribute to a scholarship, endowment, or program fund that solely benifits counselor education. You may also earmark your contribution for any other GSE program. An example of a GSE scholarship is:

  • The Art Terry Scholarship, for counselor education students; it is named in memory of beloved faculty member, Art Terry. The 2008 recipient is Jodie Thiel, a second-year student in the School Counseling program.
  • Every gift to the Art Terry Scholarship counts. For example, 40 gift s of just $25 will accumulate to create a $1,000 scholarship.

Other Counselor Education funds are:

  • The David Capuzzi Endowment is for counselor education students with doctoral aspirations. It is named for emeritus professor David Capuzzi. Th e scholarship is 55 percent toward the initial goal of being fully funded to the endowment level.
  • The Burden Endowed Student Recognition Award is given annually to an outstanding counseling student who has been nominated by a counselor education faculty member. This endowment was made possible by emerita counseling faculty member Carol Burden and her husband Larry Burden. The 2008 recipient is Elliot Witherspoon, a third-year student in the School Counseling program, who is getting her certificate in couples, marriage and family counseling. Her long-term goal is to go into school counseling and private practice.
  • The Counselor Education Fund is used to support Counselor Education department needs. Previous support from a lead donor, alumni, and students paid for an upgrade to the Community Counseling Clinic offices (e.g., new carpet, chairs, tables, and lamps). This fund has also supported the purchase of critical equipment and materials.

To make a gift online visit http://www.foundation.pdx.edu. Select “Other” designating your gift. For more information, contact Sandy Wiscarson, GSE development director, at wiscars@pdx.edu or 503-725-4789.

Students meet donors at annual Harvest festival

Scholarship students get a rare chance to thank sponsors in person at the annual GSE Harvest Festival, held October 28, in the PSU Multicultural Center. Dean Randy HItz chats with student Nicole Dalton who received the Janette Drew Endowed Scholarship. Ms. Dalton is in the Graduate Teacher Education Program, studying to teach at the secondary level. Student Carmen Anderson (left), is a recipient of the Mary Kinnick Scholarship. Here she poses with Professor Swapna Mukhopadhyay. Ms. Anderson is in the Post Secondary Adult and Continuing Education.

HISTORY SECTION

Looking back: The origin of counselor education at PSU

The Counselor Education Department at PSU originated in the 1950s and grew steadily into the 1960s. Over those two decades, undergraduate-level preparation of elementary and secondary classroom teachers—the initial focus of preparation in education—was complemented by the development of specialized programs at the graduate level. Similar to the emergence of other specialized programs at PSU, Counselor Education during that time was largely built on existing course offerings in the School of Education (the GSE’s previous name) and across campus and gradually augmented by new courses and staff specific to this area.

Courses established early were Principles and Practices of Guidance Services in 1954, and Guidance for the Classroom Teacher in 1957. Professor Emeritus Steve Brannan, ’57, remembers taking this latter course from Director of Student Affairs LeRoy Pierson, who also taught for the Department of Education (which became a School in 1965).

During the 1960s, Portland State and other institutions benefited from federal grant monies that supported the development of training programs and stipends for graduate students preparing to be school counselors. Professor Charles Bursch, who had previously served as Dean of Students under Portland State’s first President, John F. Cramer, moved over from the administration in 1962 to teach the counseling courses.

The counseling program grew with new faculty coming onboard to develop and implement a significant number of courses for counselors. Among these were Mental Hygiene in 1963, Occupational and Educational Information and Counseling Techniques in 1964, and Applied Counseling Techniques and Practicum in Counseling in 1966-67. Three other faculty members were also early pioneers of the program: John Schulz, who moved over from the Division of Continuing Education in 1965; Frances Hanson, who arrived in 1967; and Phyllis Lee, who came on board in 1969.

Lee Bursch Hanson

Submitted by Professor Emeritus Steve Brannan, using text fr om Portland State University,

The First 25 years, 1955-1980 by Doris Lee and Charles Bursch, Education, Student

Handbook, 2008-2009, and History of PSU’s Counselor Education Program by Professor

Emeritus David Capuzzi and other Counselor Education faculty.

Published – Fall 08

Allen, J., & Smith, C.L. (In press). Importance of, responsibility for, and satisfaction with academic advising: A faculty perspective. The Journal of College Student Development.

Anctil, T. M., Ishikawa, M., & Tao, A. (2008). Developmental trajectories of self-determination:  transitions to college. Career Development for Exceptional Individuals.

Anctil, T. M., & Bauman, S. S. (2008). Disability in schools. In H.L.K. Coleman & C. Yeh (Eds). Handbook of school counseling, (pp. ) Mahwah, NJ: Lawrence Erlbaum.

Cress, C. M. (2008). Creating inclusive learning communities: Th e role of student-faculty relationships in mitigating negative campus climate. Th e Learning Inquiry Journal, 2, 95-111. Hart, J.L., & Cress, C. M. (2008). Are women faculty just worry-warts: Accounting for gender differences in self-reported stress. The Journal of Human Behavior in the Social Environment, 17 (1/2), 175-193.

Hitz, R. (2008). Can the teaching profession be trusted. Phi Delta Kappan, 89 (10), 746-750.

Machalicek, W., O’Reilly, M.F., Chan, J., Rispoli, M., Davis, T., Sigafoos, J., Lancioni, G., Antonucci, M., Langthorne, P., Andrews, A., Didden, R., & Shogren, K. (In press). Using videoconferencing to conduct functional analysis of challenging behavior and develop classroom behavior support plans for students with autism. Education and Training in Developmental Disabilities.

Machalicek, W., O’Reilly, M.F., Chan, J., Rispoli, M., Lang, R., Davis, T., Shogren, K., Sigafoos, J., Lancioni, G., & Langthorne, P. (In press). Using videoconferencing to support teachers to conduct preference assessments with students with autism and developmental disabilities. Research in Autism Spectrum Disorders.

Machalicek, W., Davis, T., O’Reilly, M., Beretvas, N., Sigafoos, J., Lancioni, G., Green, V., & Edrisinha,C. (2008). Teaching social skills in school settings. In J., D., Luiselli, Russo, W., Christian, & S., Wilczynski, (Eds.), Ef ective practices for children with autism: Educational and behavioral support interventions that work, (pp. 269-298). New York: Oxford University Press.

Ruben, B., & Liles, B. (2008). Killer waves, fiction to fact: Fiction to inspire nonfi ction research in the intermediate grade classroom. In Oregon English Journal. (In press).

Smith, M. (2008). Four steps to a paradigm shift : Employing critical perspectives to improve outreach to low-SES African American and Latino students and their parents. Journal of College Admission, 101, 17-23.

Thieman, G. (In press). Using technology as a tool for learning and developing 21st century citizenship skills: An examination of technology use by pre-service teachers with their K-12 students. Contemporary Issues in Technology and Teacher Education, 8 (4).

Williams, D. R. (2008). Listening to nature: Cultivating ecological literacy through Learning Gardens. Oregon English Journal, 30 (1), 12-15.

Williams, D. R. (2008). Sustainability Education’s gift : Learning patterns and relationships. International Journal of Education for Sustainable Development, 2 (1), 45-50.

Williams, D. R. (2008). Education for democracy: Preparing undergraduates for responsible political

engagement. Michigan Journal of Community Service Learning, 14 (1), 92-97.

Presented – Fall 08

Aasheim, L. (2008, June). The tasks and focus of counselor supervision in an agency setting. Paper presented at the International Clinical Supervision Conference, Buff alo, NY.

Allen, D. (2008). A bridging of care: A case study of an adult day and child care program. Paper presented at the Division for Early Childhood International Conference, Minneapolis, MN.

Allen, D. (2008). The politics and policy of early childhood. Paper presented at the Division for Early Childhood International Conference, Minneapolis, MN.

Caskey, M. M., Musser, M., & Samek, L. (2008, October-November). Creating and sustaining healthy teams: What teachers and principals really want to know. Paper presented at the National Middle School Association annual conference, Denver, CO.

Valentine, J., Caskey, M. M., & Daniel, L. (2008, October-November). Research and resources in support of ‘this we believe’: Assessment to promote learning. Paper presented at the National Middle School Association annual conference, Denver, CO.

Erb, T., Caskey, M. M., & Muir, M. (2008, October- November). Writing for publication demystified. Paper presented at the National Middle School Association annual conference, Denver, CO.

Chaille, C. (2008, October). Constructivism in an age of constraint: Possibilities and visions of utopia. Keynote address for the Association for Constructivist Teaching annual conference, Johnson City, TN.

Chaille, C., Peterson, L. & Mahler, F. (2008, October). Empowering women and nurturing children: Hands to Hearts International. Symposium presented to the Ninth Annual International Step by Step Association conference, Budapest, Hungary.

Chaille, C. & Mahler, F. (2008, October). Knowledge is power: Designing a child development curriculum with the potential to transform the lives of vulnerable children and their caregivers. Paper presented to the Ninth Annual International Step by Step Association conference, Budapest, Hungary.

Cress, C. M. (2008, September). Integrating community-based learning into the curriculum: Course design strategies for CBL and service learning instructors. Paper presented at Southern Oregon University, Ashland, OR.

Cress, C. M. (2008, October). Pedagoģia comunitaria: Facilitating Latino student civic engagement leadership through a pedagogy of community. Paper presented at the International Research Conference on Service-Learning and Community Engagement, New Orleans, LA.

Cress, C. M. (2008, November). Multicultural communication: Implications for teacher training and development. Keynote speaker, International Association for Montessori Educators National Conference, Garden Grove, CA.

Cress, C. M. (2008, September). Service learning strategies: Course design and scholarship. Paper presented at Loyola Marymount University faculty convocation, Los Angeles, CA.

Cress, C. M. (2008, November). Strategies for enhancing service learning. Paper presented at Whittier College service day, Whittier, CA.

Cress, C. M. (2008, September). Integrating community based learning into the curriculum: Course design strategies for CBL and SL instructors. Paper presented at Southern Oregon University, Ashland, OR.

de la Cruz, E. & Laurence, W. (2008, November). Re-visioning: A coaching model for teaching career decisions. Paper presented at the National Science Teachers Association area conference, Portland, OR.

Isaacson, S. (2008, October). Big ideas and practical strategies for students who struggle with writing. Paper presented at the COSA and Oregon Department of Education Fall Conference for Special Education Administrators, Eugene, OR.

Johnson, P. & Roy, D. (2008, November). Development and assessment of a mindfulness-based personal growth group for counseling students. Paper presented at the meeting of the Western Association for Counselor Education and Supervision, Palm Springs, CA.

Mukhopadhyay, S. (2008, October). Beyond Barbie: Moving f om scale to social justice. Paper presented at the First Annual Northwest Conference on Social Justice, Seattle, WA.

Ranker, J. (2008, June). Redesigning and transforming: The role of semiotic import in young students’ uses of composing resources while learning to write in English as an additional language. Paper presented at the International Conference on Multimodality and Learning: New Perspectives on Knowledge, Representation and Communication, Institute of Education, University of London, London, UK.

Ranker, J. & Golden, J. (2008, November). New tools for student research: Blogging, web-searching, and digital video production. Paper presented at the Annual Convention for the National Council for the Teachers of English (NCTE), San Antonio, TX.

Sanford, A. & Ingram, K. (October, 2008). Comprehensive evaluation of specific learning disabilities: Legal prerequisites and best practices. Paper presented at the Confederation of Oregon School Administrators (COSA) conference, Eugene, OR

Sanford, A. & Thomas-Beck, C. (October, 2008). Closing the achievement gap by accelerating pacing in reading interventions. Paper presented at the COSA and Oregon Department of Education Fall Conference for Special Education Administrators, Eugene, OR.

Sanford, A. & Putnam D. (October, 2008). Progress monitoring. Paper presented at the COSA and Oregon Department of Education Fall Conference for Special Education Administrators, Eugene, OR.

Stevens, D. D., Ramette, C., Fischer, W., Latiolais, P. & Emil, S. (2008, October). Moving toward a campus-wide culture of teaching, learning and assessment: A multi-dimensional task. Paper presented at the Assessment Institute, IUPUI, Indianapolis, IN.

Cooper, J. E. & Stevens, D. D. (2008, October). Journal keeping in professional life: Weaving patterns of balance. Interactive session at the annual Professional and Organizational Development conference, Reno, NV.

Stevens, D. D. & Cooper, J. E. (2008, October). Weaving patterns of practice through

reflection: Making journal writing work. Interactive session at the annual Professional and Organizational Development conference, Reno, NV.

Williams, D. R. (2008, October). The landscapemindscape connection: Why learning gardens are relevant to urban education. Paper presented at Council of Great City Schools, Houston, TX.

Williams, D. R. (2008, October). Standards based progress reports. Facilitator at Council of Great City Schools, Houston, TX.

Second grade students

Second grader students from Rosa Parks Elementary visited the GSE in November, led by their teacher, Daphne Bussey. Ms. Bussey is a 2003 graduate of the Graduate Teacher Education Program (GTEP) and holds a master’s in Curriculum and Instruction.

Position announcements

Assistant Professor, Counselor Educator, with background in CACREP and/or CORE curriculum and specialty preparation in School Counseling and Rehabilitation

Counseling Contact: Teresa Loveland, search committee coordinator

E-mail: lovelandt@pdx.edu

Phone: 503-725-4649

Fax: 503-725-5599

Assistant/Associate Professor of Educational Leadership, PK-12 Executive Leadership Program Contact: Dianna Woolsey, department assistant

Email: woolseyd@pdx.edu

Voice mail: 503-725-4716

Fax: 503-725-3200

News and notes

Linda Zuckerman, longtime director of PSU’s popular Children’s Book Conference, recently won the Leslie Bradshaw Award for Young Adult Literature at the Oregon Book Awards. Dr. Zuckerman’s young adult book, A Taste for Rabbit, was published in 2007 by Arthur A. Levine Books.

The Spring 2008 issue of the Oregon English Journal, edited by Professor Emeritus Ulrich H. (Rick) Hardt, PhD, was selected for national promotion and distribution by the National Council of Teachers of English. The issue’s focus is: Ecological Literacy: Tending the Untended Garden. It includes an article by GSE faculty member, Dilafruz Williams, entitled Listening to nature: Cultivating ecological literacy through learning gardens. Other PSU faculty represented are Carl Abbott (Urban Studies and Planning), William L. Lang (History), and Susan Mc- Kee Reese (English), and graduate students Joy Margheim, and Sharon A. Murphy (GSE staff ).

Ethan Adelman, a graduate of Sunnyside Middle School, has won the 2008 James Williams Leadership award. The award originates from the Graduate School of Education and goes to a Sunnyside Environmental School student who has demonstrated “outstanding leadership and service to enhance public education and/or the environment.” The $500 award must be used for participation in a leadership event such as a workshop, seminar, or outdoor camp. Oregon educator Bonnie Robb won a $25,000 Milken Educator Award. She teaches at Clark Elementary in PPS and is a GSE 2006 ESL/Bilingual Endorsement alumna.

The Fulbright Alumni Community at PSU

Archbishop Emeritus Desmond Tutu receives J. William Fulbright Prize for International Understanding Washington, D.C.—The Fulbright Association awarded the J. William Fulbright Prize at a ceremony on Nov. 21st at the U. S. Department of State. The award recognizes Nobel Peace Prize winner Archbishop Tutu’s tireless lifelong work promoting reconciliation empathy, and courage in speaking out against injustice in South Africa and elsewhere. The ceremony was attended by GSE’s Fulbright Alumna, Professor Jacqueline Temple, who had the incredible opportunity to meet Archbishop Tutu.

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