ESL program disseminated to school districts
The ESL/Bilingual Endorsement Program addresses the need for teachers to have special training for working effectively with the growing numbers of English language learners in their classrooms. This program is an excellent example of Continuing Education’s commitment to being responsive to and partnering with school districts, their teachers, and to ensure success for their linguistically and culturally diverse students. In addition to courses held at PSU, the program has been offered under contract with nearly 20 school districts from the Portland area to Central Oregon, the Columbia Gorge and the coast. Over 450 teachers have taken advantage of these school partnerships to enhance their abilities to support educational achievement for English language learners.
Heather Hiatt, a teacher who completed her final ESL practicum this spring, found the program’s course, Impact of Language and Culture in the Classroom, to be especially meaningful. “I wish every teacher had the opportunity to take this class,” said Ms. Hiatt. “I have learned to be culturally sensitive while retaining confidence in my own culture.” She also commented on her overall experience. “I was impressed with every instructor in PSU’s program. As a result of completing this program, I feel confident in my ESL teaching abilities. I know I can now meet the needs of English language learners in either a general education or an English Language Development classroom.”
Seaside School District is one of the many districts that contracted with Continuing Education for the ESL/Bilingual Endorsement Program. Sande Minnich Brown, English Language Development Coordinator for the district, reflected on that experience from the perspective of both a district administrator and as a participant in the classes. “The courses included in the ESL endorsement program at PSU are among the best I have ever taken for professional development. The instructors were all current or former practitioners in the field and were able to share their experiences and wisdom. They delivered engaging lessons by modeling the kind of sheltered instructional strategies we were learning to use in our coursework, and through authentic, meaningful assignments. As the ELD coordinator for the district, I am pleased so many district teachers have participated in this program,” Ms. Brown continued. “It means they have a solid understanding of the culture and community of our students, of appropriate teaching strategies and assessment methods, of identification of English language learners (ELLs) for special services, of ESL/bilingual program models, and an awareness of the field of linguistics. In the end, our teachers, and ultimately our students, will benefit from all the training received through this program.”
SUBMITTED BY: Greta Krahn, ESL/Bilingual program director
New program added to Autism offerings
Oregon has one of the highest reported incidences of Autism in the country. One out of 80 children is diagnosed with this puzzling condition. Continuing Education, working with the PSU Department of Special Education’s Center for Autism Research and Training, currently offers a certificate of completion in Autism for teachers and education specialists. Inspired by the success of this program, another new online program—Understanding Students with Asperger’s Syndrome and High Functioning Autism—is now available.
Asperger’s syndrome is a “hidden disability—It cannot be detected from outward appearance. Asperger’s syndrome and related developmental disorders dramatically affect the lives of children and their families, and hampers their success in school and the wider community. While these developmental disorders often have a profound impact on the child, early diagnosis and therapeutic responses that include behavioral strategies can make a significant difference in improving their lives in the long term.
From a student and grandparent
“There are so many things I could say about the importance of a class such as this. I’ve been working with my daughter for the past five years, along with teachers, to provide the most current and effective teaching methods available for my granddaughter, since we noticed that she was not developing at 18 months in many of the cognitive and social abilities as her siblings had. This class has provided an exceptional amount of information that we have found in our journey. Thank you for offering it.” ―Diana Bush
Offered through a fully online format, the program focuses on how Asperger’s syndrome affects student behavior, impairs social interaction, and addresses learning skills and specific techniques, strategies, and environmental modifications that enable students to succeed. Coursework is designed for parents, teachers and all other members of the student’s educational team.
SUBMITTED BY: Leah Hershey, autism and special education program manager
CEED offers unique program in Adoptions therapy
Foster and adoptive families face unique issues beyond those of biological families. Children adopted from the public child welfare system bring additional complexity to the mix with histories of abuse, medical and behavioral problems, and serious adjustment and attachment disorders. These children’s special needs frequently place additional stress on the family system. Across the country, adoptive parents have repeatedly indicated their biggest need is for adoption-competent mental health services. Most report that they have had to train their therapists.
In Oregon, there was growing concern that mental health services were inadequate for children adopted throughout the foster care system. This led to a conversation with health experts from the Oregon Department of Human Services-Adoptions Unit, PSU faculty, Oregon Post Adoption Resource Center (ORPARC), the Oregon Department of Human Services-Mental Health Addiction Services, and Northwest Resource Associates.
As a result, a post-graduate training program for mental health therapists was established through a unique partnership with PSU’s Continuing Education, Child Welfare Partnership, the School of Social Work, Counselor Education Department, and the Oregon Department of Human Services.
“The unique skills and techniques emphasized in the program allow me to practice from a well-informed, strengths-based perspective. The children that this program is intended to meet the needs of are a uniquely vulnerable population and this program is vital in preparing therapists across the state to provide the expert treatment needed.” ―Julie Glover-Walsh, MA, LPC
A Washington County social worker developed a training for adoptive parents as her class project. She says, “Families who complete this training are better prepared for what might come as they move forward to this new part of their lives as an adoptive family. Without the support of the program, and the structure it provided me, I sincerely doubt that this successful training would have been developed.” ―Deborah E. S. Averill, MSW, LCSW
The mission of the PSU certificate program in Therapy with Adoptive and Foster Families is to increase the professional capacity of Oregon’s mental health providers and child welfare professionals by presenting them with the therapeutic knowledge and skills to identify and enhance adoptive and foster care families’ strengths and resiliencies. It combines online and face-to-face/video streamed classes, drawing participants from across the country.
SUBMITTED BY: Marion Sharp, Adoptions Therapy program manage
Graduate Certificate in Addictions Counseling provides credentials
Mental health and addictions treatment professionals in the community and graduate students in related fields consistently work with addicted populations. In fact, Oregon has a significantly higher rate of substance abuse and addiction than the rest of the nation. This fact, along with new national accrediting requirements, illustrates a critical need for specific courses in the addictions field. Continuing Education, in partnership with the Counselor Education Department, is able to respond in a timely manner with the most relevant information on addictions issues, offering a complete graduate certificate.
The Graduate Certificate in Addictions Counseling (GCAC) program focuses on the biological, psychological, and social dimensions of substance abuse and dependency. Students are either enrolled in a PSU master’s degree program or are working professionals in a human services field. The GCAC program is designed to fit the needs of working professionals and students. It consists of one graduate level class per term at night, for six consecutive terms. Courses are taught by faculty in PSU’s Counselor Education program along with community leaders in substance abuse treatment. This collaborative effort ensures both academic rigor and community engagement.
What students say
Michele Olson, a current student in the GCAC program, described the value of this program for herself as well as others in this way:
My background includes child welfare, mental health, medical and school social work. Through these experiences I have become acutely aware that addiction issues play a key role in client outcome, in any setting. During my time with child welfare, substance abuse caused the removal of children from their families. In a community mental health agency, I provided therapy to family members affected by addiction issues of one of their own. As a medical social worker in an inner city school based clinic, I observed how substance abuse increased violence, perpetuated poverty, and robbed young people of their ambitions. I believe training in addictions counseling is necessary to be effective in a helping profession.
SUBMITTED BY: Kathy Lovrien, addictions counseling program manager
Unique collaboration typifies CEED projects
Continuing Education is collaborating with the Confederation of Oregon School Administrators (COSA) to offer Educational Leadership and Policy (ELP) academic credit for its annual series of COSA workshops; it will qualify as an elective in the Continuing Administrators Licensure (CAL) program. The Department of Educational Leadership and Policy, in partnership with CEED, provides the coursework for Oregon’s initial and continuing administrative licenses at several sites around the state. Therefore, PSU has administrative students and alumni throughout the state.
CEED program manager Cathie Anderson realized it would make sense to develop a cooperative partnership with COSA to offer credit for their workshops. “This partnership enhances COSA’s enrollment in these events, while also satisfying the need for administrators to further their career,” said Ms. Anderson. “The CEED/COSA program is a unique partnership that is not provided by any other institution in the state.”
COSA Director of Professional Development Colin Cameron says, “An administrator can choose from professional trainings all year long and complete a practicum to earn their credits. Many administrators have expressed their appreciation for the ability to choose and embed their learning throughout the year.”
The COSA Leadership Academy option has been a great success in its first year, allowing practicing administrators to earn CAL program elective credit and apply their learning from workshops and conferences through the practicum field experience. This year educators could choose from workshops focusing on literacy, special education, law, Professional Learning Communities, and differentiated instruction.
SUBMITTED BY: Cathy Anderson, cooperative programs manager
CEED offers online reading endorsement
Continuing Education’s Literacy Program worked with Curriculum and Instruction professor Susan Lenski to coordinate a series of reading endorsement contract classes for Hood River School District last year. Terri Vann, their Instruction and special programs director, took a proactive approach to improving literacy in her district which resulted in PSU offering four classes, which satisfy the requirements of the ReadOregon 12-credit reading certificate. Thirty Hood River employees participated in the classes.
Terri Vann has this to say about the Hood River reading series:
The PSU reading series has had a positive impact on our entire school district. We actually have representation from every school in our district in the cohort, and the teachers in the program are taking the learning from the courses back to their buildings. Additionally, we have been able to look at literacy district wide, and what our students receive as they move through our system. Having the opportunity to work beside 25 people from our district who might not normally have crossed paths provides even more value to the classes. It makes the projects extremely meaningful. Our district and school board have made literacy the number one focus, and having this program provides additional support for our staff. The last class, School Reading Program Leadership, has provided the framework for our professional development next year. We are moving to a Professional Learning Communities model with Learning Teams, and the cohort members will be instrumental in the roll out of this model.
SUBMITTED BY: Val Katagiri, reading programs manager
Children’s Book Authors and Illustrators Gather in Portland for Annual Conference, July 13-17
Special lectures and consultations by Arthur A. Levine, editor and publisher of the Harry Potter series
Celebrating its first decade, the conference presents an exciting week of lectures, panels, small groups, faculty-led workshops and critique sessions. Linda Zuckerman, director of the conference since its inception, has brought together another stellar group of instructors, authors and illustrators. This year’s special guest will be Arthur A. Levine, editor and publisher of Arthur A. Levine Books. Mr. Levine is dedicated to bringing “the best of the world’s literature to young American readers.” His authors come from near and far, including Portland natives Allen Say, Linda Zuckerman, Laini Taylor and Jim DiBartolo, as well as J.K. Rowling (Scotland), Nahoko Uehashi (Japan), Karlijn Stoeffels (the Netherlands) and Shaun Tan (Australia). To read more, visit his website. As one of the foremost editors of children’s books in this country, he is a compelling and witty speaker who is known for the excellence of his publishing program and for his support of the writers and illustrators with whom he works.
Conference Director Linda Zuckerman says, “What is unique about this conference is that the entire faculty are available throughout the day for conversations and exchange of ideas. Last year many students commented that the chance to make these connections in an informal setting was one of the best things about the conference.”
To allow more opportunities for networking and ongoing discussion with faculty and fellow students, housing and meals are available on Reed College campus. Tuition is variable for the week, depending upon residency and credit options. Individual manuscript and portfolio reviews are available for an additional fee, and university credit is offered. Enrollment is limited to 70 (including 18 for illustrators).
SSCBT—Accessibility and flexibility changes lives
The Social Services Competency Based Training program (SSCBT) allows Head Start and other social service agency staff to obtain comprehensive social service training and move toward undergraduate and graduate degrees. As a partnership between Portland State University and Tennessee State University, the SSCBT program is delivered in a variety of ways; including direct training by ECTC staff and local delivery through a network of SSCBT trainers. Academic credit is available through the Counselor Education department.
Currently, five communities in Oregon and Washington have SSCBT cohorts. The 2008-09 class in Lebanon, Oregon, is one example of how local delivery of this program provides the flexibility for adult learners to advance their professional development.
Wendy Hoffman, a family services coordinator at Kidco Head Start in Lebanon, is the class instructor for local students, as well as commuters from Eugene and Salem. “Having the SSCBT located here allowed us to send five family advocates,” says Ms. Hoffman. “This would not have happened if the training had been located elsewhere. We plan to offer it here every other year as long as there are interns who wish to take it.”
For Lori Robertson, local delivery of the program has helped change her life. “As a military wife who travelled all over the globe,… you probably wouldn’t be surprised to hear that it took me 16 years to complete my bachelor of science degree. I’ve decided to go back to school and pursue my master’s degree in social work. After 13 years of being out of school, this is a very scary step for me. However, PSU’s SSCBT program, offered in our community, has allowed me to pursue my education in a non-threatening environment. My class is a small and supportive group. This process of group learning and lots of shared experiences has made going back to school a real learning experience without all the pressure.”
What students say
“Having SSCBT in Lebanon made a world of difference for me. Thank you for making it accessible for all of us.” ―Antonia Hernandez, Albany
“I have thoroughly enjoyed SSCBT. The knowledge gained and the relationships formed have been amazing. I would highly recommend the program to anyone who desires to bring about change in families.” ―Trina Fowler, Salem
“I really enjoyed taking the SSCBT class. This class helped give me skills that I can apply to my every day job. As in social work the only tool we have is our self, the more knowledge I have the better I can serve the families I work with. It was an amazing class I recommend it to every one.” ―Alondra Kessinger, Salem
“If the SSCBT course were not endorsed and executed by my employer, I would never have been able to take three weeks off to take the training. I appreciate that the course was local, only 12 miles from my house, and fit into a work schedule.” ―Melissa Bergstrom, Albany
“SSCBT has enabled me to further my education at a time when it would not normally be possible due to my current work schedule, as well as cost. I have truly enjoyed the experience and am grateful that it was offered so close to my home.” ―Angie Siegenthaler, Albany
SUBMITTED BY: Chuck Smith SSCBT program manager
More Oregon school administrators choose PSU Executive Leadership program than any other
The Educational Leadership and Policy Department, in collaboration with Continuing Education, plays a significant role in training the K-12 education administrators throughout Oregon and Southwest Washington. It’s no accident that the majority of Oregon’s school administrators are PSU alumni.
Through Continuing Education, the Department of Educational Leadership and Policy (ELP) offers face-to-face classes in school leadership in Salem, Southern Oregon, Metro-East and Metro-West. The Continuing Administrator Licensure program in Southern Oregon and Salem works closely with students to ensure that it meets the needs of its participants who come from all over the region. Courses leading to the 28-credit continuing administrator license (CAL) are offered in Salem and Southern Oregon, and online. Many of the instructors for today’s CAL programs are former PSU graduates who completed one of the programs and are now practicing administrators.
What administrators say
Portland State’s IAL and CAL programs provide a great experience for administrative candidates in the Southern Oregon Region. This program provides educators with the opportunity to experience relevant content with a uniquely regional perspective. Courses taught by district-level administrators that work within this region allow candidates to experience global applications of educational administration through local perspectives. ―John George, director of secondary education, Three Rivers School District
SUBMITTED BY: Kristen Pilgrim, IAL/CAL program manager
Differentiated Instruction program customized for districts
How is it possible to meet the diverse needs of individual students, each with a wide variety of learning styles, interests, goals, cultural backgrounds, language differences, prior knowledge, and abilities in the same classroom? It is every teacher’s responsibility to help students succeed; differentiated instruction is a way of ensuring that all students experience success.
Launched in 2005, this program is offered through the Curriculum and Instruction department through Continuing Education as an enhancement to all-inclusive classroom teachers who want all their students to feel included in class activities. New and experienced teachers are learning new strategies to facilitate learning for students with a variety of learning styles and abilities.
The program is offered fully online, but is also available as a contract class offered in a district. Woodburn School District recently contracted with CEED to offer Differentiated Instruction at the school district.
What customers say
In Woodburn, we appreciate that PSU worked with us to bring high quality professional development onto our campus. The Differentiated Instruction course was delivered in a manner that allowed our teachers to put concepts from class directly into practice. [It was] real education for real teaching. ―Jennifer Traeger, talented and gifted coordinator, Woodburn High School Campus
SUBMITTED BY: Cailin O’Connor, Differentiated Instruction program manager
Brain research spawns new field of study
One article or workshop can sometimes open up a whole new world. Ideas that have been around a long time can mix with new information and suddenly reorganize into a new field of study that resonates more truly with one’s practice. That is the experience many report when they encounter ‘interpersonal neurobiology.’
People often look puzzled as they process those two words together, and then a light goes on. The implications for every field of practice involving relationships become apparent for teachers, therapists, social workers, mediators, and trainers. Everywhere, there are publications and news releases on exciting brain research–mirror neurons (the basis of empathy), neurogenesis (birth of new brain cells), neuroception (assessment of safety or danger), and attachment as an affect regulation process, are just a few examples. This is truly the leading edge of research and integrative practice in mental health.
Portland State University has the first certificate program in Interpersonal Neurobiology ever created. It began in fall, 2004, and to date nearly 400 professionals have attended one or more class. This year, a new series within the certificate program is being offered: Criminal Justice. In Oregon, men and women inmates who are parents may take an IPNB class. Based on the text, Parenting from the Inside Out, by UCLA scientist Dan Siegel and Mary Hartzell, the class prepares them for re-entry into their families when they are released.
What students say
A recent student, Ronald Wilgosh says, “IPNB is a liberating framework through which to view our development in the context of our relationships and our environment and a helpful framework through which to formulate interventions. Brain, body, environment as one unit says it all.” ―Ronald Wilgosh is a Psychological Practitioner with Havering Psychological Therapies Service, North East London Foundation Trust (NELFT), UK
Center for Student Success provides education consultation services
Center for Student Success Federal Grant Evaluation
The Center for Student Success (CSS), the Graduate School of Education’s K-12 educational support center, has been collaborating with ESD 112, in Vancouver Washington, on the evaluation of two federally funded Teaching American History Grants. Over the past four years, the CSS has facilitated focus groups, designed and implemented survey instruments, collected and analyzed data, as well as sponsored professional development opportunities for ESD 112 teachers.
“The Center for Student Success has served as a third party evaluator for two Educational Service District 112 Teaching American History Grants. Through that partnership, CSS, has provided meaningful feedback, strong reports, and, most importantly, knowledgeable, skilled, and generous professionals committed to furthering teacher professionalism and student success. Because of CSS’s dedication to fostering a collegial engagement for teachers, our work together has embraced collaboration and found greater success as a result.”
―Matt Karlsen, Teaching American History grants coordinator
Professional Learning Teams
The Center for Student Success (CSS), the Graduate School of Education’s K-12 educational support center, has been offering professional development options to schools from Vancouver, WA to Coos Bay, OR. In particular, CSS focuses on the concept of Professional Learning Teams. Offering varied formats in response to school and district needs, Professional Learning Teams workshops teach groups how to work collaboratively to establish and achieve a common goal. CSS facilitators work with each school, individually, to tailor instruction based on the goals of the school and the district. Participants learn the key components of group collaboration such as establishing roles, norms, goals, and objectives and gain exposure to a diversity of topics including assessment.
Susan Baker, a CSS facilitator and PSU adjunct faculty member, shares her insights on Professional Learning Teams.
“They say the keys to successful staff development are that it be relevant, and integrated, into ongoing work. Our efforts to expand the effectiveness of Professional Learning Teams is a prime example of the gains that can be made when the in-service reflects those values. Watching teams form and mature and participate in thoughtful, meaningful, reflective conversation about student learning has resulted in data driven and powerful decisions to improve the learning experiences of their students. What could be better?”
Third-party evaluation of Chalkboard Project’s CLASS project
CSS has participated in providing third-party outside evaluation services for this school year to the Chalkboard Project in relation to the implementation of their CLASS project in the Sherwood and Tillamook School Districts.
Kate Dickson, vice president for Chalkboard’s Educational Policy Division, states the following in relation to the work done by the Center:
“The Chalkboard Project is impressed with the excellent work that the Center has done as the third party evaluators for the CLASS Project. The CLASS Project evaluation has been thorough and completed with the highest standards of excellence. Chalkboard appreciates the exemplary work of the Center for Student Success.”
The Center has now received another contract with the Chalkboard Project to continue with this work as they add additional school districts to their CLASS Project work.
Visit the CSS Website to find out more about the center’s services and projects.
Continuing Education—three successful decades
In the 1960s, the statewide Division of Continuing Education (DCE), in charge of conferences and special programs, was housed on the PSU campus. In the 1980s, PSU split off from the OUS operation and began a separate extension program, then called the Division of Continuing Education. A separate unit, CEED, was established in 1982, specifically to work with the School of Education, and moved into quarters on the sixth floor of the new education building. CEED continued to operate under the DCE, which became the School of Extended Studies in 1990.
Continuing Education’s first director, Dr. Kenneth Waldroff (retired), was assisted by Pati Sluys, current budget and personnel manager of the Graduate School of Education. This two-person team coordinated the details for all Portland-metro self-support credit and noncredit PSU education-related courses and workshops.
Dr. Waldroff became a member of the School of Education dean’s Academic Advisory Committee for Curriculum. This arrangement greatly facilitated the planning and coordination of courses (the off-campus courses were offered through the Division of Continuing Education until Terri Fogarty was reassigned to CEED in the late 80’s). The CEED programs flourished during that time with all credit courses being approved by the appropriate department. The courses provided surplus funds to the School of Education’s departments, especially for faculty conference travel and the purchase of new supporting computer hardware.
Dr. Cheryl Livneh was named the new director in 1987, and under her leadership as director of Continuing Education, classes and programs were increased to include courses offered throughout the state and region.
In July, 2007, CEED became a fifth unit in the Graduate School of Education. CEED has grown to provide graduate programs and courses that support the professional development of preK-20 educators, trainers, and human service professionals. Conference work continues and three centers offer consulting and other services (ECTC, CHIP, and Center for Student Success). The unit has grown from the original two employees to 17 in professional positions, and six staff to coordinate over 1500 classes a year, and 28 programs.
SUBMITTED BY: Steve Brannan and Ken Waldroff, with Pati Sluys and Cheryl Livneh
News and notes
PACE master’s student honored
Graduate student Carmen Anderson is this year’s recipient of the 2009 President’s Diversity Award. Ms. Anderson was also featured in a front page article and photo in the Vanguard, PSU’s student newspaper. As a nontraditional student, she overcame many obstacles to her education, including poverty, teenage pregnancy and cancer.
National town hall meeting features energy
On April 18, 2009, Dilafruz Williams participated in a popcorn session with elected officials at a Focus the Nation town hall meeting in Portland on a Just and Clean Energy Future. Citizens were invited to speak with their representatives about solutions to creating a clean economy with justice for all.
Rosalyn McKeown participates in World Conference on Sustainable Development
Rosalyn McKeown, Educational Leadership and Policy faculty, organized and wrote a background paper for the workshop “The Role of Higher Education and Research in Education for Sustainable Development” at the United Nations Educational, Scientific, and Cultural Organization World Conference on Education for Sustainable Development in Bonn, Germany, March 31-April 2, 2009.
GSE staff win Kellogg awards
Twila Nesky and Sharon Murphy are winners of the English Department’s Nina Mae Kellogg writing awards. The 45th Annual Award Ceremony was held on, June 2, and featured a lecture by Emily Powell of Powell’s Books. Twila Nesky received the Tom Bates Award for Memoir for a chapter of her memoir entitled, Other shacks, other rooms. The chapter is entitled, “My first grade year.” Sharon Murphy Collected the Tom and Phyllis Burnam Undergraduate Poetry Award for her poems, Below the Surface and Poem at the Lunar New Year.
On the move
Carolyn Carr, associate professor in Educational Leadership and Policy, is moving to Lewis & Clark College as the chair of the newly created Department of Educational Leadership.
Dae Kim, assistant professor in Educational Leadership and Policy, will be the lead researcher for the Center for Elementary Mathematics and Science Education at the University of Chicago.
Wendy Machalicek, assistant professor in Special Education will be an assistant professor in the department of Rehabilitation Psychology and Special Education at the University of Wisconsin-Madison.
Aubrae A. Matthews, assistant in the Center for Student Success and recent graduate from the PACE program, is moving to Boston, Massachusetts where she plans to pursue either a career in training and development or doctoral degree in Adult Education.
Kate McPherson-Hope, assistant marketing coordinator for Continuing Education, is returning to her hometown, St. Louis, MO.
Published and presented
Greer, B. Mukhopadhyay, S., Powell, A. B., & Nelson-Barber, S. (2009). Culturally responsive mathematics education. New York, NY: Routledge.
Johnson, R. (2009). Reclaiming your real self: A psychological and spiritual integration. North
Charleston, SC: BookSurge Publishing.
Stevens, D. D. & Cooper, J. E. (2009). Journal keeping: How to use reflective writing for learning, teaching, professional insight and positive change. Sterling, VA: Stylus Press.
Caskey, M. M. (Ed.) (2009). Middle level education research annual: Connecting with parents and families. Westerville, OH: National Middle School Association.
Ranker, J. (2009). Learning nonfiction in an ESL class: The interaction of situated practice and teacher scaffolding in a genre study. The Reading Teacher, 62(7), 580-592.
Smith, M. J. (2008). College choice process of first generation black female students: Encouraged to what end? The Negro Educational Review, 59(3-4), 147-162.
Muhammad, C. G., Smith, M. J., & Duncan, G. A. (2008). College choice and college experiences: Intersections of race and gender along the secondary to post-secondary education continuum. The Negro Educational Review, 59(3-4), 141-146.
Caskey, M. M. (2009, April). Excellence in the middle: Research and resources for teacher educators. Session presented at the symposium on Middle Level Teacher Preparation, National Middle School Association, Las Vegas, NV.
Cress, C. M. (2009, April). Curricular strategies for student success and engaged learning. Session presented at the Vermont Campus Compact, Middlebury, VT.
Cress, C. M., Donahue, D., Pacheco, S., & Anderson, J. (2009, April). Faculty fellows and professional learning communities. Paper presented at the Continuums of Service Conference, Seattle, WA.
Renner, T., Axlund, R., & Cress, C. M. (2009, April). Service-learning in the 21st century: Just click. Session presented at the Continuums of Service Conference, Seattle, WA.
Machalicek, W. (2009, March). Videoconferencing: A novel way to support members of PBS teams. Session presented at the International Conference on Positive Behavior Support, Jacksonville, FL.
Mukhopadhyay, S. (2009, March). The appreciation of pattern: Beauty and structure. Session presented at Sharing Our Knowledge: A Conference of Tlingit Tribes and Clans, Juneau, AK.
Ranker, J. (2009, April). First grade students: Uptake of overt instruction through hybrid composing practices in hybridity, multimodality, and new forms of composing. Symposium panel presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Smith, M. J. (2009, May). Gendered expectations: Sociological perspectives and intergenerational role models. Paper co-presented at the College Board’s Dream Deferred conference on the future of African American education, Los Angeles, CA.
Stanovich, P. J. (2009, April). Instructional design: Teachers and parents as partners. Paper presented at the annual All Born In Cross Disability Inclusion Conference, Portland, OR.
Stevens, D. D., & Caskey, M. M. (2009, April). Action research and creativity: Changing and empowering teacher definition of research. Paper presented at the American Educational Research Association Conference, San Diego, CA.
Swaim, D. L. (2009, March). Healthy hearts in the zone: Heart rate monitor applications for health and physical education. Curriculum adoption training conducted at Choctaw County School District, Ackerman, MS. Curriculum adoption training conducted at Cashton Public School District, Cashton, WI.
Swaim, D. L. (2009, April). Healthy hearts in the zone: Heart rate monitor applications for health and physical education. Curriculum adoption training conducted at Fonville Middle School, Houston, TX.
Swaim, D. L. (2009, May). Healthy hearts in the zone: Heart rate monitor applications for health and physical education. Curriculum adoption training conducted at Okoboji Community Schools, Arnolds Park, IA.
Thieman, G., O’Brien, J., Lee, J., & Hinde, E. (2009, April). Participatory media and citizenship education: An opportunity for social studies to help youth have their say. Paper presented at the American Educational Research Association Conference, San Diego, CA.
From the dean
In this GSE newsletter you will learn about specific projects and programs offered through our Continuing Education unit in the Graduate School of Education. The greatest value of CEED does not reside in any single program or even in the sum of the programs offered. Rather, it is the unique mindset and community approach of CEED that makes it so important. That mindset can be described in three words: innovation, responsiveness, and partnerships.
Every large university and corporation is challenged by its own bureaucracy. Bureaucracies are necessary, but within them we need units charged with trying new ideas and taking risks. It is difficult for a large university to experiment with new program offerings, but CEED can and does routinely do just that. Because CEED does not rely on state funds, the unit can try innovative programs with potential to bring in enough revenue for self-support and potential for long term support from the university. All of the programs and projects described in this newsletter fall into this category and would not be available at all if CEED did not exist.
So, what CEED enables us to do is to innovate in order to be responsive to community needs. When educators from east Multnomah County, the coast, or any part of Oregon ask about offering a program in their region, we can respond quickly through CEED to provide a program. When students request online courses, we can develop the courses and experiment on delivery through CEED and, as of today, we have over 100 online courses offered through CEED. In other words, CEED is our innovation arm that enables the GSE to anticipate and respond quickly to market demands.
But CEED could not be successful without creating strong partnerships within the GSE (e.g. Curriculum and Instruction collaborating with Special Education to create joint programs), among units on campus, and with schools and agencies in the community. It is through partnerships that we best learn of community needs and discover innovative ways to address those needs.
CEED has been in existence for over 25 years and has served PSU and the GSE extremely well in that time. However, it was only two years ago that CEED officially became part of the GSE. That move has been extraordinarily positive and we in the GSE are so very fortunate to have a unit so dedicated to innovation, community responsiveness, and partnerships which adds value to all the work we do.
From the associate dean and director of CEED
What should a continuing education unit in a professional school do? Many people’s perception is that it offers noncredit personal or professional development workshops that may be of interest to Graduate School of Education alumni. CEED has followed a different path. It has developed—in collaboration with GSE departments—programs and services in a range of alternative formats to meet students, districts, and human service programs and government agencies identified needs. CEED is committed to serving students—through its responsiveness and accessibility, flexibility, innovation, customer service, and collaboration.
Just a glimpse of what CEED offers:
- Eighty percent of CEED’s work is offering credit courses and programs (e.g,. Curriculum and Instruction Master’s in Astoria, Library Media initial license, endorsement, and master’s in a hybrid format (partially online and partially face-to-face), online certificate of completion in service learning).
- CEED offers approximately 65 professional development noncredit workshops annually focusing on critical issues of practice and the evidence-based practices that address them.
- Consulting services include training, technical assistance, needs assessment, third party evaluation (e.g., as part of grants, of charter schools, of alternative schools, Head Start programs).
- Conference services include event planning, implementation, consultation, facilitation, conference presentations, sponsorships, and credit/CEU overlay.
- CEED has also developed several educational resources, including early childhood materials and books on addressing both reading and math standards K-10.
In order to meet our students and clients’ needs, we utilize a variety of formats: face-to-face on campus and at your site, hybrid (partially online and partially face-to-face), totally online, streaming video, and are always exploring new options.
We feel privileged to have joined the GSE and jointly look forward to creating new programs, courses, workshops, consulting options and formats to address the professional development needs of educators, trainers and human service providers.
Cheryl Livneh, associate dean and director of Continuing Education
Unique Secondary Dual program recognized
A new publication by the American Association for Colleges of Teacher Education, Innovation and Reform in Teacher Preparation, was distributed to members of Congress last week and included the SDEP program. Congratulations to Barb Rubin, Sue Bert and Ann Fullerton for their successful submission! View the publication.