PSU faculty and staff gathered in the Smith Memorial Student Union Ballroom last week for the annual Length of Service Awards. Honorees included employees from across the campus who have been with PSU for 20 or more years; one received an award for 45 years of service. Among the 69 individuals recognized were two individuals from the GSE, Will Parnell and Ellie Justice. Both have been involved in the Helen Gordon Child Development Center (HGCDC). Parnell, who has served PSU for 20 years, was the pedagogical director and now chairs the Curriculum and Instruction Department. Justice is the director of HGCDC and has worked at PSU for 30 years. We are exceptionally proud of their service.
The Council for the Accreditation of Counseling and Related Educational Programs (CACREP) has awarded accreditation to the GSE’s Clinical Mental Health Counseling and Marriage, Couple, and Family Counseling master’s degree programs. The accreditation extends through March 31, 2024.
“This is wonderful news for our school,” said Dean Marvin Lynn. “We are proud of this department and all the efforts of our faculty and administration who continually uphold the highest standards of equity-based research, teaching, and practice. I am particularly thankful for Tina Anctil, who led this effort.”
These programs join the GSE’s School Counseling program and the Clinical Rehabilitation Counseling program, which is jointly accredited as a Clinical Mental Health Program. The Rehabilitation Counseling is also ranked 18th in the country by U.S. News & World Report.
The GSE’s Counselor Education programs are some of the most sought-after programs in the school. Many GSE Counselor Education graduates go on to successful careers in private practice, community mental health and hospital settings, government agencies, veterans services, and in higher education.
Interim Chief Fiscal Officer (CFO) Kathleen Martin was named to the position in the Graduate School of Education permanently in January of 2018. She is a graduate of PSU’s School of Business Administration, with a bachelor of science degree concentrated in finance/law. Prior to joining the GSE, Martin served in PSU’s College of Liberals Arts and Sciences as a fiscal officer and as the College of Liberal Arts and Sciences Environmental Science and Management Department’s finance and administrative manager.
Martin is an accomplished financial director who has contributed to the success of organizations of varying sizes in the private and public sectors. Before returning to PSU in 2015, she spent a decade in private higher educational services, six of those years at the CFO level.
Martin succeeded K.C. Hall, who took a position at Marylhurst University last year.
City/county models of culturally responsive preschools: Community-informed equity investments
Assistant Professor of Practice Ingrid Anderson has two goals: make affordable preschool available for all of Multnomah County and ensure that families experience preschools that are free from racism, bias, and discrimination.
In October 2017, Anderson, who supports the work of PSU’s interdisciplinary Early Childhood Council, co-convened stakeholders in an event to discuss interest in supporting affordable preschool for all Multnomah County children, ages 3 to 5 years old. Over 200 attendees participated in the day-long symposium that drew officials from state and county agencies. They were overwhelmingly in favor of moving forward.
The Dean’s Fund for Excellence provided Anderson and GSE partners with key start-up funding to begin exploring the project. She will engage resources in a survey of large cities like Denver, San Francisco, and Seattle that already have universal preschool programs in place. Once data is collected, her team will analyze it to discover common successful patterns, conduct a literature review, and write a white paper focused on city and county models of culturally responsive preschools working to support community-informed equity investments. Continue reading
The American Educational Research Association (AERA) has recognized a dissertation by GSE Assistant Professor of Practice Dan Heiman with its 2018 Outstanding Dissertation Award in the AERA Bilingual Education Research Special Interest Group.
Heiman has a PhD from the University of Texas, Austin, where he specialized in bilingual and bicultural education in the Department of Mexican American and Latin Studies. His dissertation title is Two-Way Immersion, Gentrification, and Critical pedagogy: Teaching Against the Neoliberal Logic.
This is Heiman’s first year at PSU, where he is an instructor in the ESOL/Bilingual Endorsement Program and a cohort leader of the Bilingual Teacher Pathway program (BTP) in the Curriculum and Instruction Department. His research focus is on critical, equitable, and hopeful processes in dual-language contexts and preparing and working with future bilingual teachers around those processes.
Previously, Heiman was a bilingual teacher in El Paso, Texas, and a teacher educator at the University of Veracruz (Mexico).
AERA has invited Heiman to present his research at the 2018 Annual AERA meeting in New York this April.
Preparing mathematics teachers for equitable discourse practices
AMANDA SUGIMOTO & TORREY KULOW
Some of the most impactful changes in the new K–12 mathematics reform have two GSE faculty members retooling curriculum methods in the Graduate Teacher Education Program (GTEP). Assistant Professor Torrey Kulow, GTEP secondary cohort leader, and Assistant Professor Amanda Sugimoto, GTEP elementary cohort leader, received a grant from the Dean’s Fund for Excellence to initiate a pilot project to help preservice teachers develop these new instructional skills.
Along with content standards, mathematics has new and evolving practice standards. Absent are the directive practices of 100 years ago. Children in math classes are now expected to be able to discuss and describe their approach to problem solving. Students now work in teams to come up with solutions, and even wrong answers can provide opportunity for discussion. In this scenario, the teacher is more coach and facilitator, rather than authority. Lessons are problem-based and discussion is student-centered. Putting communication in a more prominent role is a challenge for both classroom teachers and teacher educators. Continue reading